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2008 Sustainable as Second Nature: Incorporating into the Curriculum Tommy J. Crane

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FLORIDA STATE UNIVERISTY

COLLEGE OF VISUAL , THEATRE, AND DANCE

SUSTAINABLE DESIGN AS SECOND NATURE:

INCORPORATING SUSTAINABILITY INTO THE INTERIOR DESIGN

CURRICULUM

By:

TOMMY J. CRANE

A Thesis submitted to the Department of Interior Design in partial fulfillment of the requirements for the degree of Master of Fine

Degree Awarded Summer Semester 2008

The members of the committee approved the thesis of Tommy J. Crane defended on July 01, 2008.

______Lisa K. Waxman Professor Directing Thesis

______Eric Wiedegreen Committee Member

______David Butler Committee Member

______Jill Pable Committee Member

Approved:

______Eric Wiedegreen, Chair, Department of Interior Design

______Sally McRorie, Dean, College of , Theatre, and Dance

The of Graduate Studies has verified and approved the above named committee members.

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In loving memory of my father, for always believing in my ability to accomplish great things. You are missed but never forgotten.

To those who have come before me who laid the foundation for the body of knowledge to which I now contribute.

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ACKNOWLEDGEMENTS

I would like to thank Dr. Lisa Waxman, my major processor, for her patience, support and time and effort in the writing process of this thesis. I am extremely grateful for all she has done to help me through this process. My committee members Dr. Jill Pable, Mr. Eric Wiedegreen, and Mr. David Butler have provided guidance and encouragement along the way and I am truly grateful for all their support and help. I would also like to thank the faculty and staff of the Interior Design Department at Florida State University for their dedication and contributions to the success of my future endeavors. I also would like to thank my fellow graduate students for all the support and laughs you all have provided when most needed. Lindsay Clark and Laurie Taylor, thank you both for being the great individuals you are and the inspiration you provided me to finish. Taneshia, Veronica and Bradley, thank you for being there when I needed someone to talk to. Thank you, Keith M. Roberts for being the truest form of a friend anyone could ask for. Your support and encouragement have helped me through difficult times and you provided me with strength when I could not find my own. I wish to thank Lisa Tucker and Marlo Ransdell for all their help with gathering interviewees. Thank you to the interviewees for your time to help me in my study and to all the IDEC members who participated in my survey, without your support the study would not have been possible. Thank you to the Writing Center at Florida State University for help with editing. I also would like to thank my family for all the love and support they have provided and my friends who have provided me with guidance, love and support also.

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TABLE OF CONTENTS

List of Tables ...... viii List of Figures ...... ix List of Abbreviations...... x Abstract...... xi

1. INTRODUCTION AND OVERVIEW...... 1

Introduction ...... 1 Purpose ...... 4 Research Questions...... 4 Assumptions and Limitations ...... 5 Definitions ...... 5

2. REVIEW OF LITERATURE ...... 8

Introduction ...... 8 Background Information ...... 9 Search Techniques ...... 9 Defining Sustainability...... 10 History of ...... 13 Causes of Environmental Issues...... 17 Trends in the Practice of Sustainability ...... 20 Greenwashing ...... 24 Roles for Interior ...... 27 Suggested Sustainability Practice Requirements for Interior Designers ..28 The Gap between Sustainability Theory and Practice...... 32 Sustainable Design ...... 33 Sustainable for Educators ...... 36 Suggested Sustainable Design Curriculum Requirements...... 37 Summary of Review of Literature ...... 40

3. PROCEDURE...... 41

Introduction ...... 41 Purpose...... 41 Research Questions...... 41 Methodology...... 42 Research Overview...... 43 Institutional Review Board Approval...... 45 Reporting of the Data ...... 45

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4. FINDINGS...... 48

Introduction ...... 48 Survey Results ...... 48 Interview Responses...... 60 Related to Research Questions Findings...... 89 Additional Findings...... 95

5. CONCLUSION...... 98

Introduction ...... 98 Summary of Findings ...... 99 Example Curriculum Framework ...... 104 Sample Interior Design Curriculum Framework Incorporating Sustainable Design Principles ...... 105 Recommendations for Future Study...... 109 Final Thoughts ...... 110

APPENDIX A ...... 112

IRB HUMAN SUBJECTS APPROVAL FORM...... 112

APPENDIX B ...... 114

RECOMMENDED SOURCES...... 114

APPENDIX C ...... 121

SURVEY CONSENT LETTER AND FORM ...... 121

APPENDIX D ...... 123

SUSTAINABLE DESIGN SURVEY ...... 123

APPENDIX E ...... 126

SURVEY MONKEY SURVEY FORMAT ...... 126

APPENDIX F ...... 134

OPEN-ENDED RESPONSES FROM SURVEY...... 134

APPENDIX G...... 141

INTERVIEW CONSENT LETTER ...... 141

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APPENDIX H ...... 142

INTERVIEW CONSENT FORM ...... 142

APPENDIX I...... 144

INTERVIEW CHECKLIST ...... 144

APPENDIX J...... 145

INTERVIEW TRANSCRIPTIONS...... 145

REFERENCES ...... 219

BIOGRAPHICAL SKETCH ...... 227

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LIST OF TABLES

Table B.1: Recommended Book Sources ...... 114

Table B.2: Organizations and Guides ...... 117

Table B.3: Educational Endeavors ...... 118

Table B.4: Example Surveys ...... 119

Table B.5: Sample Curricula ...... 120

Table B.6: Periodical Publications ...... 120

Table F.1: Highest of Education ...... 134

Table F.2: Integrated Sustainability Methods ...... 134

Table F.3: Sustainability Level Introduction ...... 135

Table F.4: Sustainability Teaching Preparation ...... 135

Table F.5: Sources for Sustainability ...... 136

Table F.6: Sustainability Topics ...... 139

Table F.7: Sustainability Teaching Techniques ...... 139

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LIST OF FIGURES

Figure 4.1: Gender...... 49

Figure 4.2: Age Group ...... 49

Figure 4.3: CIDA Accredited ...... 50

Figure 4.4: Highest Level of Education ...... 50

Figure 4.5: Personal Interest in Sustainable Design ...... 51

Figure 4.6: Students’ Interest in Sustainable Design ...... 51

Figure 4.7: ID Faculty Interest in Sustainable Design ...... 52

Figure 4.8: Faculty’s Current LEED-AP Status ...... 53

Figure 4.9: ID Programs Teaches Sustainability ...... 53

Figure 4.10: Integration of Sustainability in ID Programs ...... 54

Figure 4.11: Sustainability Included in Course Level ...... 55

Figure 4.12: Personal Involvement Teaching Sustainability ...... 55

Figure 4:13: Teacher Preparedness ...... 56

Figure 4.14: Instructors’ Teaching Preparation ...... 57

Figure 4.15: Specific Sustainability Sources ...... 58

Figure 4.16: Important Sustainability Topics ...... 59

Figure 4.17: Sustainable Design Teaching Techniques...... 60

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LIST OF ABBREVATIONS

ACEID Asia-Pacific Centre of Educational for Development ADA Americans with Disabilities Act ASID American Society of Interior Designers ASSHE American Association for Sustainable Higher Education ASTM American standards Testing Methods c2c Cradle to Cradle CEUs Continuing Education Units CIDA Council for Interior Design Accreditation CSI Specifications Initiative EEITE European Union’s Environmental Education into Initial Teacher Education EPA Environmental Protection Agency FIDER Foundation for Interior Design Education Accreditation FSC Forest Council HOK Hellmuth, Obata, & Kassabaum, Inc. ID Interior Design IDEC Interior Design Educators Council IIDA International Interior Design Association LCA life cost assessment LEED Leadership in Energy and LEED-AP Leadership in Energy and Environmental Design Accredited Professional NCIDQ National Council for Interior Design Qualifications NEPA National Environmental Protection Act of 1969 OPEC Organization of Petroleum Exporting Countries pdf Portable Document Format file ULSF University Leaders for a Sustainable Future UNCED United Nations Conference on Environment and Development UNEP United Nations Environment Programme UNESCO United Nations Educational, Scientific, and Cultural Organization UNFCC United Nations Framework Convention on Climate Change USGBC Green Council VOCs volatile organic compounds

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ABSTRACT

The world is witnessing negative environmental changes at an alarming rate. These changes are due in part to humankind’s consumption practices, which have led to environmental degradation. Although this problem comes from many sources, one of the large contributors to waste and pollution is the building and construction . As part of this industry, the field of interior design can play a part in contributing to the quality of the built and natural environments through the use of sustainable design principles. Sustainable design minimizes environmental impact by using methods, products and processes that are respectful to the earth’s life cycles, reflects a collaborative interaction between people and the earth, and conserves natural resources for current and future generations (Van Der Ryn & Cowan, 1996). Interior designers are members of an industry that is demanding that they be knowledgeable about sustainable design practices. Many interior design programs in colleges and universities have stepped up to the task of teaching sustainable design as part of the interior design curriculum. However, to successfully teach sustainable practices, design educators must be knowledgeable of the subject matter so they may create meaningful curricula and teach effectively. This study addressed the current status of sustainability within interior design education and presented a model for effectively incorporating it into the curriculum. To further that goal, this study explored the history of sustainability, reviewed its current influence upon the built environment, reviewed current sustainability practices, and evaluated current sustainability educational trends. The methodology included a survey and interviews. The survey was sent to five hundred and sixty-eight members of the Interior Design Educators Council. One hundred and thirty-one members returned the survey. In addition to the survey data, 11 experts in sustainable design education were interviewed to learn more about their effective teaching techniques.

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The study has revealed that all survey respondents’ interior design program incorporated sustainability into their curricula. The educators cover energy efficiency; renewable resources; reduce, reuse, and recycling of materials; life-cycle analyses of materials and methods; along with other sustainability topics. The educators are highly motivated in teaching their students about sustainable design. However, the data revealed that educators are struggling with the placement of sustainable design within interior design programs. Educators, some with limited knowledge on the subject, face the challenge of incorporating sustainability into an already filled curriculum. These educators have struggled with acquiring adequate resources, and must utilize the internet for up-to-date information. Yet, these educators have proven that sustainability can be successfully incorporated into an interior design curriculum. This study allowed the researcher to analyze the current methods and opinions about teaching sustainability in interior design. The data was then utilized to develop a curriculum framework for educators. This framework incorporated sustainability throughout the curriculum and also provided a stand- alone course as an elective to cover current sustainability standards.

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CHAPTER 1

INTRODUCTION AND OVERVIEW

Introduction

“It is not my intention to be original, and what I am saying is common knowledge. But I should like to mention vigilance once again. I want especially to remind all the young, the healthy and active, for whom this book is meant, of their responsibility for fate of man. Comrades and friends! Brothers and Sisters! Ladies and Gentleman! Please pause in your pursuits and recreations for a moment. Not all is well with the world … comrades and friends, brothers and sisters, ladies and gentlemen! CIVILIZATION IS IN DANGER!” Anatol Kuznetzov (as cited in Chermayeff, 1982, p.100)

Kuznetzov’s alarming warning is one of many that have been heard and often ignored. According to Winchip (2007) and Adler (2007), many individuals such as Rachel Carson, Barry Commoner, and David Orr have heralded the concern for the environmental stability of the planet. However, their warnings have not been heeded and now drastic environmental changes are affecting the earth. Global warming, species extinctions, loss of non-renewable resources, over-population, globalization, extreme climate shifts, and deforestation are just a few of the issues that threaten life on earth (Chermayeff, 1982; Hutchison, 1998; Robins, 1999). Thinking that things would fix themselves, humanity has historically made very few changes in the consumption of resources. Populations grew and death rates declined while more consumption followed. According to McDonough and Braungart (2002), developed societies have demanded more resources and developing countries have been trying to keep up with developed ones. These consumeristic societies have placed a heavy demand on the earth’s life cycles. As a result, the need for raw materials to support industrialized countries has become astronomical, according to Robins (1999).

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Consumption is just one side of the issue when discussing environmental concerns. Most consumption is a cycle that takes in resources and then generates waste from used materials. According to Commoner (1971 & 1975) and Orr (2004), the natural consumption cycle is a closed looped system where the waste of one is consumable by another. Industrialized societies have polluted this cycle with chemicals, man-made and hazardous materials that drastically changed environmental conditions. Once introduced into the cycle these toxins remain and therefore breaking the cycle and creating fragmented and lineal consumption (Chermayeff 1982; Van Der Ryn & Cowan 1996). Industrialized countries have thrown ‘away’ their waste with very little concern as to its impact on the environment or themselves. The question must be asked when trash is thrown away, where exactly is away. ‘Away’ may be landfills, oceans, rivers, and other areas out of the public’s eye but never actually away. The waste remains within the earth’s life-cycles. According to Hawkins, Lovins and Lovins (1992), in the 1990s, the average American wasted nearly 1 million pounds of resources per year, which included raw materials, energy and other forms of resources. This trend of excessive continued into the 21st century. This waste took the form of green-house gases, toxic chemicals, non- biodegradable materials, and other forms of pollution. The gases released into the air caused smog, acid rain, global warming and climate change. The non- biodegradable products release toxic chemicals into the soil and water supplies for centuries. This cycle of waste has taken its toll. Extinction and endangerment of species, deforestation, and erosion are just a few consequences of humankind’s consumeristic and wasteful behavior. If this rate of consumption remains unaltered, then the world faces eminent peril. Yet there remains the possibility of hope. Hope is possible if people adopt practices of sustainability, thereby respecting the earth’s life-cycles. Sustainability offers solutions to the environmental problems that plague our planet. Sustainability respects the earth’s life cycles and minimizes environmental impacts. It conserves natural resources, creates better connections with humans and nature, and allows economic development that

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does not damage life cycles (Chermayeff 1982; Orr 1992, 2002, 2004; Van Der Ryn & Cowan 1996). Societies that practice sustainability value natural resources for current generations along with future ones. Sustainability has become socially accepted as a true way of making a difference in our demands on the environment, according to Nieminen (2006). The researcher approached this study with concern as to what the interior design profession is doing to lower its ecological demands on the environment. Interior designers should understand the causes of the earth’s ailments, and how to stop, prevent, heal, and otherwise repair the damage done to the earth. The interior design industry has taken a hard look at its impact on the environment, and has recognized the need to change its own practices, according to Wheeler and Bijur (2000) and Stegall (2006). This change has come in the form of sustainable design practices which are relatively new in the industry. Many practitioners have had to struggle to learn these alternative practices or are still learning them, according to Stieg (2006). Awareness of sustainability is essential for interior designers, educators, and students so they may become instruments of change in the design process. Many experts have come to feel that sustainable design should be part of the design process and not an added service provided to clients when asked to do so (Wheeler & Bijur 2000; Stegall 2006; Stieg 2006). Sustainable design education has been addressed within various organizations, including the U.S. Green Building Council (USGBC) and the Interior Design Educators Council (IDEC). These organizations have actively pushed for education in sustainability. Many interior design students, educators, and practitioners eagerly seek the research, product information, specifications, and other vital data required to design sustainable solutions, according to Wheeler and Bijur (2002) and Stieg (2006). According to Wheeler and Bijur (2000), Stieg (2006), and Whitemyer (2007), sustainable design education has proven vital to the interior design profession.

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Information on sustainability must be made easily available to design educators, who will in turn pass their knowledge to students. With sustainable design incorporated into interior design curricula, those programs then enrich and empower their students with valuable knowledge. Perhaps the time is coming when sustainable design practices are seamlessly integrated and taught within the interior design classroom just as life safety and fire codes, Americans with Disabilities Act (ADA), and other building standards for interiors. However, educators face numerous issues and unanswered questions as sustainable design transitions into the curriculum of interior design programs. These issues and questions are reviewed within this study.

Purpose

The purpose of this study is to collect data showing how interior design programs have incorporated sustainability into their programs. Then by utilizing the collected data from leaders in sustainability education, a curriculum framework will be developed.

Research Questions

Primary Question What is the current status of sustainability in interior design curricula and what methods of teaching are currently used to effectively teach sustainability? Secondary Questions 1. How have colleges and universities incorporated sustainability into the interior design curriculum? 2. What are the advantages and disadvantages of incorporating sustainability into the interior design curriculum as a “stand-alone” course? 3. What are the advantages and disadvantages of integrating sustainability throughout the interior design curriculum? 4. What teaching techniques and assignments are being used by faculty teaching sustainability to interior design students?

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5. How have educators prepared themselves to teach sustainability to interior design students? 6. Are there obstacles to incorporating sustainability into interior design programs? If so, what are those obstacles? 7. What percentage of IDEC members teach sustainability?

Assumptions and Limitations

The sample selected for this study will include interior design educators who are listed as Interior Design Educators Council (IDEC) members. The survey was sent out via electronic mail to all listed IDEC members. It is assumed that the list of members is current and the electronic mailing addresses are correct. It will be assumed that the persons answering the survey will answer truthfully and to the best of their knowledge. Filling out the survey is voluntary. However, it is likely that those educators interested in sustainable design will be more likely to return the survey. Due to the fact that sustainable design education in interior design programs is a relatively new area, the study could be limited by the lack of qualified instructors as well as the lack of resources.

Definitions

Sustainability: "Meeting the needs of the present without compromising the ability of future generations to meet their own needs" (The World Commission on Environment and Development’s Brundtland Report 1987, ¶ 3). Sustainable design: Design that minimizes environmental impact by using methods, products and processes that are respectful to the earth’s life cycles, reflects a collaborative interaction between people and the earth and conserves natural resources for current and future generations (Van Der Ryn & Cowan, 1996). : “A measure of the amount [of natural resources] it takes to sustain a given population over a course of a year” (Redefining Progress, 2002, ¶ 3).

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Life-Cycle Cost: The total cost of the ownership over the useful life of the building, product, or system. This cost includes acquisition, operation, service and disposal. (http://dept.lamar.edu, 2007). Greenwashing: “Efforts by corporations to portray themselves as environmentally responsible in order to mask environmental wrongdoings” (MacDonald, 2007, ¶ 2). Interior Design Educators Council (IDEC): “Is dedicated to the advancement of education and research in interior design. IDEC fosters exchange of information, improvement of educational standards and development of the body of knowledge relative to the quality of life and human performance in the interior environment. IDEC concentrates on the establishment and strengthening of lines of communication among educators, practitioners, educational institutions and other organizations concerned with interior design education” (IDEC, 2008, p. 1). Council for Interior Design Accreditation (CIDA): “An independent, non-profit accrediting organization for interior design education programs at colleges and universities in the United States and Canada” (CIDA, 2006, ¶ 1). U.S. Green Building Council (USGBC): “The nation’s foremost collation of leaders from every sector of the building industry working together to promote that are environmentally responsible, profitable and healthy places to live and work. The U.S. Green Building Council's core purpose is to transform the way buildings and communities are designed, built and operated, enabling an environmentally and socially responsible, healthy, and prosperous environment that improves the quality of life” (USGBC, 2007, ¶ 1).

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Leadership in Energy and Environmental Design (LEED): “The Leadership in Energy and Environmental Design (LEED) Green Building Rating System™, developed by the U.S. Green Building Council, is the nationally accepted benchmark for the design, construction, and operation of high performance green buildings. LEED gives building owners and operators the tools they need to have an immediate and measurable impact on their buildings’ performance. LEED promotes a whole-building approach to sustainability by recognizing performance in five key areas of human and environmental health: sustainable site development, water savings, energy efficiency, materials selection, and indoor environmental quality” (USGBC, 2007, ¶ 1). Leadership in Environmental and Energy Design Accredited Professional (LEED- AP): “LEED Professional Accreditation distinguishes building professionals with the knowledge and skills to successfully steward the and LEED certification process. LEED Accredited Professionals have demonstrated a thorough understanding of green building practices and principles and familiarity with LEED requirements, resources, and processes” (USGBC, 2007, ¶ 1). The Talloires Declaration: Is a 10-point action plan for incorporating sustainability and environmental literacy in teaching, research, operations, and outreach at colleges and universities. It has been signed by over 350 university presidents and chancellors in over 40 countries (ULSF, 2001).

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CHAPTER 2

REVIEW OF LITERATURE

Introduction

This planet is facing multiple challenges due to humanity’s consumption practices. The Industrial Revolution, the Information Age and the growth of technology have played major roles in the development of a consumeristic mentality (McDonough & Braungart, 2002). This consumerism developed without concern for the ecological impact on the earth’s life cycles for present and future generations. However, this impact is now being felt worldwide with issues such as global warming, climate change, deforestation, depletion of non- renewable resources, pollution, among many others issues, according to Orr (1992, 2002 & 2004). Many societies are now realizing that change is necessary as the true price for consumption is revealed. One form of change has been seen in the growth of sustainability or green practices. The incorporation of sustainable practices comes from a holistic education that includes , math, liberal studies, and fine art and design. According to Stieg (2006), one of the most important factors facing interior designers is the implementation of sustainable design practices within the profession of interior design. Stieg (2006) explained that the interior design industry has a fundamental chance to incorporate sustainable design into the profession. However, for this to occur, Stieg (2006) stressed that interior designers need knowledge, training, and information regarding sustainable design in order to offer clients sustainable design solutions. According to Stegall (2006), knowledge of sustainable design will greatly improve the environmental impact that interior designers are making upon the earth and empower them to change non-sustainable habits. For interior designers to have the knowledge, they must have the information. This is why sustainable design education within design curricula is vital to the evolution of the interior design profession. According to Stegall (2006) and Stieg (2006), educators who have studied and trained in sustainability are needed to teach sustainable practices.

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Background Information

This review of literature will provide existing research on sustainability and the topic of sustainable design education. By better understanding the fundamentals of sustainable design, interior designers can approach design with a more complete comprehension of the design process inclusive of ecological aspects. Articles selected for this review of literature include those from the following fields: green design, , sustainability, sustainable design, interior design, and ecological . Additional information was gathered on various aspects of ecological and environmental education practices. Information was collected on the topic of education for educators regarding sustainable design practices. In addition, reviews of organizations and existing curricula as they relate to sustainable design education were researched. The review of literature will be organized into the following headings: (a) defining sustainability, (b) history of sustainable design, (c) causes for environmental concerns, (d) trends in sustainable design, (e) greenwashing, (f) roles of interior designers, (g) suggested sustainability practice requirements for interior designers, (h) the gap between sustainability theory and practice, (i) sustainable design education, (j) sustainable design education for educators, (k) suggested sustainable design curriculum requirements, and (l) summary of review of literature.

Search Techniques

Many forms of literature sources were sought for in this review. They include research articles, books, and various secondary sources that proved to be beneficial. Both manual and computer searches were helpful in finding articles and books. On-line journals and periodicals proved helpful in finding current material on the topic. Keywords that gave the best results include sustainable design, sustainability, eco-design, sustainable design education, interior design education, interior design, ecological architecture, architectural education, ecological education, and ecological design, etc. The Journal of

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Interior Design (formerly Journal of Interior Design Education and Research), Design Issues, International Journal of Art and Design Education, and the Journal of Sustainable proved useful in finding appropriate articles. A library search provided numerous books related to the topic of ecological design and education of ecological and environmental design.

Defining Sustainability

Sustainability, sustainable design, ecological design, green design, eco- design, environmental design, etc. are all terms used when discussing designing with concern for the environment. With all these terms, it can be confusing for designers to know where to look for information. The Service (2007) claimed that a specific definition of sustainability that is universally accepted is difficult because it varies among groups with different values and over time. Van Der Ryn and Cowan (1996) stated, “Sustainability is not a single movement or approach. It is as varied as the communities and interests currently grappling with the issues it raises” (p. 4). To simplify the many terms surrounding sustainability, the following definitions will be used. When considering the basic use of language, the Chambers Concise Dictionary (2007) defined sustainability as “[ability to sustain]; to hold up; to bear; to support; to provide for; to maintain; to sanction; to keep going; to keep up; to prolong; to support the life of.” The definition that most individuals accept is "meeting the needs of the present without compromising the ability of future generations to meet their own needs", which was written by the World Commission on Environment and Development’s Burndtland Report (1987) entitled Our Common Future. When defining sustainability, individuals have taken two different approaches based on possible solutions to environmental problems. One approach stressed technology as a way to improve the environment. David W. Orr (1992, 2002 & 2004), an environmental educator, defined the term technological sustainability as a situation where every problem has either a technological answer or market solution. Chermayeff (1982) used the term

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“technozoic” in describing individuals putting their faith in the “infinite ability of technology to get us out of crisis without any need for us to change.” The other approach is ecological, where natural cycles and methods of thinking will sustain the environment. Ecological sustainability limits the use of technology, lessens material wants, and eases the stress placed on the (Van Der Ryn & Cowan, 1996; Orr 1992, 2002 & 2004). Chermayeff (1982) described what was termed “ecozoic” as forging new relationships with nature by understanding the interdependence people have with the planet and curbing the destructive impact man has on the environment. The differences in the two types of sustainability remain important to consider. Ecological sustainability calls for the limited use of technological solutions to our problems while looking to more natural solutions. Technological sustainability pushes for the use of new technologies that are environmentally friendly to replace inefficient ones that are harmful to the environment. According to Commoner (1971 & 1975), the differences between the two types of sustainability have remained the concerns of much debate. According to Orr (1992), “Technological sustainability is about stabilizing planetary vital signs, [and] ecological sustainability is the task of finding alternatives to the practices that got us in trouble in the first place” (p. 24). Both approaches work to solve current issues and long term problems, however, according to Commoner (1971 & 1975), there is concern with the economic complications that could be felt with ecological sustainability. These two approaches demonstrate the difficulty in finding a universally accepted definition of sustainability. Chick (2000) viewed sustainability as partly controlled by policy makers and environmentalists as well as environmental and social groups. However, she also included indigenous people and communities who truly attempt to preserve their present and future selves as an often forgotten but vital part of sustainable practices. Pollack and Pillote (2006) viewed sustainability as goals for individuals and societies to achieve. Their seven R’s of sustainable design are:

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1. Rethink – Lineal fragmented or compartmentalized thinking must be changed. 2. Redesign – Design for flexibility, durability, longevity disassembly and ease of maintenance. 3. Reduce – Do more with less- reduce or eliminate toxicity and pollution. 4. Reuse – Specify products that can be used over and over again. Question the ultimate consequences and impact of new products. 5. Renew – Specify products from rapidly renewable resources 6. Refurbish – Give new life to existing products and buildings. 7. Recycle – Establish a policy to recycle all applicable materials (p. 6) To achieve these goals, Barry Commoner, in his book The Closing Circle (1971), recommended five Laws of Ecology. They are: 1. Everything is connected to everything else 2. Everything has to go somewhere or there is no such place as away 3. Everything is always changing 4. There is no such thing as a free lunch 5. Everything has limits. Commoner (1971) believed that if these laws were utilized by individuals, governments and societies, then the development of a more sustainable planet was possible. Sustainability is the foundation from which sustainable design practices are built. Sustainable design is design that minimizes environmental impact by using methods, products and processes that are respectful to the earth’s life cycles, reflects a collaborative interaction between people and the earth, and conserves natural resources for current and future generations (Van Der Ryn & Cowan, 1996; Pollack & Pillote, 2006; Winchip, 2007). Others have stated that sustainable design is about creating better communities, allowing economic development while maintaining a connection to the life cycle system in a non- damaging way (Newman & Mizia, 2006; U.S. Forestry Service, 2007). Stieg (2006) noted sustainable design needs the proactive, practical actions of

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everyone. According to David Orr (1992), sustainable design is a set of abilities that used ecological knowledge to design things that meshed human purposes with the natural cycle of the world. No single person or group alone could provide the necessary impact to be felt globally. Yet a single person or group could be the necessary means of change. Sustainable design’s ultimate goal would be the creation and maintenance of a sustainable society. Battisto (2004) defined a sustainable society “as one in which all systems are engaged in maintaining a dynamically balanced equilibrium between human need and natural systems …provided [the] imperative, one is satisfied, a sustainable society is one whose actions maintains cultural diversity, provides adequate food, clothing, shelter, and a life of dignity for all peoples” (p. 4). This society would reflect Commoner’s eco-democracy which “exemplifies the new moral precept that is the ethical foundation of .” “[Eco-democracy] creates a new social obligation to guide the course of both environmental improvement and economic development through democratic governance of the technology of production,” according to Commoner (1990, ¶ 22).

History of Sustainable Design

Now that sustainable design has been defined, its evolution will be reviewed. This evolution developed across three different approaches which included activists and authors, summits and conferences, government policy, and legislation. Winchip (2007) and Adler (2007) discussed how the roots of sustainable development can be traced to several environmental initiatives, movements, catastrophes, and legislation. This combined effort lead to the current environmental movement (Winchip, 2007). Influential People Powerful literary voices throughout the last three centuries have provided the building blocks for sustainable design. Artists and writers of the 19th century with their portrayal of nature in publications, such as John James Audubon’s The Birds of America and Henry David Thoreau’s Walden, are cited as major

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influences to environmental causes. John Muir, author of the book Our National Parks, is considered father of the United States national parks. John Burroughs inspired others with his American nature essays. Aldo Leopold, author of A Sand County Almanac, is credited with the development of wildlife ecology. Barry Commoner the “Paul Revere of Ecology” and his Laws of Ecology contributed to environmental causes that are etched into the history of sustainable design. Each of these individuals greatly influenced the environmental movements seen today (Winchip, 2007; Adler, 2007). In 1864, George Perkins Marsh became highly influential in the field of sustainable design after he published Man and Nature which addressed the deterioration of natural resources. Rachel Carson, who published the book Silent Spring in 1962 that discussed the horrors of DDT pesticide use, informed the world about the dangers of chemical pollutants, and became the mother of . R. Buckminster [Bucky] Fuller with his Comprehensive Anticipatory , geodesic dome structures, and sources including wind, water and wave theories provided new ways of thinking for architecture, and energy development. Denis Hayes, founder of Earth Day in 1970 and current head of the Earth Day Network, has received many awards for his contributions to environmental causes (Winchip, 2007; Adler, 2007). Victor Papanek sought ecological and ethical in his books Design for the Real World (1969) and The Green Imperative (1995). Janine Benyus has written four books including Biomimicry: Innovation Inspired by Nature (2002) which highlighted scientists who discovered natural ways to produce human goods. Sarah Susanka introduced the “Not So Big” philosophy of residential architecture, which stressed her philosophy of living in quality smaller spaces. William McDonough with Michael Braungart founded McDonough Braungart Design Chemistry in 1995 ,and wrote the book Cradle to Cradle: Remaking the way we make things (2002), which proposed thinking about design as an extension of the natural cycles where “waste equals food” and limiting the amount of harmful waste put into the environment (Winchip, 2007). Educator, , and writer David Orr has also contributed to the

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development of sustainability. He has written many publications about biophilia and sustainability and books including Ecological Literacy (1992), The Nature of Design (2002), and Earth in Mind (2004) while being chair of the Environmental Studies Program at Oberlin College (Janas, 1998). Influential Conferences and Summits Once the authors and activist informed others about environmental issues, many organizations and governments realized that change could occur with their help. In 1972, the United Nations held a summit at Stockholm, Germany to discuss the environment. The United Nations Conference on the Human Environment (Stockholm Summit, as it is commonly called) developed the United Nations Environment Programme (UNEP) that became the regulatory body for environmental change (UNEP, 2008). The World Commission on Environment and Development came together in 1987 to address environmental concerns and sustainable economic development for industrialized and developing countries. The Commission released the Brundtland Report (1987) titled Our Common Future which played an extremely vital role in defining sustainable developments (Winchip, 2007). One of the biggest events in generating interest in sustainability principles throughout the world was the1992 United Nations Conference on Environmental Development () which met in as a response to the troubling environmental decline. This summit emphasized major environmental issues and questioned how to manage the shared resources, such as oceans and . A plan of action was compiled entitled , which laid out an implementation program of voluntary changes to benefit the environment (United Nations, 2004). It was perceived as a starting point for the current environmental movement, centering in on global warming and overpopulation (Robins, 1999; Wheeler & Bijur, 2000; McDonough & Braungart, 2002; Adler, 2007). In December 1997, the U.N. Framework Convention on Climate Change (UNFCC) met in Kyoto, Japan to discuss humankind’s impact on global warming and climate change. The Convention, which encouraged developed nations to stabilize their green house gases emissions, was the site of the announcement of

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the . The Kyoto Protocol committed industrialized developed nations to stabilizing their green house gases. Shortly after, in 2002, the Earth Summit (UNCED) met in Johannesburg, South Africa to acknowledge a decade of work to make positive environmental changes and to address current environmental concerns (U.N., 2008). In February 2005 the Kyoto Protocol was ratified (UNFCC, 2008). Federal Government’s Involvement The United Nations has greatly impacted the way national governments address sustainable practices. However, the United States federal government has played a vital role in the history of sustainable design for years. The United States government has passed legislation and created standards that have had positive impacts on the issues of sustainability. They include the General Revision Act of 1891 for conserving land, the Refuse Act of 1899 which improved water quality, the National Environmental Policy Act (NEPA) of 1969 that created the Environmental Protection Agency, and the Clean Air Act of 1970 (amended in 1990) which set standards for indoor air quality within commercial buildings (Winchip, 2007; Adler 2007). These are only a few of the many laws that have shaped the U.S. environmental policies and programs. However, according to Commoner (1971 & 1975) the United States environmental program incorporated laws only after a pollutant was in the environment, rarely taking a preventive approach to pollution. The U.S. federal government has looked to other organizations to produce standards and guidelines. These guidelines then influence governments to incorporate them into federal building standards. According to Nichols (2007), private organizations like the United States Green Building Council (USGBC), a private non-profit organization, has created positive results in developing sustainable building standards. The U.S. federal government, some state governments, and cities and municipalities have created legislation mandating the USGBC’s Leadership in Energy and Environmental Design (LEED) standards for all new government buildings and giving tax breaks to private companies that follow the same standards.

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Most of these laws were created due to public demand and were fueled by events like the Organization of Petroleum Exporting Countries’ (OPEC) oil embargo of 1973, which lead to an energy crisis (Winchip, 2007; Gordon, 2004). The oil embargo was a political statement by OPEC that sent a message to the United States and its allies to not support Israel during a conflict with Islamic forces in October 1973. The western nations continued their support of Israel. OPEC raised the prices of oil per barrel by 70% in retaliation. In response to the shortened supply of oil, the U.S. went into a state of recession and gasoline prices rose drastically. The embargo was lifted in January 1974, but its effects still haunt us today (Trumbore, 1999; Coghlan, 2002). This act showed how world politics has the potential to greatly influence sustainability. There have been political figures and policy makers who have put forth efforts to address these environmental challenges. Former politicians, such as Al Gore and his movie An Inconvenient Truth, are trying to educate others about environmental concerns such as global warming (Begley, 2007).

Causes of Environmental Issues

Some of the major issues that have influenced the need for sustainable practices included: overpopulation and population growth, degradation of mostly non-renewable resources, ozone depletion, climate change, global warming, eroded life systems, drought, pollution, waste, and globalization of societies and cultures (Clover, Tan & Lang, 2004; Thompson & Lang, 1997; Chermayeff, 1982; Hutchison, 1998; Robins, 1999). Consumerism One of the biggest concerns facing the environment is the use of natural resources at excessive rates due to industrialized consumerism. The development of the Industrial Revolution underestimated the consequences it would have on future generations (McDonough & Braungart, 2002). Global consumption has been on an upward spiral with few understanding the environmental impact. According to Bonda (2007), the United States uses 25% of the world’s energy while only having 6% of its population. According to Robins

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(1999), Vance Packard’s The Waste Makers noted how consumption, if not monitored, could negatively affect the social, economic and environmental aspects of society. Due to the high rate of consumption, the average ecological footprint has grown exponentially according to Redefining Progress (2002), an organization that has devised a methodology for estimating the ecological footprint of human activity. An ecological footprint is defined as “a measure of the amount [of natural resources] it takes to sustain a given population over a course of a year” (Redefining Progress, 2002, ¶ 2). The latest analysis showed that humanity has exceeded the ecological limits by 39%. One of the biggest industries to consume major amounts of raw materials and energy is the construction and building industry. According to the World Watch Institute, 10% of the world’s economy is based in construction, operation, and equipping of buildings, which uses between 17% and 50% of the worlds natural resources (Jones, 2007). According to the USGBC, the built environment is growing three times faster than the rate of the population and buildings consume between 30 to 40 percent of all energy and 30 percent of the earth’s raw materials (Bonda, 2007). According to Nichols (2007), the disciplines of architecture, design, and planning (ADP) create mountainous loads of debris from construction sites that eventually go to the landfill annually. This rate of expenditure has become severe and has altered natural consumption patterns. Most consumption is a cycle that takes in resources and then generates waste from used materials. According to Commoner (1971 & 1975) and Orr (2004), the natural consumption cycle is a closed looped system where the waste of one is consumable by another. However industrialized societies have polluted this cycle with new forms of waste that included human-made hazardous materials that drastically change environmental conditions. This unnatural waste cannot be consumed back into the natural consumption cycle which creates an open looped or lineal system. This waste has polluted air, land and water supplies.

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Consumerism and Waste Production An example of such pollution can be seen within the built environment. According to the Environmental Protection Agency (EPA), air pollution has made an impact inside the built environment in the form of poor indoor air quality where indoor air can be 10 to 50 times more polluted than outdoor air. Most of this comes from volatile organic compounds (VOCs), radon, cigarette smoke and poor air circulation, to name a few. These pollutants have major health impacts on building occupants and have created a situation called ‘sick-building syndrome.’ This situation has lead to many health concerns and lower productivity within the work space (Stensland, 2007). Chermayeff (1982) claimed humans have consumed resources and products and produced waste at an exceptional rate, and yet technology has moved at a rate faster than humans could control. Rachel Carson (1962) stated, “Given time - time not in years but in millennia - life adjusts and a balance has been reached. For time is the essential ingredient: but in the modern world there is no time. The rapidity of change and the speed with which new situations are created follow the impetuous and heedless pace of man rather than the deliberate pace of nature” (p. 6 & 7). According to Chermayeff (1982), these consumeristic and wasteful behaviors are problems of affluent societies. Gordon (2004) stated, “Americans consume a disproportionate quantity of the earth’s resources. What if consumption in other countries equaled ours?” Consumerism has created an interesting position for highly economically developed societies, one in which they are responsible for their own environment and are threatened by the unforeseen consequences of the very tools they have created. Chermayeff (1982) stated, “We are, in fact, not only creating our own environment in terms of comfort, or cultural necessity, but we are interfering in a brutal way with the natural” (p. 65). Highly developed societies have a two-fold ecological problem: developing an economy and sustaining its resources simultaneously. Even the most privileged of individuals are realizing the down-side to mass consumption, according to Thompson and Lang (1997), and the future may ask individuals to

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make personal decisions about sustainability, while societies may pass legislation that will prevent further damage to the environment. Changes in Consumerism The impact of these consumeristic practices has been felt around the world. A renewed interest in conservation and an improved “quality of life” have become the basis for the current ecological movement for many (Krasner, 1980; Chermayeff, 1982). However before change can take place, environmental issues must be understood. Thompson and Lang (1997) asked, “How can people modify their behavior if they have no understanding of the ecological basis of human-environment issues?” (p. 286). A prime example of how people might change their consumption practices is the “waste equals food” paradigm where once a product has been used it becomes reusable, recyclable, or bio-degradable (McDonough & Braungart, 2002; Stegall, 2006). According to Thompson and Lang (1997), there are four ways to approach lifestyles and consumerism that can be directly or indirectly beneficial to sustainability. They are voluntary simplicity, respect for life on earth, natural food, and new technology, such as energy efficient systems, wind turbines, solar panels, and bio-fuels. As individuals change their lifestyles they develop habits that lead them into becoming “eco-efficient.” McDonough and Braungart (2002) similarly provided five steps to “eco-efficiency.” These steps include getting free of known culprits, following informed personal preferences [research products and then make personal decisions], creating a passive positive list, activating the positive list, and reinventing new sustainable solutions to existing problems.

The Practice of Sustainability

Sustainable design has been the topic of conversation among scientists, ecologists and environmentalists for many decades. However, according to Adler (2007), the general public has had little exposure to this topic until the late 20th century and early 21st century. Since then sustainability has become a household word and people are demanding change. owners and

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corporations face a new generation of consumers that are more environmentally conscious and are aware of the true economic cost of resources as they are depleted (Adler, 2007). Life-Cycle Costing One of the largest problems for sustainable design remains the fear that the initial cost of application will be too high (Nieminen, 2006; Whitemyer, 2007). This fear lacks validity once the life-cycle cost (the total cost of ownership of the building over its useful life) is taken into account. Live cycle cost includes the cost of acquisition, operation, service, and disposal (http://dept.lamar.edu, 2007). However, according to Childs (2007), the U.S. business model has been focused on initial costs in construction which did not consider operational or retrofitting costs. Flynn (2007) stated that initial building costs represent about 6% to 8% of the total cost over a 35 year period with the remaining 92% to 94% allocated for the operations and maintenance of the building. “People are learning that new sustainable materials, lighting techniques and energy delivering systems can significantly reduce the life cycle cost of buildings” (Whitemyer, 2007, p.12). Similarly, Childs (2007) addressed how current technologies have made it easier to achieve and save 40 percent to 70 percent above general standards by utilizing building orientation, glazing, thermal insulation and lighting systems. The ability to recoup higher initial costs occurs with long-term operational cost savings (Kennedy, 2007). A concept of “Triple Bottom Line” accounting is now what are looking to, which balances people, environment, and economy. This is accomplished as companies recognize the value to societal issues, environmental concerns and conservation, as well as economic stability (Gordon, 2004; Kennedy, 2007; U.S. Forest Service, 2007). Misconceptions Surrounding Sustainability Other misconceptions and misinformation that have lead individuals away from seeking sustainable design solutions include negative images of extreme environmentalist and outrageous design solutions. According to Whitemyer (2007), many have felt that sustainable design was for hippies and rebel

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building geodesic domes with solar panels and straw-bale houses. This created a lack of interest within the general population in seeking sustainable solutions. The lack of interested clients in sustainable design was one reason interior designers and architects did not actively pursue sustainable design and when they did they were concerned mostly with finishes and . McDonough and Braungart (2002) explained, “Even as architects and industrial designers began to embrace recycled or sustainable materials, they still dealt primarily with surfaces, with what looked good, what was easy to get, and what they could afford” (p. 9). Consumers Seeking Sustainability However as more individuals have educated themselves on sustainable design they are demanding more from the market and from interior designers. According to Lapiana (2006), most interior designers and architects are aware of their responsibility towards the relationship between the built environment and the natural one. They are also encouraging their clients to make choices reflecting this responsibility. Society has shifted in its beliefs regarding sustainable design. Nieminen (2006) stated “No longer a buzz word, green design is more than an alternative to traditional models … it is a viable business model that is making significant inroads on its way to becoming the norm rather than the exception in the built environment” (p. 20). Designer Annette Stelmack argued that sustainable design has “gone from advocacy to literacy to practice”, while designer Holley Henderson stated the market will change once green design is specified, installed, and is aesthetically pleasing and functions (as cited by Whitemyer, 2007). Nieminen (2006) stated “using natural daylight, purchasing recycled office products, water conversation, participation in incentives programs offered by local utilities or state/provincial agencies, and adding environmental criteria to the vendor and product selection process topped the list of most common green building practices” (p. 21). When one of the largest architecture and engineering firms in the world, Hellmuth, Obata and Kassabaum (HOK), turned sustainable design into a corporate mission and created the Guidebook to Sustainable Design, people took

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notice (Whitemyer, 2007). This guidebook is highly respected for being a real- world guide to sustainable design that offers practical information on the project process, cost implications and lessons learned (HOK 2002). Many other firms have followed in HOK’s footsteps by offering sustainable design services in their practice. Government agencies have started seeking sustainable solutions and the firms that work with them have to meet certain sustainable standards (Gould, 2002). Governments and Sustainability Governments have often been viewed as the source for policy change, and many wish to see this leading role applied to sustainability. Robins (1999) claimed “Governments have primary responsibility for putting in place framework that shapes consumption choices… utilities regulations including food, energy, water and transport” (p. 12). However, in secular post industrial societies, most governments have so far been reluctant to show leadership. According to Gould (2002), private organizations, like the Forest Stewardship Council (FSC) and the U.S. Green Building Council (USGBC), are taking the initiative to do something in the government’s absence. However, Robins (1999) argued that such organizations do not excuse nor substitute for the lack of governmental framework. Nations around the world have started to understand the need for change regarding environmental issues, and have developed programs and agendas to regulate sustainable development. In 1984, the United Nations Development Programme (UNDP) created a seven point agenda for sustainable design listed as follows: 1. Ensure minimum consumption requirements for all. 2. Develop eco-efficient goods and services. 3. Remove perverse subsidies and restructure incentives. 4. Strengthen public action for consumer protection. 5. Strengthen international mechanisms to manage consumption’s global impacts.

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6. Build strong alliances between consumer, poverty and environmental movements. 7. Foster synergies between civil society, the private sector and government (Robins, 1999, p.13).

Greenwashing

Definition of Greenwashing With the growing interest in sustainability and companies now offering various products with the claim of environmental friendliness, the issue of knowing what products are truly sustainable has arisen. Unfortunately, some manufacturers falsely claim that their products are environmentally friendly. This false is referred to as greenwashing. According to Whellams and MacDonald (2007), “Greenwashing” a pejorative term derived from the term “whitewashing” was coined by environmental activists to describe efforts by corporations to portray themselves as environmentally responsible in order to mask environmental wrongdoings” (¶ 2). Greenwashing is not a new practice. It has been in existence since the 1960s, and escalated after events like Chernobyl and the Exxon Valdez disasters. Corporations were doing everything to convince consumers that they were environmental friendly so their bottom lines would not suffer. Key terms like “recyclable, biodegradable, and ozone friendly” became part of company slogans (Karliner, 2001; Southern Railway, 2005). TerraChoice (2007) claimed that greenwashing practices fell under six different categories or “sins” based on how manufactures make claims about their products. They included: • Sin of Hidden Trade-Off – offers on a single environmental attribute within the production process – recycled paper that is bleached. • Sin of No Proof – no information or third party certification to support environmental claims. • Sin of Vagueness – poorly defined environmental claim that can be misunderstood by consumers.

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• Sin of Irrelevance – environmental claims that are not important yet could be truthful – no CFCs • Sin of Lesser of Two Evils – environmental claims about products that are not healthy for the environment – green insecticides, organic tobacco • Sin of Fibbing – false environmental claims

Labeling of ‘Green’ Products Greenwashing becomes problematic when it leads to mistrust by consumers who want to make a change. According to Southern Railway (2005), consumers may be lead to mistrust companies that promote and truly practice sustainability because of the misrepresentation of other corporations. If some corporations have falsely advertised themselves as being “green”, then how can the public trust any of them? A few organizations have stepped forward to hold companies accountable. The International Interior Design Association (IIDA) Washington State Chapter suggested a reformatted version of the American Society for Testing and Materials (ASTM) E-2129 Standard Practice for Data Collection for Sustainability Assessment of Building Products be used on materials and products. Manufacturers are required to have the materials, , operational performance of installed products, indoor air quality, and the corporate environmental policy checked and approved to meet the qualifications of ASTM E-2129 (www.isdesignet.com, 2006). The researcher has found no information regarding the implementation of these suggestions. The International Standards Organization, developer of international standards for state-of-the-art products, developed a labeling system for companies wishing to be identified as green. These labels included: • Type 1 – a voluntary multiple criteria-based third party program that awards the license to authorize use of environmental labels with no Life Cost Assessment (LCA) performed (not reliable, third party certified with industry paid certifiers)

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• Type 2 – self-declared environmental claims or self-certification, without a third party critique (not reliable) • Type 3 – an environmental declaration that provided quantified environmental data based on the ISO 4040 standards and requires a LCA to be performed (most reliable – third party certified using independent certifiers) (Interior & Sources, the Green Guide to NeoCon, 2007; Whitemyer, 2008).

These labels help to determine which companies are serious about green and those which are only using it as a marketing tool to make a profit. According to Whitemyer (2008), designers need to understand the above ratings and then ask how the products are produced, transported, used, and disposed of. With the growing market for sustainable products it has become difficult for designers to know what questions should be asked of suppliers. According to Whitemyer (2008), third party certifiers are the most respectable in the industry. Some of these third party certifiers include GREENGUARD, Green Seal, Forest Stewardship Council (FSC) and the Cradle to Cradle system. These labeling systems fall short of telling what products are truly green; they only offer options to provide less environmentally damaging products. They have provided interior designers with the knowledge of what questions should be asked to see how little these products impact the environment negatively (Whitemyer, 2008). Reverse Greenwashing Knowledge, when used inappropriately to gain support for environmental causes, has created its own form of problems with ‘greenwashing.’ It can be used in reverse where extreme environmentalists evoke fear into individuals to change by making outrageous claims and end of the world predictions. Environmental organizations have also used fear factors to provoke individuals to support their causes and donate to them. Howard (2000) addressed the exaggerated rate of deforestation in the Amazon rain forest, global warming and its connection to carbon dioxide emissions and the amount of money and influence that some

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environmental groups have within the federal government. Many organizations have lobbyists and more funding than some major corporations.

Roles for Interior Designers

With all the confusion about sustainable products and the risks of greenwashing by manufacturers, individuals need knowledgeable professionals to help. According to Koonce (2004), “People want more than functional and beautiful within desired architecture, they want sustainability. They want fresh air, natural light, clean water, splendid views and comfortable temperatures. They also desire recycled and recyclable materials and [a reduction in] energy and light pollution” (p.1). Many individuals have taken the initiative to implement sustainable design into daily routines, but many others remain confused as to where to begin. Sustainable design had a lot of mystery and misinformation surrounding it due to the newness of the topic (Bergman & Doering, 2007). Flynn (2007) claimed “Because the demand for sustainable design is relatively recent and still growing, many people do not have the experience with the processes, methods, and ideas that sustainability requires… because of this clients are looking even more to us as design professionals to lead the process” (p. 4). Sustainability has become an integral part of being a designer, according to Lapiana (2006). While, Wheeler and Bijur (2000) felt that the role, influence, and discipline of the designer have become vital elements in the design process which includes knowledge about sustainability. Nichols (2007) felt that interior designers “intuitively design for flexibility, adaptability, universality, and plan space for growth, restructuring, and contraction” (p. 6). Interior designers knowledgeable about sustainable design have proven invaluable to clients seeking sustainable solutions. Chick (2000) claimed that interior designers have a pivotal role in the selection of alternative materials for “our present unsustainable consumer culture…” (p. 163). Stegall (2006) stated “The role of the designer in developing a sustainable society is not simply to

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create ‘sustainable products’ but rather to envision products, processes, and services that encourage widespread sustainable behavior” (p. 57). Designers carry a heavy burden in regards to practicing sustainable design. According to Lapiana (2006), sustainability is not just about ‘green’ materials. It also includes energy efficiency, longevity over generations, and the ability to think locally as well as globally. Bonda (2007) argued that interior designers and architects have responsibilities beyond the average person because they have an obligation to recognize the long-term effects of their designs. Similarly, Chermayeff (1982) stated that being a designer comes with great responsibility. “Those who understand the power of design know it is a highly developed problem-solving discipline, a skill whereby complex problems with many competing requirements can be transformed into elegant solutions” (Battisto, 2001, p.5).

Suggested Sustainability Practice Requirements for Interior Designers

Professional designers face the daunting challenge of acquiring the necessary knowledge regarding sustainable design and how this knowledge can be worked into the processes of design. David Oakey stated “These issues will no longer be topics for future consideration, but everyday applications and they [designers] must be knowledgeable and able to deal with them” (as cited by Harmon-Vaughan, 2004, p. 65). Sustainability Literacy Designers are in need of more information due to increased client interest in sustainable design solutions. For this information to be shared among designers, a common language is needed to provide the appropriate foundation on which to build. Stieg (2006) claimed “We have reached a plateau of basic understanding of sustainable design principles and now we need to advance our knowledge of sustainable interior design” (p. vii). Development of sustainable design literacy for interior designers has become a necessity for the profession. Bainbridge (2000) argued “Having environmentally illiterate students, citizens,

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designers and politicians is as risky as having airline pilots who are exhausted, tanker captains who are drunk, and hazardous waste handlers who cannot read. It will lead to disaster” (p 4). According to Timpson, et al (2006), to create change, we must have a common understanding of each other and a common language. An example of how environmental literacy has been introduced into academia can be seen in the Talloires Declaration. The Talloires Declaration provided an action plan for incorporating sustainability and environmental literacy in teaching, research, operations and outreach programs at colleges and universities (Timpson, et al. 2006; Chronicle of Higher Education, 2006). The 10 points included: • Increase awareness of environmentally sustainable development • Create an institutional culture of sustainability • Educate for environmentally responsible citizenship • Foster environmental literacy for all • Practice intuitional ecology • Involve all stakeholders • Collaborate for interdisciplinary approaches • Enhance capacity of primary and secondary schools • Broaden service and outreach nationally and internationally • Maintain the movement (ULSF, 2001) According to many authors the application of this literacy in interior designers’ practices is vital (Stegall, 2006; Stieg, 2006; Timpson, et al., 2006). Practicing Sustainable Interior Design Interior designers may find it difficult to develop a practice that was based on sustainability principles. However, Stieg (2006) provided a list of five ways to develop a sustainable interior design practice which included “connection, knowledge, process, practice, and commitment” (p. ix). The understanding of the natural cycles with nature has proven vital for designers practicing sustainable design. “We must redesign the design process itself to be compatible with the natural systems which we define the ‘web of life’ on earth” (Stieg, 2006, p. viii). A

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similar philosophy was the basis for McDonough and Braungart’s (2002) Cradle to Cradle. Stieg’s (2006) philosophy is “develop an emotional connection with the environment … continually reinforcing our natural connection to the environment helps us support what we believe to be right and forces us to seek information that sustains our beliefs” (p. x). Hutchison (1998) stated connectedness to the environment and the world emerges as a cultural task to efficiently respond to the ecological crisis. Stieg’s (2006) five Es of sustainable design include: effectiveness, esthetics, economics, ethics and environment and can be utilized to improve one’s practice of sustainable design. Stegall (2006) called for a new philosophy to help guide design decisions. A redefinition or an expansion of current environmental design principles incorporated with a philosophy of resources, form and function, purpose and spirit. This philosophy could be labeled “intentional design.” Stieg (2006) suggested the following items as essential knowledge for students and practitioners of sustainable design: • Basic principles of environmental . • Basic process of natural systems: matter cycles, energy flows. • Basic physical and chemical properties of classes of materials: inorganic (Metallic minerals, non-metallic minerals) and organic (fossil oils, plant based, and animal based). • Typical environmental impacts of these classes of materials. • Basic industrial process, including energy production, petroleum-based industrial process and resource efficiency. • The concept of biomimicry. • Various theories of environmental design. • Basic principles of environmental design. • How to find information, determine its context, assess its validity, and evaluate its relevance to interior design (p. xi).

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Leadership in Energy and Environmental Design Accredited Professional Along with the need for practicing interior designers who understand sustainable design principles, some individuals believed that the U.S Green Building Council (USGBC) with its Leadership in Energy and Environmental Design accredited professional (LEED-AP) program provided a solution for knowledge of sustainable design to these practicing designers (Flynn, 2007). The USGBC developed its LEED certification program as a way for buildings to reach sustainable goals. These goals are achieved through a point system based on sustainable elements implemented into the design of the structure. Under this LEED certification of buildings, the USGBC decided that educated professionals were needed for proper understanding of their guidelines. LEED accredited professionals (APs) are individuals that are tested to meet requirements set by USGBC standards to be knowledgeable about sustainable design solutions (USGBC, 2007; Kennedy, 2007; Flynn, 2007). Despite the interest in LEED, there are those that feel LEED accreditation is not enough for interior designers. Flynn (2007) claimed that becoming a LEED-AP does not provide expertise in sustainability. He argued that LEED and sustainability cannot be an additional service or a filter added to a project but that it must be the starting point of all services. Kennedy (2007) pointed out how certain individuals find the point system of LEED easy to understand yet they may concentrate more on achieving the points and less on designing what is most sustainable for the site. Bruce Coldham argued “It turns green design into a list of features instead of an elegant integration of design components” (as cited by Kennedy, 2007, p. 3).

The Gap between Sustainability Theory and Practice

This study’s main focus is what Stieg (2006) has termed “the sustainability gap.” Stieg argued “This gap exists between theory and practice: between what we believe to be right and what we know to be right; between how we should practice sustainable design and how we are able to practice” (p. ix). Stieg (2006) argued the acquisition of knowledge is a phase in which academia, the

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profession, and the industry can join forces to address the sustainability gap. She suggested the following guidelines: • Ensuring that undergraduate programs provide foundational knowledge in environmental science and sustainable design through interdisciplinary efforts within the academy, integration of professional knowledge, and support of industry to provide factual data. • Developing and supporting rigorous continuing education programs to provide practicing interior designers, who have not been exposed to sustainable design principles in their undergraduate or graduate education, the basic foundational knowledge required to put a sustainable practice in context. • Distinguishing, realistically, between theory and practice, and providing greater direction in determining what is needed to actualize a sustainable practice. • Providing details, verifiable data about materials and products and their environmental impacts. • Advancing knowledge by providing ongoing advanced research on the characteristics of materials and products and their impacts on the environment and/or indoor air quality. • Providing a forum, or some alternate means to facilitate collaboration among the academy, the profession, and industry, in order to work in concert towards a common goal (p. xiii - xiv).

Stieg (2006) argued that the sustainability gap in the design process lay in two areas: in the redundancy, contradiction or limitations of design tools and in the ability of the designer to fully understand and effectively use them. She stated bridging the gap was achieved by providing resources to evaluate, supporting life-cycle assessments of products and process, providing analysis of and illustrating application of the design process, and educating in application processes leading to critical thinking.

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Stieg (2006) emphasized that between academia, industry and the profession working together organized programs of continuing education could be developed. Such programs could be developed by creating “regional continuing education centers”, developing professional organization workshops, creating a research forum for educators and professionals, and offering better correspondence between academia and the profession about sustainable design. Stieg (2006) argued that students and professional designers need to understand the difference in sustainable theory and what our current knowledge base can achieve, and suggested we identify how we should practice sustainable design, and then practice it.

Sustainable Design Education

Education provides interior designers the base knowledge required to practice within the field. Some suggest the interior design curriculum could include sustainable design principles. Whitemyer (2007) stated, “Education more than anything else is what will push green design into mainstream” (p. 16). Higher education remains the foundation from which a sustainable society can grow. Second Nature Inc. (2005), a non-profit organization helping higher education develop sustainability programs, claimed “Higher education plays a profound and pivotal, but often overlooked, role in making this vision of a sustainable future a reality…Higher education plays a critical role in creating and disseminating the knowledge, skills and values for society” (¶ 2). While according to Thompson and Lang (1997), higher education in the 21st century has challenged educators to prepare and educate their students about the environmental impact held by each individual. However, Wheeler and Bijur (2000) argued that education has a vital role in empowering individuals to make better choices through being better informed. Definition of Sustainable Design Education For environmental education to play this vital role, a definition is needed for a better understanding of how it achieves this essential task. According to Wheeler and Bijur (2000), in 1970, the Commission on Education and

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Communication provided the first internationally agreed definition for environmental education. According to Krasner (1980), “In the Environmental Education Act of 1970 (Public Law 91-516) environmental education is defined as “the educational process dealing with man’s relationship with his natural and man-made surroundings, and includes the relation of population, pollution, resource allocation and depletion, conservation, transportation, technology and urban and rural planning to the total human environment” (p. 22). Philosophies on Sustainable Design Education It may be important to recognize that various philosophies of education exist, and that these may be in keeping with or in conflict with the integration of sustainability principles. The most common philosophies are technocratic, where education should be in response to the needs of employers; progressive, where education focuses on the individualized needs of the individual; and holistic, where education focuses on individuals understating all concepts of the whole and their role within the system (Hutchison, 1998). Timpson, et al. (2006) noted that sustainable design worked only when the application of a holistic philosophy was applied. “Sustainability as a reflection of environmental, economic, and societal factors… a more holistic, interconnected perspective makes sense in both practical and theoretical focused terms” (p. xvi). When considering teaching sustainable design, most professionals within the field believe that an interconnected, interdisciplinary, interdependent, and even international approach should be taken. This holistic education has involved not only economics and ecology, but has taken into account the natural systems of the earth, the cultures around the world, and the understanding that sustainability was a responsibility from all branches of academia (Thompson & Lang, 1997; Hutchison, 1998; Smith & Williams, 1999; Clover, Tan & Lang, 2004). Van Der Ryn and Cowan (1996) stated “Listen to everyone in the design process. No one is participant only or designer only. Everyone is a participant- designer. Honor the special knowledge that each person brings, as people work together to heal their places, they also heal themselves” (p. 146). This holistic

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approach also provided the interior design profession with a better foundation to start the design process, according to Prestwood (2006). Sustainability education also requires an international approach. Kucko, Prestwood and Beachman (2005) claimed “National and international education enhances the quality of life for citizens and society” (p. 27). Bainbridge (2000) stated “Better linkages between countries, both at the professional and the student level [are needed] so that progress can be made without repeating mistakes or ignoring lessons learned elsewhere” (p. 4). Academia should require a curriculum that has universal appeal but can be modified to meet regional needs, according to Bainbridge (2000). Sustainable Design Education Curricula Institutes of higher learning are dependent on curricula. “The most direct and lasting impact a college can have on its students is delivered through the curriculum,” according to Thompson and Lang (1997, p. xix). Hutchison (1998) felt that schools have the task of “formally instilling” in each new generation the norms and values of the existing culture. However, according to some authors, the current existing culture should not be taught without changes. They felt environmental education should be the core of current teaching methods, allowing students to master textbook facts and master information processing. Sustainable design curriculum should redefine the labels of liberal arts, natural sciences, and social sciences (Thompson & Lang, 1997; Smith & Williams, 1999; Wheeler & Bijur, 2000). Some believe that a written curriculum alone is not enough. Bainbridge (2000) argued that universities and professional organizations must develop sustainable behavior and culture in the educational system with emphasis on those in the planning and development of land and buildings. According to Smith and Williams (1999), school buildings contain as much curriculum as any course taught in regards to sustainability. Chick (2000) stated “Any attempts to foster a sense of environmental responsibility through the curriculum would be negated if operational management practices were environmentally unsound” (p. 162).

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Educational programs in architecture, engineering, and interior design need sustainability to be taught within their curricula. Gould (2002) argued “Schools of architecture, interior design and engineering should rewrite their mission statements, hire and tenure environmental professionals as teachers, adopt LEED for campus facilities, pursue campus and regional activism as well as national and international activities” (p.3). Gould (2002) also claimed that the interior design profession needed rational undergraduate training, continuing education opportunities and support to provide research in sustainability.

Sustainable Design Education for Educators

Environmental education has proven to be a useful tool for future generations. However, for environmental education to achieve a broader audience educated and trained instructors are needed. “Our Common Future, the Brundtland Report of the World Commission on Environment and Development (1987) has stated that “the world’s teachers…have a crucial role to play” in helping to bring about “the extensive social changes” needed along the pathway towards a sustainable future” (p. xiv). Many individuals have viewed faculty participation, recruitment and appointment of new faculty in appropriate departments, and partnerships amongst educators as the foundation for the education of sustainable design. Many agree that teachers at all levels need education, training, and materials (Thompson & Lang, 1997; Hutchison, 1998; Clover, Tan & Lang, 2004; Bergman & Doering, 2007). “Many educators have not received any training in ecodesign or sustainable design because the field either did not exist or was not emphasized during their education and that therefore there is a need to disseminate sound and succinct curricula” (Bergman & Doering, 2007). Several programs developed to educate educators on sustainable design exist such as: • “Teaching for a Sustainable World is a revised, expanded international edition of the materials developed in the Australian Environmental and Development Education Project for Teacher Education, and contains

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twenty-six 3-5 hour workshop modules on education for sustainability for use in teacher education” (as cited by Wheeler & Bijur, 2000, p. 96). • “The Learning for a Sustainable Environment – in Teacher Education Project began in the first half of 1994 as a joint initiative of United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Asia-Pacific Centre of Educational Innovation for Development (ACEID) and Griffith University in Australia. The primary goal of the project has been to assist teacher educators in the Asia- Pacific region to include the educational purposes and innovative teaching and learning strategies of education for sustainability in their programs” (Wheeler & Bijur, 2000, p. 100). • The European Union’s Environmental Education into Initial Teacher Education (EEITE) project was given the objective to coordinate the development of teaching units to be used in teacher education aimed at the preparation of teachers for environmental education in primary, secondary and vocational education (Thompson & Lang, 1997). • “Educating the Educators: A crash course on Eco-Design is “an in depth seminar intended to introduce faculty members to the history, theory and teaching methodologies of ecodesign” (Bergman & Doering, 2007).

Suggested Sustainable Design Curriculum Requirements

An interior design curriculum that incorporates sustainability content offers students an additional instrument to use within the design process. Bainbridge (2002) stated “Incorporating ecology in education is both possible and essential. Students and design professionals need to understand the whole to improve the parts, [they should be] learning that actions have effects, and that problems can’t be solved in isolation, [while] teaching the skills of ecological footprint analysis, life cycle cost assessment, and environmental management systems should be a normal part of every curriculum,” (p. 3). Many authors felt sustainable design could be seamlessly incorporated into an interior design curriculum. That

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curriculum should understand the stable natural systems with their complexity, circularity and diversity (Battisto, 2001; Gould, 2002; Bergman & Doering, 2007). The Interior Design Educators Council’s (IDEC) Sustainable Design Task Force has offered another vision of how sustainable principles might be incorporated. According to Stieg (2006), they suggested McDonough and Braungart “c2c” (cradle to cradle) recommendations for integrating sustainable design principles into the undergraduate curriculum. In 2005, members of the Interior Design Educators Council, at their annual conference in Savannah, Georgia, passed the motion “Be it resolved that IDEC supports the concept of socially responsible design, including the Cradle to Cradle Paradigm as an integral part of interior design education” (Anderson, 2005). Similarly, interior design accreditation through the Council for Interior Design Accreditation (CIDA) has modified its requirements to include sustainable design education. CIDA (formerly known as FIDER) accreditation guidelines require sustainability within the programs’ curriculum. Environmental ethics, sustainability, sustainable building methods and materials, green design, and indoor air quality are specifically referenced goals in five of the nine standards, suggesting that the subject should be addressed throughout the curriculum (CIDA, 2006). According to Harmon-Vaughan (2004), CIDA’s standards require students studying interior design at the college level to understand the concept of sustainable resources. In their past evaluation system, sustainability was desirable, yet not mandatory. However, CIDA changed its college accreditation process to require sustainable design within the interior design curriculum, according to Whitemyer (2006). CIDA (2006) stated in its Standard 6, Building Systems and Interior Materials, section n, whereby “students must demonstrate understanding of the concept of sustainable building methods and materials.” This recommendation of incorporating sustainability into a curriculum can only be achieved if educators are well informed about sustainability. Many have recommendations for the topics a sustainability-inclusive curriculum should embrace. Stieg’s (2006) recommendations for areas of study include:

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• The relationship of buildings to their immediate environment. • Building infrastructure and its relation to the interior environment. • Means of designing for space and resource efficiency. • Daylighting and energy efficient lighting design • Materials and their physical characteristics and properties appropriateness to design, code and requirements, environmental impacts, and effect on indoor air quality. • The development of collaborative team building skills (p. xviii - xix).

Boyer and Mitgang (1996), in their Building Community: A New Future for Architecture Education and Practice, commonly called the “Boyer Report,” provided the following recommendations for an educational program: • an enriched mission • diversity with dignity • standards without standardization • a connected curriculum • a climate for learning • a more unified profession • service to the nation Similarly, Prentice (2002) prepared a list of effective subjects that included: • engaging and discussing in practical workshops • demonstrate learned knowledge and ideas • give creative connections to current research • maximize approach • engage in discussions • imaginative use of materials and resources.

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Summary of Review of Literature

The review of literature has shown the importance of a clear definition of sustainable design as well as ideas on how to implement this new knowledge into interior design curriculum in higher education. The research in ecological and environmental studies can be beneficial to interior designers trying to gain a knowledge base for sustainable design. The interdisciplinary aspect of sustainable design encourages designers to seek access from multiple disciplines. According to Bonda (2007), “Before any of these tactics – recycling, daylighting techniques, decreased use of toxic materials and better indoor air quality – must come the very personal decision to take moral responsibility for what we do as designers of the build environment” (p. 13). The literature provided has only scratched the surface of an ever-growing body of information regarding sustainable design. It also indicates that more research is needed in the area of sustainable design curriculum for interior design education. This subject has become a topic within the design community and this information could prove vital for future designers. Nichols (2007) stated “While consistently advancing our knowledge and improving upon our practice, we lead by our example. It is time [interior designers] recognize and celebrate this leadership role” (p. 7). In the next chapter a methodology will be presented that will outline the instruments and method of data collection. This data will be useful to better understand the current status of sustainability in interior design education as well as actions that might make this education even more effective, and to seek instructors’ insight and recommendations for the development of a curriculum.

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CHAPTER 3

PROCEDURE

Introduction

In the last 10 years, sustainable design has become an area of interest for faculty and students within many design related fields, including interior design. With this growing interest, interior design programs have started incorporating sustainable design content and solutions into program curricula. In addition to being socially responsible, teaching sustainable design within interior design has become more commonplace in part because of the Council for Interior Design Accreditation’s (CIDA) recommendations (CIDA, 2006).

Purpose

The purpose of this study is to collect data showing how interior design programs have incorporated sustainability into their programs. Then by utilizing the collected data from leaders in sustainability education, a curriculum framework will be developed.

Research Questions

Primary Question What is the current status of sustainability in interior design curriculum and what methods of teaching are currently used to effectively teach sustainability? Secondary Questions 1. How have colleges and universities incorporated sustainability into the interior design curriculum? 2. What are the advantages and disadvantages of incorporating sustainability into the interior design curriculum as a “stand-alone” course? 3. What are the advantages and disadvantages of integrating sustainability throughout the interior design curriculum? 4. What teaching techniques and assignments are being used by faculty teaching sustainability to interior design students?

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5. How have educators prepared themselves to teach sustainability to interior design students? 6. Are there obstacles to incorporating sustainability into interior design programs? If so, what are those obstacles? 7. What percentage of IDEC members teach sustainability?

Methodology

The researcher will utilize a mixed method technique using both quantitative and qualitative research methods. First, a survey will be distributed to all Interior Design Educators Council (IDEC) members. One goal of this survey is to gather data that will provide understanding as to the types of training and education the educators have obtained, or wish to obtain, regarding sustainable design. Another goal of this survey is to gather data regarding the educators’ attitudes about sustainability. This survey will also gather data as to the various teaching methods used within the educators’ programs. All survey participants will remain anonymous. Next, in an effort to design an effective curriculum framework, telephone interviews will be conducted with 10 educators actively involved in teaching sustainability in interior design. These 10 participants will be chosen based on advice from the Chair of the Interior Design Educators Council (IDEC) Sustainability Task Force, who is a LEED-AP and considered an expert in this area. With permission from the educators, the interviews will be recorded using a telephone record coupler. These 10 educators will provide insight into their curriculum, and will be asked for course materials including details on course content, syllabi, assignments, and other learning activities. In addition, they will be asked how they obtained their knowledge of sustainable design, and how they prepare to teach the material. This course material will provide examples of how sustainable design is currently taught in programs that have adopted sustainability within the curriculum. From the survey responses, the interviews, and analysis of the course-related documents, a curriculum framework will be

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developed. The interview data collected will be compiled with information gathered from the review of literature and the personal experiences of the researcher to develop this framework curriculum. This study will rely heavily on the recommendations of the 10 educators deemed experts in this area. The study is not mean to verify the effectiveness of these methods within an interior design program, but rather to offer suggestions for a curriculum framework. The framework will also include suggested resources that educators can use in their preparation to teach sustainable design. The procedures that will be used to conduct this study will include the following: (1) review of related literature, (2) development of instruments, (3) Institutional Review Board approval, (4) selection of the sample, (5) gathering of the data, (6) reporting of the data, and (7) recommendations.

Research Overview

Survey The survey will be developed to assess the training interior design educators have in sustainable design, to review the methods by which such training was obtained, to acquire information about what courses are taught and the methods used in teaching them, and to seek instructors’ insight and recommendations for improvement of course materials. The sample for the survey consists of approximately 568 educators who are members of IDEC. The survey will include qualitative and quantitative questions to allow adequate information about the subject matter to be revealed. The survey will be assembled using Survey Monkey and electronically mailed to each IDEC member instructor. The electronically mailed survey will be followed with reminders to the educators to encourage the return of their surveys. All survey data will be assessed electronically via Survey Monkey then compared and analyzed.

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Interviews The interviews will be used to provide more qualitative data on the current teaching status of sustainability. These interviews will also provide qualitative data on instructors’ opinions regarding sustainable design education and how to incorporate it into the interior design curriculum. The sample selected for the interviews will consist of 10 educators who will be chosen based on advice from the Chair of the Interior Design Educators Council (IDEC) Sustainability Task Force, who is a LEED-AP and considered an expert in this area. The chair will recommend these 10 educators based on the educators’ contribution to teaching sustainability within interior design curriculum. The 10 participants in the telephone interviews will be contacted via electronic mail to set up a date and time that is convenient. This scheduling will be done via electronic mail or telephone correspondence. All scheduled interviews will be confirmed with electronic mailings. The interviews will last approximately 30 to 45 minutes. These educators will be asked to complete a copy of the survey prior to the telephone call so they will be familiar with the study before the interviews take place. The interview questions will be open-ended to allow the educators to elaborate on their personal experiences. They will be asked about their training in sustainability, their opinion on the current training of educators in sustainable design, and their recommendations regarding sustainable design curriculum. Each educator will sign a participant waiver that will keep the identity of the instructor and the program confidential while allowing use of other information to be gathered for use in the developing of the curriculum framework. With permission from the educators, the interviews will be recorded using a telephone record coupler, with hand written notes taken as well. Once all interviews are completed, all interviews will be transcribed for clarity and accuracy.

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Course Documents The researcher will request a copy of syllabi, resources, class activities, daily assignments, homework materials, written class activities, course project parameters, and any other relevant materials that would be helpful in the development of a curriculum. These documents and the interviews will provide the basis for developing the researcher’s recommended curriculum framework. The release of such information will be voluntary. Any participant submitting information will be aware that the researcher will only use the written material as a reference in the developing of the purposed curriculum framework. The course documents will be requested via electronic mail sent to the 10 selected educators. These documents will be collected using various methods of collection such as regular mail, electronic mail, facsimiles, or even hand delivery. All methods of distribution will be accepted; however, the preferred method will be electronic mail.

Institutional Review Board Approval

The researcher’s survey and interview checklist will first acquire necessary approval from the Florida State University Institutional Review Board. Once approved, a pilot study will be conducted to preview the quality of the questionnaire. A pilot study will be compiled and electronically mailed to a purposive sample of five IDEC members. This sample selection will test the survey questions for clarity and usefulness. The survey will be redesigned based off the suggestions by the five IDEC educators. This sample survey will not be included in the results of the study.

Reporting of the Data

Survey Survey responses will be gathered electronically using the Survey Monkey engine. Quantitative and qualitative methods of analysis will be used. Analysis of the data on demographics and descriptive responses will be categorized and reported as percentages to create a profile of faculty who

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currently teach sustainability in interior design programs. The open-ended comments will be presented as pie charts or bar graphs to represent the quantitative data. Content and thematic analysis will use to evaluate the qualitative data gathered from written responses to open-ended survey questions. The qualitative data will be presented in table format in Appendix F. Interviews Data gathered in telephone interviews will be coded using themes, patterns, and categories discovered during survey analysis which emerging from the interview responses. Data from the interviews of the 10 participants will create a dialog describing experiences in teaching, methods of teaching, and recommendations for sustainability education. This dialog will be using the participants’ own words when possible to allow for connection and insight into the task of teaching sustainability to interior design students. The dialog will provide a platform to demonstrate the current teaching methods as well as a basis for recommended changes to the current teaching methods of sustainability. The data will be grouped by emergent themes that arise. The themes and categories selected to code the data will involve deductive analysis, pre-selected themes derived from the review of literature, inductive analysis, and recurrent phrases and themes that emerge from the responses. Assessment and connections will be evaluated through a constant comparative method within individual responses and across the group. Course Documents Data collected in the course documents, syllabi, lesson plans, sources, assignments, and other curricula documents will be coded using themes, patterns, and categories discovered in the review of the documents. Data from documents will produce an outline of similarities that will be used to develop a sample curriculum. These similarities could be philosophical approaches to teaching, topics covered when teaching sustainability, resources used by educators, project development and implementation, along with others.

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The confidentiality of all subjects will be maintained so that no person or school name will be included in the study. If any specific details are used from a participant, educator, or documentation will be listed only as “School A”, Educator 1”, or Document Z. No schools or programs will be mentioned by name in this study. Only information that has direct written consent from the specific party will be considered for direct mention in this study.

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CHAPTER 4

FINDINGS

Introduction

This chapter will present the findings from the data with the intent of answering the research questions. This study utilized research methods including both a survey and interviews to gather data on sustainability within interior design programs. The findings will be presented in four different sections. The first section will include the presentation of the survey data. The second section will include the presentation of the interview responses gathered during telephone interviews. The third section will show the findings that answer the research questions that were gathered from the survey and the interviewees. The fourth section will present additional information and emergent themes derived from the data, but not included in the research questions.

Survey Results

The survey included closed and open-ended questions resulting in qualitative and quantitative results. The researcher sent the survey via the Survey Monkey survey engine to 568 interior design educators using electronic mail. Twenty-seven of the electronic mails were undeliverable due to various reasons. A total of 131 instructors responded and answered the survey. The survey results will be presented using pie charts and bar graphs. The responses will include the actual number of respondents per question as well as overall percentages. The results will be presented in the order the question was asked. The breakdown of each specific “other” answers will be placed in Appendix F for full viewing.

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1. You are: Gender

Female

Male

Number Percentage

Female: 100 76.9% Male: 30 23.1%

n = 130

Figure 4.1: Gender

2. How old are you?

Age Group

Under 20 21 - 29

30 - 39 40 - 49 50 - 59 60 or older

Number Percentage Under 20 0 0.0% 21 – 29 5 3.8% 30 – 39 24 18.5% 40 – 49 33 25.4% 50 – 59 56 43.1% 60 or older 12 9.2%

n = 130

Figure 4.2: Age Group

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3. Is your program CIDA (formerly FIDER) accredited?

CIDA Accredited

Yes No

Number Percentage Yes 91 69.5% No 40 30.5%

n = 131

Figure 4.3: CIDA Accredited

4. What is the highest level of education you currently hold? Highest Level of Education

Other

Doctorate

S pecialis t MF A M Arch MA/MS Bachelors

0 10203040

Number Percentage Other 15 12.3% Doctorate 32 26.2% Specialist 0 0.0% MFA 17 13.9% M Arch 17 13.9% MA/MS 35 28.7% Bachelors 21 17.2%

n = 122

Figure 4.4: Highest Level of Education

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5. You are personally interested in sustainable design. Personal Interest in Sustainable Design.

Strongly agree

Agree Neutral Disagree Strongly disagree

Number Percentage Strongly Agree 92 71.9% Agree 30 23.4% Neutral 6 4.7% Disagree 0 0.0% Strongly Disagree 0 0.0%

Figure 4.5: Personal Interest in Sustainable Design 6. You feel a majority of your students are interested in sustainable design.

Students’ Interest in Sustainable Design.

Strongly agree Agree Neutral Disagree

Strongly disagree

Number Percentage Strongly Agree 61 47.3% Agree 60 46.5% Neutral 6 4.7% Disagree 1 0.8% Strongly Disagree 1 0.8%

n = 129

Figure 4.6: Students’ Interest in Sustainable Design

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7. You feel a majority of the ID faculty members at your institution show an interest in sustainable design.

ID Faculty Interest in Sustainable Design

Strongly agree Agree Neutral Disagree Strongly disagree

Number Percentage Strongly Agree 61 42.2% Agree 60 50.0% Neutral 6 6.3% Disagree 1 1.6% Strongly Disagree 0 0.0%

n = 128

Figure 4.7: ID Faculty Interest in Sustainable Design

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8. What is your current status regarding LEED-AP (Leadership in Energy and Environmental Design – Accredited Professional)?

Faculty’s Current LEED-AP Status

I am already a LEED‐AP

I am currently seeking to acquire LEED‐AP status I plan to become a LEED‐AP in the future

I am not interes ted in becoming a LEED‐AP

I am not familiar with LEED‐AP

0 1020304050607080

Number Percentage I am already a LEED-AP 5 3.9% I am currently seeking to acquire 60 50.0% LEED-AP status I plan to become a LEED-AP in 71 55.0% the future I am not interested in becoming 15 11.6% a LEED-AP I am not familiar with LEED-AP 5 3.9%

n = 129

Figure 4.8: Faculty’s Current LEED-AP Status

9. Does the interior design program you currently work for teach sustainability in any area of the curriculum?

ID Programs Teaches Sustainability

Yes

No

Number Percentage Yes 128 100.0%

n = 128 Figure 4.9: ID Programs Teaches Sustainability

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10. If your school does not teach sustainability, what are the reasons why? (Select all that apply) No responses to this question. 11. If your school does not currently teach sustainability, are you considering adding it to the curriculum? If so when? No responses to this question. 12. How is sustainability integrated into the program? (Select all that apply)

How is sustainability integrated into the program?

(Select all that apply)

Other Lab

In lecture class(es)

In studio class(es)

Integrated throughout the curriculum

As a "s tand‐alone" s us tainability course

0 20406080100120

Number Percentage* Other 11 8.6% Lab 13 10.2% In lecture class(es) 63 49.2% In studio class(es) 67 52.3% Integrated throughout the 106 82.8% curriculum As a “stand-alone” 34 26.6% sustainability course

n = 128 *Note: More than one response was possible

Figure 4.10: Integration of Sustainability in ID Programs

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13. In what level studio or lecture is sustainability included within the interior design courses? (Select all that apply) Sustainability included in Course Level

Other

Graduate

Senior Junior S ophomore Freshman 0 20406080100120 Number Percentage* Other 6 4.7% Graduate 34 26.8% Senior 94 74.0% Junior 99 78.0% Sophomore 107 84.3% Freshman 69 54.3% n = 127 *Note: More than one response was possible

Figure 4.11: Sustainability Included in Course Level

14. Are you personally involved in teaching sustainability in any capacity (studio, lecture, etc?) Personal Involvement Teaching Sustainability

Yes

No

Number Percentage Yes 105 80.8% No 25 19.2%

n = 130

Figure 4.12: Personal Involvement Teaching Sustainability 55

15. How prepared were you to teach sustainability?

Teacher Preparedness

Very prepared Prepared

Neutral Unprepared Very Unprepared

Number Percentage* Very Prepared 20 19.4% Prepared 50 48.5% Neutral 19 18.5% Unprepared 11 10.7% Very Unprepared 3 2.9%

n = 103 *Note: More than one response was possible

Figure 4:13: Teacher Preparedness

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16. How did you prepare yourself to teach sustainability? (Select all that apply)

Instructors’ Teaching Preparation

Other

Workshop(s) B ooks on sustainability On‐line training

US GBC web site Site vis it/tours Journal searches Internet searches

020406080100

Number Percentage* Other 22 21.8% Workshops 39 38.6% Books on Sustainability 92 91.1% On-line Training 12 11.9% USGBC web site 69 68.3% Site visit/Tours 54 53.5% Journal searches 80 79.2% Internet searches 71 70.3%

n = 101 *Note: More than one response was possible

Figure 4.14: Instructors’ Teaching Preparation

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17. What specific sources helped you prepare to teach sustainability? (Please list sources).

Specific Sustainability Sources

Other Professionals Internet Conferences Publications

Book s

L EED USGBC

0 102030405060

Number Percentage* Other 19 28.36% Professionals 16 23.88% Internet 12 17.91% Conferences 26 38.81% Publications 17 25.37% Books 49 73.13% LEED 11 16.42% USGBC 24 35.82% n = 67

Note: This was an open-ended question; this graph represents the majority of the answers. For a full listing of the responses please see Appendix H. * Note: More than one response was possible

Figure 4.15: Specific Sustainability Sources

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18. What topics do you feel are important to include when teaching sustainability? (Select all that apply)

Important Sustainability Topics Other Creative problem s olving us ing sustainable alternatives Life Cycle Cost/Initial Cost comparison R efurbis hing/Reus e of existing Reduction of cons umption s election Finish s election C ons truction practices Energy E ffic ienc y and Alternatives Renewable res ourc es Outdoor P ollution Recycling Indoor Air Quality/Indoor Environmental Quality Deforestation Global Warming/C limate Change 0 20 40 60 80 100 120 Number Percentage* Other 18 17.6% Creative problem solving using sustainable alternatives 89 87.3% Life Cycle Cost/Initial Cost comparison 93 91.2% Refurbishing/Reuse of existing 88 86.3% Reduction of consumption 86 84.3% Furniture selection 82 80.4% Finish selection 98 96.1% Construction practices 84 82.4% Energy Efficiency and Alternatives 94 92.2% Renewable resources 97 95.1% Outdoor Pollution 46 48.0% Recycling 84 82.4% Indoor Air Quality/Indoor Environmental Quality 97 95.1% Deforestation 66 64.7% Global Warming/Climate Change 61 59.8%

n = 102 *Note: More than one response was possible

Figure 4.16: Important Sustainability Topics

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19. What teaching techniques do you use when teaching sustainable design? (Select all that apply)

Sustainable Design Teaching Techniques Other Discussions Test/Quizzes Local Workshops and Meetings Conferences Guest Lecturers Group projects Field trips Papers Research Hands ‐on Community Projects 020406080100

Number Percentage* Other 20 19.6% Discussions 90 88.2% Test/Quizzes 62 60.8% Local Workshops and Meetings 27 26.5% Conferences 14 13.7% Guest Lecturers 73 71.6% Group Projects 63 61.8% Field Trips 69 67.6% Papers 56 54.9% Research 87 85.3% Hands-on Community Projects 27 26.5%

n = 102 *Note: More than one response was possible

Figure 4.17: Sustainable Design Teaching Techniques

Interview Responses

The interviews asked closed and open-ended questions resulting in qualitative and quantitative data. The researcher conducted interviews with eleven interior design educators who teach sustainable design. Originally the research procedure called for 10 interviews. However, an eleventh person, with vast experience teaching sustainable design became available. Five of these educators were selected from a list provided by the IDEC Sustainable Design Task Force chairperson, while the remaining six instructors were selected from those expressing a willingness to participate in the interview after taking the

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survey. All educators were promised confidentially and were referred to as numbers while the various institutions were referred to as letters. For example, Educator 1 or School A was used to describe the interviewees and/or their schools. Their responses to specific questions regarding how sustainable design is incorporated within their programs were coded and then summarized into emergent themes. The responses from the interviews will be placed under the corresponding question and paraphrased with direct quotes utilized as needed. For complete transcriptions of the 11 telephone interviews, please see Appendix J. 1. What is your current teaching position: assistant professor; associate professor; professor? The interviews revealed that faculty in a variety of academic ranks are teaching sustainable design. The faulty position ranking of the 11 interviewees were as follows: assistant professor (5); associate professor (4); professor (2). 2. Is your school accredited by CIDA (formerly FIDER)? The purpose of this question was to indicate which programs met the CIDA qualifications for accreditation. Programs that are CIDA accredited must meet the CIDA 2006 standards that ask students within accredited programs to have a working knowledge of sustainability and sustainable design. CIDA (2006) Standard 6, Building Systems and Interior Materials, section n states, “students must demonstrate understanding of the concept of sustainable building methods and materials.” Interior design accreditation through the Council for Interior Design Accreditation (CIDA) has modified its requirements to include sustainable design education. CIDA accreditation guidelines require environmental ethics, sustainability, sustainable building methods and materials, green design, and indoor air quality, and are specifically referenced goals in five of the nine standards. CIDA (2006) suggests that the subject should be addressed throughout the curriculum. The data revealed that 10 out of the 11 educators interviewed taught in CIDA accredited programs. The remaining educator mentioned that her programs was preparing for a CIDA accreditation visit this year.

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3. What is your specialty in the teaching field? For example, studio, graphics, technology, etc… The interviews revealed that interior design educators teach a wide array of classes. The responses from the interviewees included studios, material and methods courses, history and preservation, lighting, and building construction and systems. All of these courses are essential to any CIDA accredited interior design program. The educators interviewed were selected based on their teaching experience with sustainable design within an interior design program. Each individual approached the teaching of sustainability in his/her own way such as implementing it within his/her materials and methods courses, including sustainability through history courses, or teaching it as a stand-alone course. Educator 11 stated, “I also teach courses that look at the human environment relationship and that is done through the lens of sustainability.” A majority of the educators included sustainability within more than one of their courses. Educator 1 stated, “Every year I have taught building systems, in particular my specific focus has been on sustainability in building systems and construction but also I have always taught studios.” Educator 8 mentioned her specialty was sustainability. Most of these interviewees stated they have taught studio courses, yet did not provide details of how sustainable design was incorporated within those studio courses. 4. How long have you been teaching interior design? The intent of this question was to acquire information on the level of teaching experience held by the interviewees. The educators revealed that their teaching experience ranged from three to 25 years. Five of the educators had 12 years or more of experience teaching interior design. The remaining six educators ranged from three years up to eight years of interior design education teaching experience.

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5. Of those years, how long have you been teaching sustainability? Five of the educators had been teaching sustainable design for less than five years; three had taught more than five years but less than 10, and two had taught more than 10 years. 6. What type of education or training in sustainability have you had? Self-taught. The educators have had various methods of educational training on sustainability. Most of the educators considered themselves self- taught by means of books and internet sources. Some considered that practicing and doing projects, or as Educator 5 state, “trial by fire” as their form of training. Six educators stated that continuing education units (CEUs), seminars, and conferences such as EnviroDesign and GreenBuild were their methods of learning about the sustainability. Educator 8 stated, “I haven’t had formal education. I have attended a number of conferences and workshops.” Advanced degrees. Three educators felt that their advanced degrees in architecture with an emphasis in either historic preservation or passive solar design helped to prepare them for understanding sustainability. Educator 1 stated, “I have a Master’s degree in architectural history with a certificate in preservation, and the preservation route in practice. I did a lot of preservation work, and that kind of lead into the interest into sustainability.” Educator 2 stated “I think of historic preservation as always having been a part of a conservation movement that initially conserves materials as well as culture.” LEED-AP. Two educators reported being LEEP-APs while another is preparing to take the examination. They felt that the preparing for and taking the LEED accreditation exam helped to prepare them to sustainability. 7. What motivated you to teach sustainability? The educators have many different motivating factors for teaching sustainability. These factors included a personal interest in the environment, and an interest in alternative construction methods such as straw bale construction and solar design. Other factors dealt more with a connection to the larger issues of social and global responsibilities, cultural heritage, and moral and ethical beliefs and issues. Educator 5 explained that her motivation for teaching

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sustainable design was its extension of universal design for individuals with multiple chemical sensitivities, asthma and allergies. Educator 11 drew her motivation from hearing William McDonough speak on the topic and claimed, “It was just like a big wake up call.” These motivations seem to create the foundations for personal beliefs that influence the instructors’ teaching methodologies. Most educators felt that sustainable design education was a vital part of the interior design curriculum, and felt that the students have to be a part of the solutions necessary to solve current environmental problems. Educator 6 argued, “Educate the students to the power that they have to change the way things [are], the status quo, and to leave a legacy of students that have [the] mindset that [they] are going to go out there and try to help correct things, change things.” Educator 2 stated “We are firmly committed to having our students be part of the solution for the problems we face as a global society.” There is also the mindset that the interior design industry is looking to gain knowledge in sustainability from the graduates of these programs. Students are required to have this information to enter into the work force. Educator 3 stated, “If they want to, working on LEED certification before they get out of school [would be helpful].” It can be very important for students to [become] LEED-AP before they graduate. According to Educator 2, “It is very, very rewarding though when our students come back and say, you won’t believe it - you know they want to hire me for my sustainability.” 8. Do you feel instructors should be LEED-AP to teach sustainability? Please explain your answer. Educators’ LEED-AP status requirement. The findings show the vast majority of the educators felt that instructors should not be required to be a LEED-AP to teach sustainability. Regarding LEED-AP status, Educator 4 stated, “No, not necessarily since LEED is just one qualifier and it really is one system and there are plenty of arguments for it pros and cons.” Educator 2 stated, “No, I don’t at all. I actually think there are better systems in place available.”

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Most of the instructors that were interviewed felt that LEED is limited only to building systems and does not address all the global issues and holistic avenues about sustainability. Educator 6 stated, “We kind of go beyond just the built environment [because there are] a lot of other issues out there, global issues that LEED doesn’t address.” Even a few of the educators who were LEED-APs or planning on becoming accredited felt that LEED did not address all the issues of sustainability. Educator 1 stated, “No, I don’t think, I mean I am [a LEED-AP] and I think it is a good thing to do, but I don’t think that even begins to address the bigger issue.” Educator 8 stated, “I’m planning on getting LEED certified myself [and] I think it could be better and I don’t think it covers enough.” However, these interviews also revealed that five educators find LEED-AP to be important in the teaching of sustainability. Some of the educators felt that LEED-AP status may become the standard, and that instructors will need to understand how LEED operates in order to teach [LEED]. Educator 8 stated, “I mean I don’t think they have to be [a LEED-AP] right now, but I think it will be nicer to always have educational experience when we do things that teach about LEED. It would be important if we had certification.” Difficulties in acquiring LEED-AP status. One area of concern for some of the educators was the difficulty in the accreditation process to become a LEED-AP. It can be difficult to achieve if one does not have the time or funds dedicated to preparing for and taking the examination. Educator 3 felt that the LEED-AP was another title to add to the ever increasing demands on instructors with limited time, while he also indicated that universities may start expecting new educators to have the accreditation as a requirement for getting the job. He stated, “I mean maybe your generation of educators coming out, that could be an expectation, because you have that opportunity maybe to do that, [but] there are ones out there now [having a] tough road [with getting LEED-AP status]. A lot of universities won’t pay for any of that; all of that has to come out of your pocket. There’s a time issue [too].”

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Educator 2 discussed a time when CIDA wanted educators’ opinions about having the requirement that a LEED-AP be on the faculty to meet the qualifications of CIDA accreditation. She stated, “They [CIDA] were trying to revise the standards for 2006 and they were trying to get more sustainability content into the standards and they said we think you should have to have LEED-AP faculty.” Educator 2 then corresponded with CIDA about how educators were able to demonstrate how to write specifications without having to be Construction Specifications Initiative (CSI) certified. She discussed how educators do not have to be CSI certified to teach students to write specifications, and then asked why would educators need to have LEED-AP status to teach sustainability if they are not required to be CSI certified? 9. What obstacles did you encountered, if any, in developing your curriculum for sustainability? No major obstacles. The interior design educators have various views on the obstacles, if any, that they encountered while developing their sustainability curriculum. Three of the educators felt that there were no real obstacles, while two of them thought people did not feel sustainability was important or were slow to come around about the topic. Educator 11 stated, “I wouldn’t say that there were any obstacles to this, but I would say there are faculty who aren’t [teaching sustainability], and there are faculty who have been slow to come around to the idea of sustainability so it’s not an obstacle as much as it is kind of being a lone voice for a little bit but that’s starting to change too.” Lack of examples. Other educators felt that the lack of examples, such as sustainable or LEED certified buildings or interiors to tour, was an obstacle in developing a sustainability curriculum. Educator 6 claimed a “lack of role models” as one of the obstacles his midwestern university was facing. Educator 7 stated, “The only obstacle that we have is just not enough, you know, buildings to take students to.” Limited space and time inside interior design curriculum. Other educators felt that the amount of information that needed to be covered within the limited size and time frame of most programs proved to be an obstacle.

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Educator 10 stated, “We have so much information to convey that the limitation is a time issue of teaching so many different issues and subject topic areas within each individual course. We don’t have enough time to go in-depth with that.” Educator 9 explained, “Part of the problem is faculty have so many obligations that we don’t have enough time or all the time that would be needed to completely recreate a course. It is a very energy consuming process. You have to read a lot, consider all sorts of alternatives and prepare every lecture, every assignment, every test and with research universities putting emphasis on research and publishing, sometimes it’s time allocated for the endeavors you just don’t find it, not that it’s not important. It’s that there so many other urgent responsibilities that, I don’t know, maybe, maybe it’s just that our priorities need to be reconsidered.” Limited educators’ knowledge on sustainability. The lack of knowledge about materials and practical applications for those materials was what Educator 10 claimed as an obstacle for developing sustainability into the interior design curriculum. She stated, “I think having knowledge of the type of materials and applications, if you haven’t had any exposure to that, is probably a little more challenging.” This lack of knowledge could be related to a lack of effective textbooks covering the subject matter, which was a concern for many of the educators. Educator 4 stated, “I haven’t necessarily found a textbook yet that keeps it at a basic level of understanding.” Some have felt the need to write a book, or have even started writing their own books to fill in the void. Educator 1 stated, “I am working on a book right now on sustainable building systems and instructions for interior designers, because I haven’t been able to find that.” Some feel that it is a complex issue where a textbook alone will not provide enough knowledge. Educator 4 stated, “…you know you can’t look at a textbook [alone] it’s just so complex on so many levels that I just have had to find other sources to teach it. [Sources for] my own handouts [included] pieces from here and pieces from there to meet the needs of it really.”

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10. Does your school have any implemented sustainability programs on its campus, and if so do you use them as an example when teaching sustainability? The intent of this question was to acquire information about how university/college campuses implemented programs that promoted or utilized sustainable practices. If such programs existed, did the instructors in the interior design programs utilize them in their teaching methodology for sustainable design? Sustainability programs on campuses. Many of the educators reported that their campuses offered some programs or had exposure to sustainability. This exposure included things such as initiatives to lessen the energy consumed by the campus, recycling programs, better public transportation on and around campus and bicycle paths and parking, Some universities and colleges have set up committees, institutes or on their campuses to handle the ever growing concerns of sustainability issues on campuses. Educator 11 stated, “We started a university committee on sustainability.” The data shows these committees to be common among the universities/colleges per the educators. Educator 5 stated “There is a new campus wide committee that I am working with that is multi- disciplinary that is developing a proposal for a center. And the intent is to pool people and information together from all over campus because we know lots of people are doing things, but everybody is in their own little silo, so that we can use it as a center for ideas for teaching. We might involve classes, certificate programs, graduate programs, research grants, and outreach; that kind of thing, so it is still new on our campus.” Campuses starting new programs. Some educators indicated that sustainability programs have just started on their campuses, while others claimed that their universities/colleges did not offer programs to promote sustainability on campus. Educator 3 stated, “We have just been involved this year in getting a lot of that started, recycling is getting started, you know being a rural school; the city doesn’t even recycle much.” Educator 5 claimed, “The school hasn’t been very much involved in sustainable design or even sustainability initiatives until very recently.” Some of the educators mentioned that sustainability concerns

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have started being addressed with the arrival of a new administration on their campuses. The new administrators included provosts and presidents, but also various directors and other officials. They are showing an interest in pursuing sustainability on their campuses. Educator 9 mentioned how her campus president has signed the Talloires Declaration and the President Climate Commitment. Students seeking environmentally responsible campuses. Some of the educators mentioned that students are demanding the programs and are actually pushing for such changes on their campuses. Educator 4 talked about her involvement on a committee called the “Renewable Energy Initiative” which is a “student driven incentive [enacted] a few years ago where students rallied and said we want 5 extra dollars taxed on our tuition to go towards renewable energy every year and it passed by like 90 something percent.” Other options were to support the local community as well as the campus. Educator 7 discussed the university’s community involvement with recycling and sharing of sustainability information. She stated, “The school does recycle, and also does lot of activities in the community as for as recycling is concerned.” LEED certified buildings. Another way that campuses are showing their support for sustainability is by building and/or mandating LEED certified buildings. Educator 3 stated, “We’ve got one new building going up on campus that is just within a few points of being LEED so we can show [students] all those cool examples,” and Educator 2 stated, “We [her program] may get to do the first LEED building on campus.” Many campuses now have to meet LEED certification for new buildings since some states and universities are now mandating specific LEED certification requirements. Educator 3 stated, “We have been pretty excited the state requires all the state buildings that are built now, and that includes the campus buildings now [we] will have to be LEED silver.” Some campuses, however, have only suggested LEED certification requirements for their new buildings. Educator 9 stated, “We don’t have that LEED requirement by the way, it’s suggested strongly.” More information about LEED buildings on campus will be covered in a later section within this chapter.

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Sustainability programs used by interior design educators. In regards to the second part of the interview question, do you (the interviewee) use the sustainability programs on your campus as an example when teaching sustainability, many of the educators did not indicate how the sustainability programs could/would be utilized within the instructor’s teaching methodology. Educator 9 indicated that she had not considered the campus programs as examples that could be utilized within her classroom. She stated, “All those things are things I could refer to in my class.” 11. Do you feel sustainability is a vital part of an interior design education? The 11 educators felt that sustainability is a vital part of interior design curricula. Educator 4 commented it was “110%” needed, and stated, “You know it’s imperative.” Educator 9 pointed to the CIDA standards requirements for 2006 and indicated that any interior design program that wishes to remain or become accredited must include sustainability in its curriculum. She stated, “Yes if you look at accredited and proposed CIDA standards, sustainability is right there.” However, all the educators interviewed had taught sustainability in some within their programs, so clearly this group can not be generalized to all interior design educators. 12. What sustainability topics do you typically cover within your courses? The interviews provided a lot of detail as to what topics the 11 interviewed educators covered when teaching sustainability. These instructors addressed sustainability in lectures on building construction and systems, building materials and methods, life-cycle analysis of materials, indoor air quality, energy efficiency, lighting efficiency and daylighting techniques, LEED qualifications and Cradle to Cradle concepts. Educator 10 stated, “They’re required to read Cradle to Cradle by William McDonough; so we talk about specific products and applications for projects they are doing, and then general issues of water reuse, green rooftops, and general conservation,… lighting efficiency, energy efficiency, that type of thing.”

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Holistic approach to sustainability. The educators involved their students with the bigger picture topics, giving them the theories and holistic views on sustainability then proceeded to the more detailed information such as specific sustainable materials. Educator 1 stated, “I like to start with the bigger picture so starting with theories of sustainable design or sustainability and then into models of them in permutation, and then starting with the big picture and working down to the let’s do this project as a LEED-CI building or whatever.” Educator 2 stated, “We incorporated sustainability into our courses where it’s appropriate, for example our students in the first semester take a course that’s called Design and Behavior in the Interior Environment… so they learn about sustainability and green design under a big umbrella of environmental attitudes.” Educator 4 stated, “We start with the big picture of smart planning so that you use less walls and less partitions just less materials used. Guess the way I start it out is the first thing I say to them is, you [have] the reduce, reuse and recycle pyramid, which one is most important? Well reduce, if you reduce you don’t have to reuse or recycle.” Social and environmental responsibilities. Other sustainability topics taught by the educators included the concepts of health, safety and welfare of people and social responsibilities of interior designers. Educator 11 stated, “…we look the social aspects of sustainability and we look at the materials aspects of sustainability and [the] responsibility of designers throughout the development of the built environment.” Educator 2 stated, “The students realize how much every topic that they can take from us has to do with environmental responsibility and what we would call our social interdependence responsibility or our social contract.” She also stated, “We [her program] believe that basically everything a designer [does] has a component that has to do with environmental and social responsibility.” Educator 11 presented the concept of sustainability being socially responsible. Interior designers’ responsibilities go beyond the built environment and into the basic structures of society including the people, products, and economy. She stated, “Sustainability looks at the economy and it also looks at people so it’s about sustaining people’s lives so that’s the social

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justice. You can plant all the trees you want, but if people can’t make a living wage and the economy of a community can’t support itself then the people don’t have any kind of life.” Ethical applications of materials. According to four of the educators, the ethical use of appropriate materials in appropriate applications, and the practice of helping clients make appropriate decisions were important topics covered within their programs. The example Educator 2 used was the specifying of stone in areas that would not have a life span of 100 years or more. Projects like that use granite or other stone as countertops, only to redesign and redo the facility in less than 10 years, would be an unethical practice by the interior designer. She stated, “I’ve been shouting this for years; choosing a natural stone to be used in a way that won’t have a 100 year or longer life span is unethical period.” Ethical product specifications could prove more difficult than imagined as Educator 2 discussed how most programs are teaching about the use of natural materials as sustainable solutions. She stated, “Their saying it is natural, it won’t be harmful, it will be durable, it meets all the [life-cycle analysis] stats because its local right… but it’s unethical still.” Natural materials are sustainable solutions when they do not impact the environment negatively such as harvesting stone from a mountain, then applying it inappropriately. Thought about the longevity of the design is a part of the design process. Educator 4 discussed the ethical responsibility of a designer choosing products that are considered green even if the client did not request it. She stated, “I use the backdoor philosophy… I show them this sustainable material even though they haven’t asked for their project to be sustainable. I might show them this green material and they fall in love with it as a material and I haven’t sacrificed cost, durability, or anything else that they have asked me to do. It becomes a real win/win and so it’s not just about when clients asks for it either.” Cultural interpretations of sustainability. Another topic that Educator 2 discussed was the cultural meaning of materials and how it is complicated to go against cultural norms and expectations regarding material selections. She stated, “It’s tricky because for one [materials have] a cultural meaning and people

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use [them] for that association. So you have to change the cultural meaning of things… Or you have to be willing to go against [what] culture has ascribed in terms of meaning.” When looking at cultural expectations and meanings, it became very clear the cultural differences of an industrialized country and developing one. Three of the educators discussed the cultural differences between industrialized countries and developing countries with the value of materials and the concept of economics, environment, and equity (people) working together to develop a sustainable world. Educator 2 stated, “You can look at industrialized countries and developing countries in different ways when you start to see how industrialization affects material values, access to material goods as a result of wealth.” Educator 9 stated the following about her personal experiences coming from a less industrialized country. In less industrialized countries also there are many practices people carry out that are more sustainable - like people truly believe that clothes will be whiter if you dry them out in the sun, so if you have a clothes dryer at home you also have a space for air drying or hang drying your clothes. Disposable things are seen as wasteful, so people tend to recycle containers and so on. People tend to cook a lot more from scratch than cans. There’s less excessive packaging. The cities have a culture of alternative transportation either by foot or mass transit.

Basic principles of sustainability. Some educators started their sustainability curricula with the basics of simply defining sustainability and sustainable design, and then discussed its key issues. Educator 9 stated “We [spend] like 4 weeks going over basic concepts about what is sustainability, and key issues like global warming.” According to Educator 3, he could only offer the basic understanding of sustainability and sustainable design to the students in his program. He stated, “Yeah, that’s the issue now I think, I mean you can give the basics or at least in our program, we give the basics.”

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Sustainability lacking in general education. Educator 2’s opinion was that the K -12 educational system and the core curriculum classes in colleges and universities do not prepare students with the information on sustainability. Educator 2 argued, “The K-12 system doesn’t prepare them with this information [on sustainability, and] the university’s core curriculum doesn’t prepare them with this information [either]. They come to us and we have to help them shape a perspective then on the environment, the natural environment and the interface with the built environment that allows them to make better choices…” 13. What sources do you currently use to develop your lesson plans on sustainability? The interviews revealed that the educators utilized numerous sources to help them learn about sustainability. However, a complete listing of the resources listed in the interviews and the survey will be presented in Appendix B. Internet sources. The 11 educators clearly stated the internet (World Wide Web) was a major source for finding information on sustainability and sustainable design due to its up-to date information. Educator 8 stated, “The internet is one of the sources [I use] and I think when we first started teaching courses when the internet came around we were reluctant to use [the] internet as a resource because we weren’t always sure what the expert source was.” Some of the internet sites that the educators found to be helpful were the Environmental Protection Agency (EPA) website, American Association for Sustainable Higher Education (ASSHE) website, the Hellmuth, Obata, & Kassabaum, Inc (HOK) website, the United States Green Building Council (USGBC) website and the Leadership in Energy and Environmental Design (LEED) website. Most felt that the internet provided the most current up-to-date information about products and processes. Educator 6 stated, “Mostly the internet because the information is new, that a lot of the books haven’t caught up yet. Books are good for overall concepts of sustainability, ecological consequences, but as far as the day to day applications I think the internet is the best source.” Educator 4 stated, “The textbooks on it, [the] typical ones, are more of a supplement to the issue rather than the main focus basically.”

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Books. Educators however have not exclusively utilized the internet. Many find textbooks along with other books to be a secondary source for them. Seven educators claimed books as major sources for finding information on sustainability. Several of the textbooks that the educators mentioned included: McLennan’s Philosophy of Sustainable Design and Winchip’s Sustainable Design for Interior Environments. However, textbooks can be limiting. They cover many different topics and some educators feel they have to compile teaching materials from different books and different chapters. Educator 11 stated “I mean it’s just like a piece of this book, and a part of this book and a chapter out of this book because there is really no comprehensive material out there.” Other books that are mentioned become reference books on the topic of sustainability. The book that the educators stated they used the most was Cradle to Cradle by William McDonough and Michael Braungart. As Educator 11 stated it, “If you’re going to talk about sustainability there are things you can’t ignore, and [one is] Cradle to Cradle design by McDonough, I think because it provides us [a] very comprehensive paradigm [on] sustainability that moves from a level of the molecule to the level of the solar system - at least where if you are talking about solar energy and the sun.” Other authors that the educators felt were important sources included: Sarah Susanka’s Not So Big House, Janine Benyus’s Biomimicry, Clive Pointing’s A New Green History of the World: Environment and the Collapse of Great Civilizations and David Orr’s numerous works. Educator 1 mentioned two other books for their contributions to the sustainability movement are Daniel Quinn’s Ishmael and Lester Brown’s Plan B. Other sources. Other sources have included publications such as the Journal of Interior Design (JID), architectural magazines and trade publications. Educator 2 mentioned an article by David Lowenthal entitled “Stewarding the Future” published in the [Journal of Heritage Stewardship]. Four educators mentioned Environmental Building News as one of their favorite sources. Educator 4 stated, “The main source I use [is] the checklist from Environmental Building News.” Educator 2 mentioned the use of multiple types of media as sources that include video and programming on cable broadcast

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networks like the History Channel and The Planet Neighborhood series and Modern Marvels series were some of the programs mentioned as well as the Bullfrog Film Blue Vinyl. She indicated the use of a lot of different videos, books, readings and web sites. Educator 2 stated, “We have a huge list but we find videos are really helpful with this crowd of students, this generation of students.” LEED checklists. Some educators mentioned using the LEED-CI checklist or other building standard checklists as guides for students. These guidelines break down the information and make it easier for students to understand. Educator 3 stated, “We kind of looked at the LEED guidelines and what would it take to be certified.” Educator 11 discussed using protocol sheets for materials, and as indicated earlier Educator 4 utilized the checklist from Environmental Building News. Professionals knowledgeable about sustainability. One source that has slowly been making its way forward is the professionals who are making this work possible. Educator 8 stated, “Individuals, people who are working in the field,” were another source for finding information on sustainability. These professionals can be the researchers or architects, builders, designers, and/or who are making these changes. 14. Ideally, what instructional/institutional resources could help you improve the teaching of sustainability? The educators provided an array of responses that indicated various needs. Three educators felt it would be helpful if campuses provided locations where various people could meet together and discuss sustainability. Educator 3 discussed how there are small groups independently working, but not together. Educator 8 stated, “maybe if more people, even in different programs, if we could somehow… have a regular meeting where involved people on campus [can work together]…” Sustainability integrated into the curriculum. Some of the educators felt that an integrated curriculum within their program could be improved to provide more information to students, and that a stand-alone course in sustainability would not provide enough information within the limited amount of

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time in most programs. Many of the educators felt that an integrated program offered the best possibility for students to become environmentally responsible. Educator 7 stated, “I think we are right now actually looking at sitting down and developing it; integrating it into all the courses, but integrating it earlier into earlier studios so they can learn to use it in all their classes verses just getting it at upper level studio courses.” She also stated, “We are going to start implementing it at the lower level studios so that it just becomes a natural part of things verses something that their responsible for doing.” Resource center. Four of the educators discussed the need for a resource center or resource library that houses up-to-date materials and sources. Some educators discussed the problems of maintaining a resource library. Educator 5 addressed the problems with these questions. “What to do with the sample rooms [is] a big problem. How do you make those products available to students for their projects in other classes? It is difficult to maintain a resource room to begin with, then to contain a green/sustainable resource room gets you into - is this [now] an alternative resource room, is this integrated into the existing one and if so how do you mark these products? Do you eliminate all of the other resources except for the green/sustainable resources?” Educator 4 felt that a true resource center where students, professionals and the community could share in learning about sustainability needed to be developed. She stated, “One thing I really want to do with our program, that’s an initiative underway, is to have a center that’s open to the community and have some of our students staffing it and answering questions to homeowners trying to make a decision about [sustainability issues], a good decision. We’ve got a population or a demographic in this area that would be very interested in educating themselves a little bit on these things, so we are working on a proposal for a center and that might be a product of that center so and that will also help our students as well.” Database for resources. Other educators felt that there was a need for a database that provided access to links to other sources such as manufacturers’ websites, professional organizations, federal and state agencies, and third party

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certification groups. This database could allow students the ability to access websites about any products or processes needed and it could provide basic positive and negative information about them. Educator 11 discussed how the students had no connection to green materials because “there’s no single source or web clearinghouse that you can go to that says this is a green material, trust me, this is a green material.” Educator 4 pondered, “you know wouldn’t it be nice if there was some type of database where you punch in we’re thinking about using this flooring or this flooring, give me the pros and cons environmentally or something like that, or nutrition labeling for products ideal.” Publication subscriptions and/or organization memberships. Some of the educators felt that subscriptions to publications and other types of sources would prove helpful in maintaining current information about sustainable products and sustainable practices. Educator 4 stated, “I would really like to get us a subscription to Environmental Building News’s Building Green Suite so all the students has access to it.” Educator 2 felt that publications alone would not be enough and felt that membership in certain organizations would be helpful. She stated, “We have been working over the last year to really ramp up the university’s involvement in sustainability and one of the things they did was they joined American Association for Sustainable Higher Education (AASHE) and that is a huge, huge resource for us so I am very pleased that’s available to us.” Textbooks. Some educators felt the need for textbooks or at least better textbooks would be helpful in improving their teaching of sustainability. Educator 6 stated, “There are a lot of textbooks out there, there are lots on sustainability... I just think that they’re not quite where they need to be as for as being able to utilize it in all courses.” Educator 7 felt that sustainability needed to be written into every textbook that’s out there so sustainability could be implemented in all courses verses just trying to develop a single course for sustainability. Educator 11 stated, “What I am doing now is that I am writing a book about how you teach sustainability in studio and I have a co-author and we are using competition entries in the C2C home … So she and I really have all 600

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entries and we are using those examples to illustrate studio concepts that are also sustainable.” Interior design professional organizations involvement. Educator 6 felt that professional organizations such as ASID or IIDA could do more to help the students and the professionals learn about sustainability. He stated, “If CIDA or the professional design [organizations,] IIDA [and] ASID could devote more effort into creating resources that students, and I guess designers, could use - it doesn’t seem [to be] that much of the focus with IIDA and ASID at this point. These students, soon to be professionals, they’re looking at these organizations for some sort of lead and they’re not [getting it], I don’t think [the professional organizations] are [providing the support needed]. So if we as a profession are going to make this a priority then the profession needs to make it a priority.” Educated faculty. Educator 10 felt that if the institutions had faculty with more training in sustainability or if the institution would help cover the cost of examinations like LEED-AP that would increase the effectiveness of the instructors teaching sustainability. Educator 10 stated, “If we had a faculty that had had specific training in that particular area that could teach a course [would prove helpful].” Personal recognition. Educator 2 wants recognition for the work she put into getting sustainability noticed on her campus. She stated, “If we can sort of shift the university’s perspective and then hopefully people like us who [have been] soldiering along all this time will finally get some credit. Yeah I would like to get credit for all that we have done so that’s what I want.” 15. Do you feel that more research about sustainability needs to be done? All the educators agreed to the need for more research about sustainability within interior design. All eleven felt that research would be vital to the understanding of sustainability, sustainable design practices and sustainable products. Educator 9 stated, “I think we are just starting to understand our impact on the planet and definitely there are plenty of areas to research from the very specific, say about individual materials, how they are harvested, how they

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are manufactured, distributed, installed, and so on, and their consequences for the planet.” Some instructors see research as a way to move beyond the constraints of materials and products and into more holistic issues about sustainability. Educator 6 stated, “Well in the terms of interior design and architecture …we need to shift our perspective from material things, green materials, and alternative energy sources…” Educator 1 discussed the research done for Indoor Air Quality and the Solar Decathlon. She stated, “This is probably going to sound bad, [but] I don’t see any research, real research except on Indoor Air Quality taking place within interior design with regard to sustainability.” She stated, “We do the solar decathlon all the time. That is a really good example of a technical approach to sustainability… I know that the solar house, solar decathlon is producing a lot of research.” Her own personal areas of interests included “lessons from historic buildings… They have a lot of this stuff down in historic buildings because they had to do certain sustainable things.” Interior designers’ roles and responsibilities. One area of research that has proven interesting among the educators is the concept of interior designers’ roles and responsibilities to utilize space and square footage efficiently. Educator 6 asked, “What should be our goal, should we let the client tell us they want a 4,000 square feet house when they only need 1,800 square feet just because they want a bigger home; what are the problems with that? What is that affluence all about? Educator 9 spoke about Sarah Susanka’s “Not So Big” philosophy of maximizing the use smaller spaces by designing them with better quality. She stated, “The freeing of space that [creates] better usages, it’s using less resources so it does connect with sustainability.” Two educators discussed how interior designers are not always included in the design phase where space allotment and square footage requirements are planned. Educator 2 stated, “Because interior designers aren’t at the table many times when decisions are being made about things that they could be highly influential in, like how many square feet do we really need…”

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Shaping human behavior with interior design. Educator 9 discussed the importance of the interior design profession in the shaping of human behavior due to the amount of time individuals spend within interior spaces. She stated, “Interior design, in my view, is the discipline within the design discipline that caters to human habitation; looks at the fit between the space and the people in it. The satisfaction of meeting your needs more than architecture, more than planning, more than landscape and you know its interior designers who do that. We are the ones that do the [interior] programming, so that’s an opportunity to address sustainability right there.” Educator 9 felt that more research on people’s behavior and their likelihood of practicing sustainability should be conducted. She stated, “Other issues like people’s behaviors and the likelihood that they will engage in sustainability, its practices… should be researched.” This concept of helping to shape human behavior however is without merit if interior designers/students do not accept their social and ethical responsibilities. She discussed the problem of interior designers/students who “sell out” to make money and forget about their responsibilities to the overall environment. Educator 2 stated, “Basically we aren’t even trying it seems to affect how much people build… All I know is this is the deal, interior designers who do that kind of work aren’t doing what I would call appropriate design. They’re just selling out to the highest bidder. They better know that they’re lining their pockets at the expense of the world. You know we really are not even asking the question [about] how much is enough, how big is enough? We have not even come close to asking that question yet.” Cross-discipline communication. Research is vital for the growing body of knowledge about sustainability among the various disciplines; however, do these disciplines understand each other? Are they able to share in this body of knowledge from other disciplines? One educator felt that it was not the lack of research that was needed but a better cross-discipline communication within the research communities. Educator 11 felt cross-discipline communication would allow the multiple disciplines that are researching the facets of sustainability to easily share information. She stated, “I think there’s a lot of people involved in

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this in all different fields. Chemists are looking at this, climatologists are looking at this, and anthropologist are looking at this; everybody is looking at this somehow. I think what is missing is communication about it …so there’s no kind of cross-discipline communication about what people are learning. Communication among the disciplines would require a standard vocabulary for sustainability. Educator 5 stated, “Even the vocabulary is still a big issue when you read the literature. May people don’t define their terms, so you may not quite be sure how they are using them, and if they do define them then everyone sort of has their own definitions?” Educator 5 worked with a graduate student whose thesis looked at operational definitions for green/sustainability. These operational definitions evolved to read “green design would deal with the microenvironment with their indoor environments and what the affect of sustainability on people’s health and well-being and that sustainability would be the big picture the macro; picture looking at the planet’s health and well-being and that if we combine this micro perspective of people’s health and well-being and the macro perspective of the planet’s health and well- being, by combining green and sustainable then we were looking at environmental responsibility, the big picture.” Future Research. Some of the educators shared the belief that there are numerous research questions dealing with sustainability within the interior design field. Educator 5 asked, “Not only looking at the narrow perspective of how do we identify the products and how do we look at the whole cradle to cradle paradigm, how do we implement that into an interior environment, how do we impact what is actually is manufactured, what’s sold, what’s installed, how do we affect how it’s going to be used and maintained; where does the interior designer’s responsibility end? 16. Do you feel that sustainability within interior design is limited to only material and product specifications? Exclusively to materials and products specifications. Some of the educators felt that some of the current interior design programs limited sustainability to just product and material specifications. Educator 4 stated, “I am

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a site visitor for [CIDA] accreditation and I see it far too often and [it’s] not really incorporated holistically… And so I think students see it as two pages at the beginning of a material and finishes book, and that’s not woven in holistically either…” Educator 7 stated, “For the most part, yes, I think it is very restricted to those items. Although I think it needs to grow and to be integrated a little bit more, but right now a majority of the knowledge is coming from those elements [materials and methods].” Educator 6 stated, “My opinion is that we tend to dwell more on the tangible materials, those things we can touch and feel and understandably a lot of the philosophical aspects are not addressed.” Some educators felt that this limitation to products and materials was compounded by the isolation of that information into a separate course. Educator 1 stated, “Yeah I think that the way most schools are handling it as a [stand-alone] course and I don’t think that is how you do it… It is not a course, it cannot be just a course; it needs to be integrated throughout every course in the curriculum.” Beyond materials and products specifications. Other educators however did not feel that some of the current interior design programs limited sustainability to just product and material specifications. They claimed that there was a more holistic approach to how sustainability was covered within the programs. Educator 10 stated, “No. We talk about air quality, we talk about how you create wetlands, recycling, water that can become an integrated system that can actually be recycled and used back in restroom areas; landscaping that is indigenous to the area, earth burn, [it] isn’t just about products, and it’s actually a complete approach to designing.” Many of these educators are claiming a holistic approach or the bigger picture with health, safety, daylighting, lighting and energy efficiency, and building systems covered. Educator 8 stated, “No, well because I think there are a lot of issues in terms of health, safety, and lighting and energy, equipment. It is bigger than finishes; we get to look at lighting and equipment…”

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Educator 11 acknowledged that her answer is specific to her program. She stated, “I don’t have a sense about what’s happening across interior design education; in our department it clearly is not. Even in the material course, I tell them… that sustainability is kind of this three-legged stool between people, planet, and profit. There is these three parts to it and to design an environment well you have to consider all three of these things.” Teaching sustainability holistically. Some of the educators had strong feelings about the responsible way of teaching sustainability. Many felt that the holistic approach was the best in changing the teaching methodology of interior . Educator 1 stated, “Well, I think it is really the only responsible way to teach design. I don’t see that we’re in a world anymore where we can teach it the way it has been taught. I really think that you know the building industry is wasteful as we have been doing it for years… I think it is critical that we prepare students to go out there and be able to practice effectively in a new way.” For this change in the interior design paradigm to occur, educators have to acknowledge the need for a change, and acknowledge possible problems with the current teaching structure. Educator 2 stated, “Interior designers have named the problem of sustainability… as making the right choices, [selecting products]. We sort of limited our thinking to it’s about which materials and products we choose to finish spaces with.” Five educators compared sustainability with building codes and ADA. They asked why teach a separate sustainability course when it is as important as building codes and ADA, which are implemented into the curriculum and not offered as separate courses? Educator 2 stated, “We don’t have a codes course, why would we have a sustainability course?” Educator 8 stated, “It was easy, very easy to incorporate into the program. “We don’t incorporate it as a separate course, and we incorporate it into each of our courses in the same way that we would do teaching of ADA or codes or anything else.” Educator 7 stated, “My biggest thought is that it should be introduced right in the beginning and it should be introduced as part of the ethical responsibility of an interior designer… That is

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a legal and ethical responsibility and therefore it should be integrated into every job and every course being taught.” Limitations of a stand-alone course. Some of the educators felt that if sustainability was offered as a separate course that students would view it as an option and not a requirement within their other course work. Educator 2 claimed, “The other reason we don’t separate out a course; we don’t want them to get the idea its some separate content… because people compartmentalize things that you have compartmentalized.” While educator 7 stated, “I think educators need to work [sustainability] into every course and not necessarily have just a single course on sustainability because then it’s like an elective, okay that is one class we can choose to do it or not do it... instead of making [it] a part of everything that we do.” Limitations of sustainability in a materials and methods course. Some educators were concerned about interior design programs that incorporated sustainability only into their material and methods course becoming victims of greenwashing. Educator 8 claimed, “That is one of the things I have to caution my students about is looking at products and not necessarily believing everything they read that the manufacturer writes about them.” This process is so easily done by students and professionals when they are not knowledgeable about products and the manufacturers use that lack of knowledge to push non- sustainable products. Educator 7 stated, “I think designers are short sighted and want to jump on a bandwagon and talk that buzz word of green design and sustainability, and then of course as LEED came on, GreenBuild came on, [and] EnviroDesign, more people got on the bandwagon[and it] turned into [this] greenwashing problem that we have now.” Interior designers are eager to claim they are doing green design, sometime without a full understanding of product or processes. Greenwashing research and education. Three educators were concerned with the lack of research on greenwashing and the development of the appropriate questions interior designers/ students should be asking about products. Educator 1 stated, “I don’t even think there has been a lot of research

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done on materials, except by the companies making the materials… I think that that is an area of research to, you know, complete a series of tests of certain questions and develop them more.” The need for research of third party certification was discussed by Educator 1. She stated, “I think maybe [third party certification is] one of the things we need to teach our students and perhaps teach ourselves is the difference between first party certification and third party certification. Which one of those is reliable just because it says it is tested by somebody does not mean it has been tested by a third party you know.” 17. Do you have access to show students a LEED certified building, either on campus or in the nearby community? If so do you use as a hands-on example of sustainability applications of the built environment? Environmentally responsible buildings on campuses and/or nearby communities. A majority of the educators either had a LEED certified building on their campus or in the nearby community or there was one in the process of being built. Some of the educators had LEED certified buildings on campus. Educator 5 discussed her Environmentally Responsible Demonstration Project that she developed for her campus in 1998 to meet a universal design need that accommodated individuals with multiple-chemical sensitivities, asthma, and allergies. The building is incorporated into her classes as a fieldtrip and it’s on her campus. Some of the educators were located where they could view LEED certified buildings in the nearby community. Educator 5 stated, “Yes, State A is lucky enough to have quite a few LEED accredited buildings. We even have a couple of the homes that have been accredited under the pilot LEED Home program.” Some of the educators mentioned that they are in the process of getting a LEED certified building(s) on or near their campus. Educator 4 stated, “Our campus finally just got in line with our academic programs which have been very strong and luckily now it’s gone in the direction of mandating new buildings go towards LEED.” Educator 4, in discussing a LEED building in a nearby community, stated, “We do not yet, but we will in the very near future because

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our students actually worked on High School A project for our county and our students work directly with the county commissioner, the school, the architect and we did research, design guidelines, then we did design [schematics] for prototypical areas, and a lot of our ideas are being incorporated. It is supposed to be a LEED silver, if not gold, and it should be completed in about two years.” Non-LEED certified sustainable buildings. Some of the educators discussed the possibility of non-LEED certified buildings that still met certain sustainability requirements, but chose not to go through the commissioning process due various factors especially cost. Educator 2 stated, “You do not have to have [buildings] actually [LEED] certified as long they are meeting the criteria for certification.” Educator 9 stated, “There are schools that choose not to certify their buildings even though they have all kinds of green features that are energy efficient and have the right kinds of toilets, and monitor their buildings performance. They do all, everything you could wish for, and yet they don’t go the LEED certificate route. I have been told that either because it’s costly, or you know the process is cumbersome… other people definitely felt that it’s not the best rating system.” Utilizing the LEED certified buildings in teaching methodologies. Four educators discussed how they utilize the buildings teaching sustainability. Educator 5 stated, “Getting them into a building where they can see what is happening is the biggest learning tool that we have.” Educator 9 stated, “Yeah, I mean we’re so proud of [our LEED silver building]. You know everybody goes there and we try to schedule some activities [at our LEED silver building on campus], but we [also] have several other LEED buildings on campus that students go to.” Challenges with field trips. Some of the educators discussed the problems of taking students on field trips. According to Educator 5, “[It helps] if they can see interiors that are environmentally responsible, yet it is so difficult to get students out on field trips… It is very difficult to get students off campus for field trips, but you know large class of 30 students just because of the logistics, but for small graduate classes, we spend a lot of time traveling to different sites

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and talking with designers and architects.” She discussed the constraints non- traditional students have in obtaining access to field trips. She stated, “Many of them have constraints, many of our students are non-traditional students so they have families, they have jobs, they are carrying a full load so they have to make arrangements to get out of their other classes, so it’s not easy.” 18. Would you be willing to provide examples of your course work in the development of curriculum framework? The intent of this question was to collect data/resources from the interior design educators to develop a sample curriculum framework. Most of the educators said they would be willing to share information. Some addressed concerns about specific course material because there was no specific course to pull from. Educator 6 stated, “Yeah, I don’t have specific [course material], it is kind of integrated it into everything but I will.” Educator 5 was willing to share information that she gave out at a presentation at the 2008 IDEC conference in Montreal. She stated, “I could send you the materials that we used at IDEC for the seminar on teaching sustainable design.” IDEC Sustainable Design Task Force. A few educators discussed the IDEC Sustainable Design Task Force and its work in trying to develop such a curriculum framework in 2004. Educator 11 stated, “Yeah, in fact we started doing this when I was the president of IDEC in …2004 and started a sustainability initiative there also and one of the things that we did - we had a task force and kind of broke up responsibility and there was a group put together that was collecting information so that we could share it through IDEC to other interior design educators.” Educator 1 discussed her time with the IDEC Sustainable Design Task Force, and the development of a framework for an interior design curriculum. She stated, “Here is what I think; I will try to say this clearly. I think that there are a lot of ways to come at sustainability, sustainable design, and green design. I do not think there is any one right way to do it. I think that as long as everybody is focused on it from one whatever point of view, they want to be addressing it that is how this will be resolved. It won’t be resolved with one way of doing it.”

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However, not all educators were willing to share in such information. Educator 9 felt that more work was needed on the material she/he was developing before it could be shared. She stated, “Not really because… I’m not satisfied with my materials course and the other course that I will be teaching is a new course that I haven’t even created yet.”

Research Questions

The data from the survey and interviews was collected with the intent to answers the research questions of this study. These questions will be answered making the most of the survey and interview data presented above. Emergent themes that do not directly answer the survey questions will be addressed once all research questions have been answered. Primary Question What is the current status of sustainability in interior design curriculum and what methods of teaching are currently used to effectively teach sustainability? The data has revealed that the current status of sustainability in interior design curriculum varies among the different interior design programs. The majority of interior design programs teach sustainability. Survey question # 9 showed all 128 respondents responded yes to the question asking if they had taught sustainability in their interior design program. Figure 4.9 presents the full findings of that question. All interviewed educators taught sustainability and were interviewed for that reason. The survey findings would suggest that most interior design programs teach sustainability. However, the study cannot make that conclusion because not all interior design programs responded. Programs that are accredited or seek accreditation are required to teach sustainability. Educator 9 discussed how sustainable design had to be incorporated within programs that are CIDA accredited per the 2006 standards for CIDA accreditation. Is accreditation the only reason for teaching sustainability in interior design programs? The survey question # 3 indicated that out of the 131 respondents, 91 answered yes and 40 answered no to the question asking if

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their programs were accredited by CIDA. The data would indicate that accreditation is not the sole reason for interior design programs to teach sustainability. Non-accredited schools are choosing to incorporate sustainability in order to educate students so they may compete in a market place that is seeking designers knowledgeable in sustainability. Educator 4 indicated that the interior design professionals are now demanding sustainability knowledge from graduates and competing students need to know sustainability. She stated “[It’s] the future for our students, I mean, it’s going to be the only design we have; there’s not going to be another option.” The 11 educators interviewed discussed the importance of sustainable design within the interior design curriculum. They all felt that sustainability has become a vital part of the interior design curriculum. However, all interviewed educators have taught sustainability, so this raises the question of whether other educators who do not teach sustainability find it as vital as those who teach it? The data indicated that all of the interior design programs surveyed incorporated sustainability in different ways, such as within material and methods courses discussing products as well as in studio projects where a more holistic approach is used. Some integrated components throughout the curriculum so that almost every class utilized the information. Others offered independent classes geared in preparing for the LEED-AP examination. The findings suggested programs have struggled with sustainability’s integration into the interior design curriculum such as computers, ADA, and universal design have in years past. Secondary Questions 1. How have colleges and universities incorporated sustainability into the interior design curriculum? According to the data, the interior design programs integrated sustainability within their curriculum as either a stand-alone course or integrated in various courses such as lecture courses, studio courses, labs, or seminars. Survey question # 12 revealed that 26.6% of the respondents integrated sustainability as a stand-alone course, while 82.6% respondents integrated it

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across the curriculum utilizing lecture and studio courses. Please refer to Figure 4.10 for the complete findings to that question. The respondents were allowed multiple responses, so the data cannot state whether the 26.6% respondents taught sustainability as a stand-alone course only. The educators have suggested time when sustainability should be introduced to students. Many of the educators felt that sustainability should be introduced into the interior design curriculum as early as the freshman year. These educators also felt that the various topics of sustainability should be taught throughout the interior design program at every level. Survey question # 13 indicated that the programs taught sustainability at the undergraduate levels almost equally. Please refer to Figure 4.11 for more data on the topic. 2. What are the advantages and disadvantages of incorporating sustainability into the interior design curriculum as a stand-alone course? The data revealed that any advantages of having a stand-alone course for sustainability seem limited to the concentration of following LEED guidelines in preparing for the accredited professional examination. Stand-alone courses helped students prepare for the LEED-AP examination. Another reason for stand-alone courses was that it provided an in-depth look at sustainability by covering its history, its processes and its application. However, the findings have indicated many disadvantages to a stand- alone course in sustainability. Some educators felt that a stand-alone course would segment and compartmentalize the information and that would cause students to do the same and view sustainability as only an option to the design process and not holistically. Other educators indicated that a stand alone course was often an elective which limited the number of students gaining exposure to the information. Several interviewees felt that their programs had limited space, time, and money to implement a stand-alone course within their curriculum.

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3. What are the advantages and disadvantages of integrating sustainability throughout the interior design curriculum? The data revealed many possible advantages for integrating sustainability throughout the interior design curriculum. Most of the findings implied that the basic principle of a holistic approach to sustainable design within the interior design curriculum was preferred by the educators. The findings indicated that incorporating sustainability into the curriculum allowed educators to teach many different components by covering them in many classes. Materials and method courses covered sustainable materials and life-cycle analyses, studio courses covered application of sustainability in the design process, and lecture courses discussed the social, ethical and personal responsibilities of the interior designer. The different courses allowed for multiple aspects of sustainability to be covered without forcing it all into one course. However, the findings implied that there were challenges to incorporating sustainability throughout the curriculum. The limited education and training by faculty on the subject matter could pose limitations on what is taught. The lack of resources such as textbooks for programs have created heavy demands on current educators to educate themselves, which could lead to the gathering of misinformation about sustainability or possibly the integration of greenwashing into the program. 4. What teaching techniques and assignments are being used by faculty teaching sustainability to interior design students? The findings indicated that these programs have used various methods to incorporate sustainability into their curriculum. According to the 11 educators interviewed, teaching methods included lectures on products within material and methods courses, studio projects, guest lecturers, hands-on work, field trips, LEED guidelines and/or other sustainability guidelines. The data from survey revealed that class discussions, research, field trips, and guest lecturers were the top four methods in teaching sustainability. Please refer to Figure 4.17 for an entire listing of methods, and Tables F.2, F.4, and F.7 for listings of open-ended responses on this topic.

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The teaching techniques utilized by interior design instructors to teach sustainability were seen in both lecture courses and studio courses. Each setting requires different teaching techniques. Responses from the survey revealed that classroom discussions were the most common method for teaching sustainability. Some educators utilized workshops and field trips, while others required research, papers, and group projects. Many educators utilized textbooks, internet sites and building guidelines such as LEED as sources within their classrooms. Some instructors had class discussions on the social, ethical, philosophical and personal responsibilities of interior designers in regard to how interior design can influence the health, safety and welfare of the general public, and how this includes environmental issues. Other educators showed the cultural differences of industrialized countries and developing countries and how such differences influence consumption patterns and cultural values of materials and goods. Interview question # 12 revealed a variety of topics that respondents utilized in their teaching methods. Many discussed materials and methods, along with building construction and included actual examples of sustainable products. For a more in-depth view of the topics please refer to the interview question # 12 as well as to Figure 4.16 for a listing from the survey question on the same topic, along with open-ended responses listed in Table F.6. 5. How have educators prepared themselves to teach sustainability to interior design students? Sustainability has been viewed as a new and trendy movement within the interior design profession and in the general public. However, the study has revealed that some educators have taught this subject for 10 years. However, many of the educators have less than five years of experience and many educators felt that they were still learning as they go. Most of the educators interviewed stated they were self-taught in sustainability, utilizing the internet, books, conferences, and various other methods. Some educators took CEUs and workshops to learn about sustainability. A few felt that their advanced earned degrees in architecture and

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historic preservation helped prepare them for teaching sustainable design. Some of the instructors were interested in becoming a LEEP-AP or were LEED-APs. The survey revealed that only five respondents held LEED-AP status, but that 50% of the respondents were seeking the status and 55% of the respondents were planning on becoming LEED-AP. Please refer to Figure 4.8 for the full results instructors with/without LEED-AP status. The survey question # 16 revealed books, journals, and the internet as the top three ways respondents prepared themselves to teach sustainability. The educators showed a huge interest in the internet for the most up-to-date material, although they utilized books and textbooks to explain the principles and philosophies. They also gathered information from organizations like USGBC and the EPA. Others went to conferences and workshops. Refer to Figure 4.15 for a list of sources that the respondents stated that they used. Interview question # 13 also provides more information about sources utilized by the educators. These answers have provided a general understanding as to how instructors prepare to teach sustainability. Figure 4.14 illustrates the answers to that question. However, the respondents showed a mixed degree of preparedness when they taught sustainability. The data revealed the 48.5% of the respondents felt prepared when they taught their sustainability courses, while 10.9% felt unprepared to teach their sustainability courses. Please refer to Figure 4.13 for complete finding to that question. 6. Are there obstacles to incorporating sustainability into interior design programs? If so, what are those obstacles? The study revealed that several of the educators felt there were not any obstacles in developing their interior design curricula. However, other interviewees indicated that the lack of interest by other faculty was a concern that they had. Other obstacles included feeling that there were time and cost constraints limiting a sustainable design curriculum. Several of the educators felt that there was a lack of examples, such as LEED certified buildings or hands-on experiences for the students. Educators showed more concern about the lack of textbooks and instructor knowledge. The data indicated even though the

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educators addressed obstacles in their interior design programs, sustainability was still incorporated. Please refer to the answers provided in interview question # 9 for more detailed responses by the educators. 7. What percentage of IDEC members teach sustainability? The survey question # 14 revealed that 81% of the respondents were teaching sustainability, while 19% of the respondents stated they did not teach sustainability. Figure 4.14 illustrates these findings. It is helpful to recall that this survey was sent out to 568 IDEC members. It would prove difficult to provide a true percentage for the number of IDEC members teaching sustainability with the data collected. More research will need to be conducted to provide this answer.

Additional Findings

Educating Students about Sustainability as a Motivation for Educators. One emerging theme important to note was that a majority of the educators were motivated by seeing that their students were prepared for a world needing sustainable designers. The data showed that educators are highly aware of the need for their students to know sustainability. Attitudes about LEED. Another theme that emerged from the study has been the educators’ attitudes about LEED. A vast majority of the educators felt that LEED was a great start, but showed not to be the basis on which sustainability should be taught. They acknowledge the limitations of LEED and stressed the existing point system as a limitation. Interview questions # 8 and # 17 more fully explain the interviewees’ responses about LEED certification and accreditation. Several educators felt that achieving LEED-AP status was beneficial. Several felt that educators with LEED-AP status could teach the LEED guidelines more efficiently. Yet, most of the interviewees felt that educators should not have to be accredited to teach sustainability. They felt that LEED guidelines limited the holistic approach to sustainability.

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Need for Sustainable The need for research was another emergent theme. Most of the educators felt that more research was needed in sustainability within interior design. The types of research varied from material research, to human behavior, to predict if people would change their habits. Interview question #15 more fully explains these findings. Sustainable Design Limited to Materials and Products Specifications Educators had mixed opinions regarding whether interior design programs limited their sustainability knowledge to just material and product specifications. Most of the educators interviewed felt that some programs limited sustainability to material and products only. During the interviews, material and product specifications were mentioned more than any other sustainability topic. Several educators felt that sustainability was not limited to just material and product specifications, but actually involved more holistic approaches. These educators however, may have been addressing their specific programs and not interior design programs in general. Implementing Sustainability Programs on Campuses. Universities and colleges have been slow to implement change on their campuses, but once change occurred it was noticeable. These institutions developed offices and committees to handle the concerns of students and educators in regards to sustainability. Data have shown that new administrators have an active interest in sustainability and have made changes on their campuses. These sustainability committees and offices have implemented programs on their campuses, such as recycling, working with local public transportation, bicycle parking and routes, and providing information about sustainability to the local community. Data revealed that such programs are available to educators to utilize within their curriculum. Educators’ Interest in Sustainability The interest in sustainability varies among the educators. The majority of the respondents were interested in sustainability. These educators also felt that the majority of their students showed interested in the topic. However, the

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respondents were less convinced that their fellow faculty was interested in sustainability. Please refer to Figure 4.5 to show instructors personal interest, Figure 4.6 to show instructor’s perceived understating of students’ interest, and Figure 4.7 shows the instructor’s perceived understanding of other faculties’ interest for complete findings on the interest of sustainability topic.

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CHAPTER 5

CONCLUSION

Introduction

The original intent of this study was to learn if, and how, interior design programs incorporated sustainability and sustainable design into their interior design programs. Initially, how interior design programs incorporated sustainability into their programs was the primary focus for the study. However, the study quickly evolved into the development of a curriculum framework utilizing the findings from the study. This study also explored the motivations, the educational backgrounds, and interests of the instructors to see if, and how, instructors evolved along with the curriculum in learning and applying sustainability. This study has revealed many things about the current status of sustainability within interior design programs. Many of these findings have provided great insight into how interior design programs have changed their methods, their way of thinking, and their approach to how students learn. Most educators preferred to fully integrate sustainability into the design process. This study has shown that the vast majority of the interior design programs today are in fact teaching sustainability in some manner. Most of the programs are CIDA accredited, seeking accreditation or seeking reaccreditation, and therefore must meet the CIDA 2006 standards which include knowledge of sustainability (CIDA, 2006). However, it seemed that programs that are not seeking CIDA accreditation have also implemented sustainability into their programs. The findings suggested that these non-accredited programs were seeking to educate students who can compete within an ever-demanding field where sustainability has become a necessity. This study’s intent was to explore how interior design programs incorporated sustainability to maximize results. The key findings will be discussed followed by the curriculum outline that will offer a framework for incorporating sustainability into an interior design program.

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Summary of Findings

This section will present the key findings that emerged from the study. These findings summarize the data collected for the survey and the interviews. Survey Synopsis. The survey showed that the majority of the interior design educators were female, in the 40+ age range, in CIDA accredited programs where sustainability was taught, and they had a high interest in sustainability. They also felt that their students and fellow faculty were interested in sustainability as well. They were interested in becoming or had become LEED-APs, and had integrated sustainability into multiple courses. They prepared to teach sustainability by utilizing books, the internet, and other sources such as the USGBC, LEED-AP guidelines and Cradle to Cradle. They taught sustainability as a holistic part of design and stressed the importance of product specification, life-cycle analyses, daylighting, and concepts of appropriate space planning, space allotment, ability to reconfigure and flexibility within designs by leading class discussion, projects or field trips. Combined Results from Survey and Interviews. The survey data could be applied to multiple applications. The survey data provided a starting point on which more research needs to be conducted. The survey alone only provided baseline answers to questions that relate to the research questions. The interview data provided the rich information necessary to begin to establish an effective sustainability curriculum for interior design students. Sustainability education for educators. Sustainability education for educators proved to be an important issue that emerged from the study. The vast majority of the interviewed educators stated that they were self taught using books, the internet, CEUs, conferences and workshops to train themselves on the issues of sustainability. Currently, educators have many different beliefs on sustainability and how it should be taught.

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Sustainable design within materials and methods courses. Upon review of the data, it became clear there was no standard format for teaching sustainability, where it should be placed, or how it should be incorporated within interior design programs. The most common place where sustainability was incorporated was within material and methods courses. These courses were usually set up to provide students with a basic understanding of materials, the methods of construction, and how to apply them. The material and methods courses typically introduce sustainability and then address the sustainable properties of the materials covered, as well as life-cycle analyses. Placing sustainability within the material and methods course alone limits its holistic process and students are likely to compartmentalize it as only product specification. Sustainable material specifications alone do not make for a sustainable design. Greenwashing and third party certification. Looking at sustainable materials briefly, one can see an almost overwhelming increase of sustainable materials and products on the market. Since it became the new trend to be green, manufacturers have flooded the market with various goods claiming to be sustainable. How can designers know if a material is truly sustainable? Is asking the manufacturer enough? Students must know the implications of “greenwashing” and how to avoid it. The study showed that educators and students alike should have a better understanding of the labeling of sustainable products and must get familiar with third-party certification for sustainable products. These third-party certification organizations, like GREENGUARD, and Green Seal are necessary to help protect against false claims about sustainability. However, they too are limited, because each organization looks at specific things such as the amount of VOCs in the materials and products and the amount of recyclable content within each material. These organizations rarely look at the life-cycle of production, installation, maintenance, and disposal of the products. For the products we specify to be truly sustainable a life-cycle analysis should be performed. The next line of defense is to understand the life- cycle analysis of a product.

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Social, ethical and environmental responsibilities of interiors designers. Sustainability should involve processes that look at the entire life- cycle analyses of products, the ethical, social and environmental responsibility of the interior designer, and the holistic view of sustainability, that includes the built environment and its impacts on the total environment. Sustainability should be taught as a complete process with the building envelope, environmental consequences, life-cycle analyses, and materials are all stressed equally. Educators covered many topics to represent sustainability’s holistic process. Some instructors felt that exposure to books like Cradle to Cradle, the Green Imperative, Ecological Design, along with others provided students with a foundation for how to look at sustainability from a holistic point of view. Many interviewees discussed the ethical, social, personal and environmental responsibilities interior designers have when designing spaces. Students must learn about the impact they have on indoor air quality, and about the exposure to daylighting and the health benefits and better productivity associated with it. LEED guidelines in teaching sustainability. The study revealed that the USGBC’s LEED guidelines are being used by the interior design educators. The popularity of LEED can be seen in how the federal government, some state governments, and some local municipalities mandated these guidelines into their building standards for new construction. With USGBC’s LEED essentially becoming a national building standard with growing international influence, students should be taught how to understand the guidelines. There is a huge increase in educators who are preparing to take the LEED-AP examination. Educators with this knowledge would likely prove useful in educating students about the LEED certification process. However, the study shows that some respondents felt that LEED was limiting and that there were better guidelines. Those respondents felt that more holistic approaches based on the ethical, social, environmental and personal responsibilities of interior designers would provide a greater understanding about sustainability.

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Students should recognize that LEED is only a part of the picture, and not the only way to achieve sustainable interiors. LEED is a point based system, and there are situations where one point may be easier to achieve than another. Problems may result if the goal to gain one point over another leads to an interior design solution that bypasses a better solution. LEED works within the current paradigm of the built environment, but maybe we should look at alternatives to that paradigm. William McDonough, Michael Braungart, David Orr, Sarah Susanka, along with others, have provided us a glimpse of these alternative paradigms. LEED still has much to offer when it comes to educating students. Campuses across the nation have built LEED certified buildings. However, other campuses had many buildings to achieved sustainable standards without the LEED certification due to the cost of having to commission the certification process. The LEED certified buildings and alternative non-certified sustainable buildings have provided students with an opportunity to see the practical application of sustainability. Providing students with the opportunity to have direct and more tangible approach to learning is a vital part of the education process. These campuses have implemented sustainability in other ways on their campuses, with recycling programs and with committees and offices developed to handle students and faculty questions. Campuses, however, are still struggling with a complete integration of sustainability. There are obstacles that must be dealt with to truly have campuses fully sustainable. Obstacles in teaching sustainable design. Interior design programs also have obstacles to overcome if they wish to become fully sustainable. These obstacles vary according to each interior design program. The most common obstacles to incorporating sustainability into the interior design programs included difficulty finding a place within the curriculum, limitation of sustainability resources for educators, and limited knowledge of sustainability by the educators. Some instructors discussed the constraints of where to add sustainability into an already strained curriculum. Educators also felt that incorporating sustainability was a good idea, but that the current courses were

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strained already with the information to be covered. Interior design programs have a lot of essential information, such as building codes, ADA guidelines, design principles and elements to be covered within limited number of course hours. A number of educators felt that limited resources reduced the educators’ ability to properly teach sustainability. Most educators felt that instructors, who had limited knowledge about sustainability, could provide students with misinformation about sustainability to students. Other instructors felt that sustainability was another area in which they needed to be informed, but struggle with the time requirements. The time constraints for learning the materials became an issue for instructors. Those educators addressed the complications of finding the time to educate themselves on sustainability when they have full work loads and must prepare for other classes and conduct research. Other educators felt that the cost of learning about sustainability was an obstacle. Two of the interviewees addressed cost constraints of bringing sustainability into interior design programs. They felt taking the LEED-AP examination was a costly endeavor, especially when it became an out-of-pocket expense. Another cost factor involved in incorporating sustainability into an interior design program was the lack of an effective textbook making it difficult for instructors to provide students with a single source to utilize. This leads to higher costs for students who have to purchase multiple books only to utilize information from a few chapters. There are multiple sources for students to utilize in learning sustainability. This can complicate the learning of the material. Four of the interviewed educators discussed the complexity of having numerous sources to teach from. They felt that if there was a centralized internet source or database that linked the other sources together, then students and professional alike could have access to more information about sustainability. Such a database could provide interior design students and professionals with the most up-to-date information as well as access to older sources.

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Motivations for teaching sustainability. The study showed that many of the educators had a passion for the environment. This passion motivated these educators to learn about sustainability and to teach it. One of the motivators for educators who taught sustainability was the need for students to have this information. The knowledge that their students would need to know sustainability to compete in the job market inspired them to implement sustainability into their teaching methodologies. Many educators felt that their personal interest in the environment was a motivating factor in deciding to teach sustainability. Such motivation is seen by the students and hopefully this motivates them to take an interest in sustainable design and in being an ethically, socially, environmentally and personally responsible interior designer.

Example Curriculum Framework

The study has revealed many different ways for sustainability to be incorporated into an interior design program. The study showed that the vast majority of interior design programs did not offer sustainability as a “stand-alone” course. As the data has indicated, sustainability was better taught throughout a curriculum so that multiple aspects of it could be covered by various courses utilizing different educator perspectives on the topic. However, it is recommended that a stand-alone course that covers LEED and its guidelines be taught for students that wish to take the LEED-AP examination. This curriculum outline is the result of a culmination of data collected from the review of literature, the survey, the interviews, and personal experiences by the researcher. Recommendations on how sustainability could be incorporated into an interior design curriculum made by interviewees were carefully considered in the development of this curriculum. Due to the lack of course materials provided by interviewees, the researcher utilized information gathered in the review of literature such as the Preliminary Teaching Manual for Sustainable Design Education written and compiled by Julie Stewart-Pollack and Lauren E. Pillote in March 2006. All collected data was then reviewed and the researcher developed this example curriculum from the findings.

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The following outline is a framework showing how sustainability can be incorporated into an interior design program. It represents a standard four year degree program. With proper modifications, two year programs or graduate programs could utilize the outline as they see fit. The outline shows the year (freshman, sophomore, junior and senior), then shows the generic course name, and then brief points regarding how to incorporate sustainability into each course.

Sample Interior Design Curriculum Framework Incorporating Sustainable Design Principles

Freshman Year 1. Introduction to Interior Design ¾ Define sustainability and sustainable design ¾ Introduce the basic principles of reduce, reuse, recycle 2. Fundamentals of Design ¾ Introduce alternative materials and methods for project development. ƒ Use non-foam based products ƒ Consider recycled or reused products and natural materials ƒ Consider non-toxic glues and finishes ƒ Recycle old projects if not needed ƒ Develop concept of sharing materials 3. Basic Drafting ¾ Introduce concept of less waste ƒ Reuse or recycle materials ƒ Practice on used goods before using new materials Sophomore Year 1. Beginning Studio(s) ¾ Introduce basic principles of space planning including efficient space allotment. ƒ Incorporate sustainability into client programming

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ƒ Minimize the square footage ƒ Develop reconfigurable spaces that serve multiple functions ƒ Utilize daylighting 2. Basic History ¾ Briefly introduce and discuss the role of historic buildings in sustainability ƒ Show history of sustainability movement, people, places ƒ Discuss significance of historic preservation ƒ Compare antiques with new products ƒ Discuss the historic views of materials after The Industrial Revolution through the lens of consumerism and the production of waste. 3. Graphics ¾ Introduce alternative methods of rendering ƒ Non-toxic rendering tools 4. Computer Aided Design ¾ Stress concept of producing limited waste ƒ Print less ƒ Alternative methods of submitting work, portable document format (pdf) files, digital formatting, course websites, and electronic mail (email). 5. Materials and Methods ¾ Introduce sustainability as it relates to materials and methods. ƒ Introduce Life-cycle analysis ƒ Discuss sustainable products ƒ Third party certification ƒ Greenwashing ƒ Reuse of materials, i.e. natural stone, granite countertops, etc… ƒ Chemical sensitivities, allergies, and asthma ƒ Sick Building syndrome

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ƒ VOCs and indoor air quality 6. Textiles ¾ Introduce concept of sustainable textiles ƒ Life-cycle analysis, the recycling of fibers ƒ Non-toxic dyes, vegetable dyes ƒ Alternative bleaching techniques ƒ Organically harvested fibers, i.e. cotton, wool, linen, bamboo ƒ Chemical finishes, sizing, stain guards, fire retardants 7. Issues and Theories within Interior Design ¾ Discuss and compare sustainability as a holistic part of the interior design process ¾ Discuss and compare books on the issue of sustainability ƒ Discuss sustainability within context of many different books and articles such as: ƒ Cradle to Cradle ƒ David Orr’s work ƒ Sarah Susanka ‘s Not So Big, philosophy ƒ Susan Winchip’s Sustainable Design for Interior Environments ƒ Jason F. McLennan’s The Philosophy of Sustainable Design ƒ Clive Pointing’s A Green History of the World Junior Year 1. Intermediate Studio(s) ¾ Application of sustainable design solutions ƒ LEED check list 2. Building Construction Systems ¾ Introduce sustainable design as it relates to construction systems ¾ Introduce alternative building construction methods

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3. Lighting ¾ Lighting Efficiency ƒ Life-Cycle analysis of lamp types ƒ Energy efficiency ¾ Daylighting ƒ Daylighting controls ƒ Discuss differences in daylighting and sun lighting ƒ Discuss site orientation and passive solar design. Senior Year 1. Advanced Studio(s)/Thesis Studio ¾ A completely sustainable studio project with research ƒ Utilizing LEED standards or equivalent ƒ Research appropriate materials, processes, and include life- cycle analyses. 2. Design Business Practices ¾ Methods for operating a practice ƒ How to approach sustainability with clients ƒ Ethics of sustainability 3. Advanced History ¾ Research in Historic Preservation’s contributions to sustainability ¾ Research sustainability’s influence throughout history by comparing regional and cultural differences among historic cultures. 4. Elective: Sustainability ¾ Complete review of sustainability ¾ Organizations ƒ USGBC ƒ Third party certification groups ¾ LEED-AP guidelines ƒ Review for the examination

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The researcher highly recommends reviewing the Preliminary Teaching Manual for Sustainable Design Education written and compiled Pollack and Pillote (2006). This teaching manual available on the Interior Design Educators Council’s (IDEC) web site at www.idec.org offers a wide array of methods for implementing sustainability into a curriculum and also provides example syllabi for comparison.

Recommendations for Future Studies

Sustainability is at the forefront of a lot of studies. This topic is, in the researcher’s opinion, only part of the evolution of the interior design profession. If you look back at the introduction of computers and graphic renderings and design processes using digital formats, there were many discussions among the interior design educators at that time regarding the best way to integrate it in the curriculum. Today, the use of computers in interior design is the industry and educational standards. The same can be said about the American with Disabilities Act (ADA) and universal design, which have become a part of the profession without limiting design possibilities. Sustainable design, in part, can be viewed as a continuation of universal design as it impacts those with chemical sensitivities, asthma, and allergies. Many educators felt that the full understanding of sustainability is just beginning to evolve. Questions left unanswered by this study, along with others that developed as the research was processed, are numerous. The recommendations for future studies include how sustainability will be incorporated into interior design curriculum in five years, and then 10 years. How will this process truly evolve as we learn more about new products and techniques? Will there be a standard curriculum for teaching sustainability? Determining if LEED-AP status will become a requirement for educators will also need further research.

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The building industry is facing new demands all the time and will have to evolve rapidly to meet new standards. Will the building industry shift its paradigm so that alternative building methods become less alternative? Will there be equality among the individuals who design and build the built environment so that each individual has a voice in the design process? After all, a part of the concept of sustainability is a holistic approach, which requires all knowledgeable individuals to be a part of the process. With this arrangement, interior designers could impart their knowledge about space allotment and requirements and help design better spaces utilizing less space and resources. There is always a need for more research, but with the newness of LEED buildings, it will be interesting to review the long term impact of these buildings to determine if sustainable choices are successful long-term solutions. The impact LEED buildings will have on the building standards and the built environment is also a topic for future research? There are multiple tangents that one could explore regarding future studies with sustainability.

Final Thoughts

It is in the best interest of the students and interior design programs alike to fully incorporate sustainability into their interior design curricula. Students must know that sustainability is far more than green products and daylighting. They must have a full understating of the process if they wish to contribute to the interior design profession. Educators, students, and programs must realize that regardless of the politics, the trendiness, the extremists, and all other factors surrounding sustainability, that it plays a vital role in the built environment. Sustainable design is another way that interior designers contribute to the safety, health, and welfare of the public. Sustainability, even when you take away the politics, the environmental hearsay, and the extremists screaming Armageddon, is nothing more than good design. It is an evolutionary extension of universal design and good design practice. Sustainability provides better indoor air quality for those with chemical

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sensitivities, allergies and asthma, and enhances the overall health and well- being of people. It also provides humans with better lighting and a better built environments in which to work, play, and live. Sustainable design is mindful of the built environment, the natural environment and the people that utilize both. It also addresses economics in terms of long-term life-cycle costs and use of natural resources. Overall, it’s a more universal way of thinking. In conclusion, many interior design programs across the nation have stepped up to their responsibility to teach students the importance of sustainability and sustainable design. As these programs evolve and develop new and better methods of teaching sustainability, it is important to remember that most educators are still learning as they go and have yet to master it. Let us take note that education is the most vital part of sustainability and that with the development of standards and guidelines it will become the next evolutionary step in interior design. It is important to remember sustainability is a holistic process that requires changes on many fronts. Although the task is daunting, the profession of interior design should lead by example and do their part to have a sustainable planet.

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APPENDIX A

HUMAN SUBJECTS APPROVAL FORM

Office of the Vice President For Research Human Subjects Committee Tallahassee, Florida 32306-2742 (850) 644-8673. FAX (850) 644-4392

APPROVAL MEMORANDUM

Date: 2/11/2008

To: Tommy Crane

Address: P.O. Box 60628 Tallahassee, FL 32313 Dept.: INTERIOR DESIGN

From: Thomas L. Jacobson, Chair

Re: Use of Human Subjects in Research Sustainable Design as Second Nature: Incorporating Sustainability into the Interior Design Curriculum

The application that you submitted to this office in regard to the use of human subjects in the proposal referenced above have been reviewed by the Secretary, the Chair, and two members of the Human Subjects Committee. Your project is determined to be Expedited per 45 CFR § 46.110(7) and has been approved by an expedited review process.

The Human Subjects Committee has not evaluated your proposal for scientific merit, except to weigh the risk to the human participants and the aspects of the proposal related to potential risk and benefit. This approval does not replace any departmental or other approvals, which may be required.

If you submitted a proposed consent form with your application, the approved stamped consent form is attached to this approval notice. Only the stamped version of the consent form may be used in recruiting research subjects.

If the project has not been completed by 2/9/2009 you must request a renewal of approval for continuation of the project. As a courtesy, a renewal notice will be sent to you prior to your expiration date; however, it is your responsibility as the Principal Investigator to timely request renewal of your approval from the Committee.

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You are advised that any change in protocol for this project must be reviewed and approved by the Committee prior to implementation of the proposed change in the protocol. A protocol change/amendment form is required to be submitted for approval by the Committee. In addition, federal regulations require that the Principal Investigator promptly report, in writing any unanticipated problems or adverse events involving risks to research subjects or others.

By copy of this memorandum, the Chair of your department and/or your major professor is reminded that he/she is responsible for being informed concerning research projects involving human subjects in the department, and should review protocols as often as needed to insure that the project is being conducted in compliance with our institution and with DHHS regulations.

This institution has an Assurance on file with the Office for Human Research Protection. The Assurance Number is IRB00000446.

Cc: Lisa Waxman, Advisor HSC No. 2007.927

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APPENDIX B

RECOMMENDED SOURCES

List of Recommended Sources from Collected Data

The study revealed a need for easier access to sources for instructors. The tables below have the collected data from the review of literature, the survey and the interviews.

Table B.1: Recommended Book Sources

Books Author Publication Data 147 Practical Tips for William M. Timpson, Atwood Publishing, Teaching Sustainability Brain Dunbar, Madison, WI Gailmarie Kimmel, Copyright: March 2006 Brett Bruvere, ISBN-13: 9781891859601 Peter Newman and Hillary Mizia

A Green History of the World: Clive Pointing Penguin Books Environment and the Collapse New York, NY of Great Civilizations Copyright: April 2003 ISBN: 0140176608

Biomimicry: Innovation Inspired Janine M. Benyus Perennial by Nature Harper Collins Publishers, Inc. New York, NY Copyright: September 2002 ISBN: 0-06-053322-6

Cradle to Cradle: William McDonough and North Point Press remaking the way we make Michael Braungart New York, NY things Copyright: April 2002 ISBN: 0-86547-587-3

Creating Sustainable Interiors Penny Bonda National Council for Interior Design Qualification Washington DC Copyright: January 2005 ISBN-13: 9781930747074

Design Outlaws on the Chris Zelov and Knossus Publishing Ecological Frontier Phil Cousineau (editors) New York, NY Copyright: February 1997 ISBN: 0-9650306-1-X

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Table B.1: Recommended Book Sources continued

Books Author Publication Data Design with Nature Ian L. McHarg Wiley, John & Sons, Incorporated Hoboken, New Jersey Copyright: February 1995 ISBN-9780471114604

Earth in Mind: David W. Orr Island Press On Education, Environment, Washington, DC and the Human Prospect Copyright: July 2004 ISBN: 1-55963-495-2

Ecological Design Sim Van Der Ryn and Island Press Stuart Cowan Washington DC Copyright:: March 2007 ISBN-13: 9781597261401

Ecological Design and Building Sandra Leibowitz Earley New Village Press Schools: Green Guide to Oakland, CA Educational Opportunities Copyright: September 2005 in the United States and Canada ISBN:978-0-9766054-1-6

Ecological Literacy David W. Orr State University of New York Press Albany, NY Copyright: January 1992 ISBN: 0-7914-0874-4

End of Oil: On the Edge of a Paul Roberts First Mariner Books Perilous New World New York, NY Copyright: April 2005 ISBN: 0618-56211-7

Green Remodeling: Changing David R. Johnston and 2004 New Society Publishers the World One Room at a Time Kim Master Gabriola Island, BC, Canada, Copyright: September 2004 ISBN: 9780865714984

Ishmael: an Adventure of the Daniel Quinn Bantum/Turner Books Mind & Spirit New York, NY Copyright: May 2005 ISBN: 0553-37540-7

Making Peace with the Planet Barry Commoner The New Press, New York, New York. Copyright: April 1992 ISBN: 1-56584-012-7

Natural Capitalism, Paul Hawken, Little Brown and Company Creating the Next- Industrial Amory Lovins and New York, NY Revolution L. Hunter Lovins Copyright: October 2000 ISBN: 0-316-35300-0

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Table B.1: Recommended Book Sources continued

Books Author Publication Data New Sustainable Homes James Greyson Trulove Harper Design Intl. New York, NY Copyright: December 2006 ISBN: 0780061198911

Not So Big House: Sarah Susanka The Tavnton Press A for the Way We New Town, CT Really Live Copyright: April 2001 ISBN: 1-5615-376-6

Sustainable Commercial Penny Bonda and Wiley, John & Sons, Incorporated Interiors Katie Sosnowchik Hoboken, New Jersey Copyright: November 2006 ISBN: 978-0-471-74917-2

Sustainable Construction: Charles J. Kilbert Wiley, John & Sons, Incorporated Green and Hoboken, New Jersey Delivery Copyright: October 2007 ISBN: 0-471-661139

Sustainable Design for Interior Susan M. Winchip Fairchild Books Environments New York, NY Copyright: January 2007 ISBN- 9781563674600

Sustainable Design: Daniel E. Williams Wiley, John & Sons, Incorporated Ecology, Architecture and Hoboken, New Jersey Planning Copyright: April 2005 ISBN: 978-0-471-70953-4

Sustainable Urbanism: Douglas Farr Wiley, John & Sons, Incorporated with Nature Hoboken, New Jersey Copyright: November 2007 ISBN-13: 9780471777519

The Closing Circle: Barry Commoner Alfred A. Knopf, Nature, Man & Technology Ney York, NY Copyright: November 1972 ISBN- 9780553202465

The Designer's Atlas Ann Thorpe Island Press of Sustainability Washington, DC Copyright: June 2007 ISBN: 10-1-59726-100-9

The Green Book Elizabeth Rogers and Three Rivers Press, Thomas M. Kostigen New York, NY Copyright: June 2007 ISBN: 978-0-307-38135-

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Table B.1: Recommended Book Sources continued

Books Author Publication Data The Green Imperative: Victor Papanek Thames & Hudson Ecology and Ethics in Design New York, NY and Architecture Copyright: October 1995 ISBN: 0-500-27846-6

The Nature of Design David W. Orr Oxford University Press New York, NY Copyright: June 2004 ISBN: 0-19-517368-6

The Philosophy of Sustainable Jason, F. McLennan Ecotone Publishing Bainbridge Island, WA Copyright: June 2005 ISBN- 9780974903309

Table B.2: Organizations and Guides

Organization /Guide Description / Website ASTM Sustainable http://www.astm.org/cgi- Practice for Data bin/SoftCart.exe/DATA2SE.CART/REDLINE_PAGES/E2129.htm?E+mystore Collection for Sustainability Assessment of Building Products Built Green http://www.builtgreen.net/

Emerging Green Builders USGBC’s coalition of students and young professionals intent on promoting the integration of future leaders into the green building movement

http://www.usgbc.org/DisplayPage.aspx?CMSPageID=116& Green Zone For an enhanced listing of organizations, edited by Penny Bonda

http://www.interiordesign.net/GreenZone?CA451323.html HOK Guidebook of http://www.hok.com/sustainable/ Sustainable Design

Leadership in Energy and Was developed by the U.S Green Building Council, is the nationally accepted Environmental Design benchmark for the design, construction, and operation of high performance green buildings. LEED gives building owners and operators the tools they need to have an immediate and measurable impact on their buildings’ performance. LEED promotes a whole-building approach to sustainability by recognizing performance in five key areas of human and environmental health: sustainable site development, water savings, energy efficiency, materials selection, and indoor environmental quality” (USGBC, 2007, ¶ 1). http://www.usgbc.org/DisplayPage.aspx?CategoryID=1

The Minnesota is a tool that can be used to guide and assess the design of a building, it is an Sustainable Design Internet-based rating system for sustainable design was used as a qualitative Guide tool to analyze the method and outcome for designing an environmentally responsible interior environment

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Table B.2: Organizations and Guides continued

Organization /Guide Description / Website U.S. Green Building “The nation’s foremost collation of leaders from every sector of the building Council industry working together to promote buildings that are environmentally responsible, profitable and healthy places to live and work. The U.S. Green Building Council's core purpose is to transform the way buildings and communities are designed, built and operated, enabling an environmentally and socially responsible, healthy, and prosperous environment that improves the quality of life” (USGBC, 2007, ¶ 1).

http://www.usgbc.org/DisplayPage.aspx?CategoryID=1

Table B.3: Educational Endeavors

Educational Description / Website Organization ECOSA Institute The mission of the ECOSA Institute is to restore the health to the natural environment, and thus the human environment, through education in design. Our vision is based on synthesizing the ethical and ecological values critical to the health of the environment, with the vitality and dynamism of the design arts. http://www.ecosainstitute.org http://www.architectureweek.com/2001/0425/environment_1-1.html

http://www.metropolismag.com/html/content_0802/aca/index.html Educating the educators: Bergman, D. and Doering, E. (May, 2004). Educating the educators: A A crash course on crash course on ecodesign. Retrieved March 7, 2007, from Ecodesign for ecodesign. Educators Web site: http://www.eco4edu.net/press.htm

Georgia Tech Research Sustainable facilities & infrastructure: Georgia Tech Research Institute. Institute – Retrieved March 7, 2007, from Sustainable Facilities & Infrastructure Web Sustainable Facilities and site: http://maven.gtri.gatech.edu/sfi/ Infrastructure Program

Green Design Education Sponsored by IDEC, IFMA, IIDA and Metropolis magazine – offers Initiative sustainable /green design course material modules. 1. Ecology and the Built Environment. 2. Introduction to Sustainable Interior Design Methodology 3. MPES: Material Performance Evaluation System

http://www.idec.org/greendesign/modulesid.html Green Design Institute The Green Design Institute is a major interdisciplinary education and research effort to make an impact on environmental quality through green design. The central idea of the institute is to form partnerships with companies, government agencies and foundations to develop pioneering management, manufacturing, and regulatory processes that can improve environmental quality and product quality while enhancing economic development. Students from many different degree programs at Carnegie Mellon can participate in the Green Design Institute activities. http://www.ce.cmu.edu/GreenDesign/

Higher Education Is an informal network of higher education associations (HEAs) with a Associations commitment to advancing sustainability within their constituencies and within Sustainability Consortium the system of higher education itself. Second Nature coordinates the efforts.

http://www.aashe.org/heasc

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Table B.3: Educational Endeavors continued

Educational Description / Website Organization Second Nature Works with 500 colleges and universities to help make the principles of sustainability the foundation of all learning, practice, and collaboration with local communities. It has a three part vision for the education for sustainability that includes: envisioning a sustainable future, the role of higher education, and the transformation of higher education Second nature.... Retrieved March 7, 2007, from Second Nature: Home Web site: http://www.secondnature.org/ Second Nature. Education for sustainability: Part One: Envisioning a sustainable future. Retrieved March 29, 2007, from Second Nature: Education for Sustainability Web site: http://www.secondnature.org/efs/efs_part_one.htm Second Nature. Education for sustainability: Part Three: The transformation of higher education. Retrieved March 29, 2007, from Second Nature: Education for Sustainability Web site: http://www.secondnature.org/efs/efs_part_three.htm Second Nature. Education for sustainability: Part Two: Higher education's role in the transition to a just and sustainable future. Retrieved March 29, 2007, from Second Nature: Education for Sustainability Web site:

http://www.secondnature.org/efs/efs_part_two.htm Society of Building Offer educational opportunities regarding sustainable design

Science Educators http://www.sbse.org

Sustainable Settings Focus is on learning by doing and allows students to experience first-hand the practical systems and activities that form the foundation of sustainable.

http://www.sustainablesettings.org/eduoutreach/eduprograms.html

Table B.4: Example Surveys

Survey Name Survey Creators / Website A Survey of Sustainability Professor Terri Meyer Boake, School of Architecture, University of Waterloo, Curriculum Development Waterloo, Ontario, Canada. 1995. in Schools of Architecture http://www.umich.edu/~nppcpub/. Sustainable Margot McDonald, AIA. Prepared for California Integrated Waste Environmental Board (CIWMB). Education (SEDE)- http://www.ciwmb.ca.gov/GreenBuilding/Materials/. Educator Survey Report, May 2004

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Table B.5: Sample Curricula

Curriculum Name Curriculum Developers / Website

Preliminary Teaching IDEC’s Sustainable Design Task Force – provides a breakdown of syllabi and Manual for Sustainable curricula for sustainable design courses across the country.

Design Education http://idec.org/resource/SDT_Manual.pdf IIDA’s Education and advances the interior design profession by promoting education and Research Form advocating the pursuit of scholarly inquiry through philosophic discussion, research, and creative performance that supports excellence in undergraduate, graduate, and continuing education; various specialties of practice; the development and dissemination of new knowledge; as well as collaborative efforts among interior design practitioners, educators, and industry members

http://www.iida.org/14a/pages/index.cfm?pageid=102 New Learning Module on Dina Battisto, Assistant Professor, Graduate Studies in Architecture + Health, the relationship Between Clemson University.

Architecture, Human http://www.calpoly.edu/~sede/pdf/SEDEedusurveyreport.pdf Health, and Sustainable Environments

Sustainable Architecture Jong-Jin Kim, Assistant Professor of Architecture, and Brenda Rigdon, Module: Project Intern. The University of Michigan – College of Architecture and Introduction to . Published by National Pollution Prevention Center for Sustainable Design Higher Education http://www.umich.edu/~nppcpub/.

Table B.6: Periodical Publications

Name of Publication Contract Design Issues Eco-Structure Interiors and Sources Journal of Interior Design Metropolis Perspective Green Source

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APPENDIX C

SURVEY CONSENT LETTER AND FORM

Dear Interior Design Educator:

I am an MFA student in interior design at Florida State University working under the direction of Dr. Lisa Waxman, Ph.D. My thesis will explore the methods used to teach sustainability to interior design students. Attached is a survey seeking information about how sustainable principles are incorporated into your interior design program. This survey is designed to explore current teaching methods and seek opinions about the methods that are most effective. The information gathered from the following survey will be used to develop a framework for teaching sustainability and to develop a guide to finding resources. The findings of this research will be shared with IDEC’s Sustainability Task Force as a follow up to their prior research. Your participation in this survey will be greatly appreciated.

The project has received IRB approval from the university. I have attached the consent form and the survey below. It should take about 10-12 minutes to complete. I hope you can find time to help me with this project.

Sincerely

Tommy J. Crane, FSU Interior Design MFA Candidate

The following is my FSU IRB approved consent form. It details the procedure and informs the reader of his/her rights in taking the survey. If there are question or concerns please contact the provided the contact information for me the researcher, my major professor and the IRB office. Please read the consent form before proceeding with the survey.

FSU Consent Form for Internet Survey

Sustainable Design as Second Nature: Incorporating Sustainability into the Interior Design Curriculum.

You are invited to participate in a research study titled Sustainable Design as Second Nature: Incorporating Sustainability into the Interior Design Curriculum. You were selected as a possible participant because of the position you hold as an IDEC member. We ask that you read this form and ask any questions you may have before agreeing to participate in the study.

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This study is being conducted by Tommy J. Crane, FSU Interior Design MFA Candidate and Dr. Lisa Waxman, FSU Interior Design Graduate Faculty Advisor.

The purpose of this study is to develop a curriculum framework for teaching sustainability to interior design students as well as to provide resources for faculty in order to prepare them to teach sustainability curriculum. If you agree to participate in this study, we ask you to do the following:

Participate in taking the attached survey, which can be completed between 10 to 12 minutes.

This study has no risk.

This is an anonymous survey and all gathered information will remain confidential. Research records will be stored securely within a locked cabinet in the researcher’s lockable office.

Participation in this study is voluntary. If you decide to participate, you are free to not answer any question or withdraw at any time.

The researcher conducting this study is Tommy J. Crane. You may ask any question you have now. If you have a question later, you are encouraged to contact him at (850) 491-5673, or [email protected]. The researcher’s advisor is Dr. Lisa Waxman, who can be contacted at (850) 644-8326, or [email protected].

If you have any questions or concerns regarding this study and would like to talk to someone other than the researcher, you are encouraged to contact the FSU IRB at 2010 Levy Street, Research Building B, Suite 276, Tallahassee, FL 32306-2742, or 850-644-8633, or by email at [email protected].

I have read the above information. I consent to participate in the study. I hereby consent to participate in this study by proceeding to take the attached survey.

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APPENDIX D

SURVEY

Sustainable Design Survey

1. Are you: Male Female

2. How old are you? Under 20 40 - 49 21 – 29 50 - 59 30 – 39 60 or older

3. Is your program CIDA (formerly FIDER) accredited? Yes No

4. What is the highest level of education you currently hold? Bachelors MA/MS MArch MFA Specialist Doctorate Other (please specify)

5. You are personally interested in sustainable design.

Strongly Agree Agree Neutral Disagree Strongly Disagree

6. You feel a majority of your students are interested in sustainable design.

Strongly Agree Agree Neutral Disagree Strongly Disagree

7. You feel a majority of the ID faculty members at your institution show an interested in sustainable design.

Strongly Agree Agree Neutral Disagree Strongly Disagree

8. What is your current status regarding LEED-AP (Leadership in Energy and Environmental Design- Accredited Professional)? I am not familiar with LEED-AP I am not interested in becoming a LEED-AP I plan to become a LEED-AP in the future I am currently seeking to acquire LEED-AP status I am already a LEED-AP

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9. Does the interior design program you currently work for teach sustainability in any area of the curriculum? Yes (If yes, continue with question #12) No (If no, continue with question # 10) 10. If your school does not teach sustainability, what are the reasons why? (Select all that apply) No room in the curriculum No qualified faculty to teach it Not a priority Other (please specify)

11. If your school does not currently teach sustainability, are you considering adding it to the curriculum? If so, when: In the next two years In the next five years In the next ten years We don’t have a time line Other

For those who answered NO to question #10, thank for participating in this survey.

For those who answered YES to question #10, please continue with the survey.

12. How is sustainability integrated into the program? (Select all that apply) As a “stand-alone” sustainability course Integrated throughout the curriculum In studio class(es) In lecture class(es) Lab Other (please specify)

13. In what level studio or lecture is sustainability included within the interior design courses? (Select all that apply) Freshman Senior Sophomore Graduate Junior

14. Are you personally involved in teaching sustainability in any capacity (studio, lecture, etc?) Yes No (If no, thank you for participating within this survey, if yes, please continue)

15. How prepared were you to teach sustainability?

Very Prepared Prepared Neutral Unprepared Very Unprepared

16. How did you prepare yourself to teach sustainability? (Select all that apply) Internet searches Journal articles Site visits/Tours USGBC web site On-line training Books on sustainability Workshop(s) Other (please specify)

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17. What specific sources helped you prepare to teach sustainability?

18. What topics do you feel are important to include when teaching sustainability? (Select all that apply) Global Warming/Climate Change Deforestation Indoor Air Quality/Indoor Environmental Quality Recycling Outdoor Pollution Renewable Resources Energy Efficiency and Alternatives Construction practices Finish selection Furniture selection Reduction of consumption Refurbishing/Reuse of existing Life Cycle Cost/Initial Cost comparison Creative problem solving using sustainable alternatives. Other (please specify)

19. What teaching techniques do you use when teaching sustainable design? (Select all that apply) Hands-on Community Projects Research Papers Field trips Group projects Guest Lecturers Conferences Local Workshops and Meetings Test/Quizzes Discussions Other (please explain)

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APPENDIX E

SURVEY MONKEY SURVEY FORMAT

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APPENDIX F

OPEN-ENDED RESPONCES FROM SURVEY*

* Note: The following tables were collected from the Survey Monkey survey. All responses are as the respondents typed them into the survey engine. No changes have been made to the original content.

Table F.1: Highest level of Education

4. What is the highest level of education you currently hold? 1. MAEA 2. advanced diploma 3. ABD PhD. in Environmental Design 4. Almost finished with MS degree 5. Master of Historic Preservation 6. ABD 7. + 30 hours doctoral level 8. BFA Fine Arts 9. M2 Project Management 10. M.Des

Table F.2: Integrated Sustainability Methods

12. How is sustainability integrated into the program? 1. It is a requirement that all projects are design to minimize the use of fossile fuels 2. is folded into classes, but will soon be its own course 3. Field trips to archtectural and Interior design firms that implement sustainablitily in their design 4. Materials & Sources class 5. More than any other program I have seen. 6. Now developing an integrated approach throughout the curriculum 7. Participation in state and national student design competitions for course credit 8. Materials Class sets the basis 9. currently have a "stand-alone" upper level class 10. guest speaker. We are looking to offer a course on-line 11. starting next year it will across the curriculum

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Table F.3: Sustainability Level Introduction

13. In what level studio or lecture is sustainability included within the interior design courses? (Select all that apply) 1. All levels, all classes 2. We don't have a graduate program in ID 3. We are a 2-year community college 4. Try to introduce it right from the start and then increase the knowledge going forward 5. All 6. discussed throughout all levels

Table F.4: Sustainability Teaching Preparation

16. How did you prepare yourself to teach sustainability? (Select all that apply) 1. sitting in the graduate course 2. doctorate program Sust in Higher Ed, Prescott College 3. working with manufacturers representatives 4. Empathy 5. It has been my research focus since 1994 6. master's thesis (in the 70's) focused on energy conservation 7. Talking with colleagues with greater knowledge 8. CEU Lectures and Conference Presentations 9. interested & involved since college in 70's 10. Mostly, I was educated in architecture in the late 70s and early 80s. We learned about ecological design then...I've kept up with the literature. 11. popular press, trade press 12. 25 years experience in the field 13. People know in and USGBC 14. Trade shows, museum exhibits for Green Building Design 15. University Degrees 16. conferences: aashe and greening the campus 17. Took a Graduate Level Sustainability Course 18. Numerous periodicals 19. My area of graduate study in EB 20. popular press articles, lectures, conversations with other faculty 21. Preparation for U.S. EPA Environmental Education Grant and U.S. EPA P3 Award 22. Conferences

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Table F.5: Sources for Sustainability

17. What specific sources helped you prepare to teach sustainability? 1. USBCG 2. usgbc reference book 3. LEED-CI Workbook 4. Papanek; Green Imperative; Korean conference on Sustainablity; EnviornDesign conferences 5. Green design conferences 6. "Sustainable Construction" by Kibert "Sustianable Design" by Williams "Sustainable Urbanism" by Farr all published by Wiley 7. Most of my search is through on-line means as I research new products for lighting and materials and emthods. 8. USGBC web site 9. It's a value issue! 10. experts, research articles, professional projects 11. USGBC resources very helpful, guest lecturers, professional resources, workshops 12. All of the above #2. 13. USGBC, HOK textbook on sustainability 14. All of the above 15. Research on my own 16. USGBC workshops and study guides HUD publications Others... too many to list 17. IDEC Workshop materials; visit to colleague's house which is an example of sustainable design; book by Susan Winship 18. Cradle to Cradle "Nature" by Noel Castree "Nature Design" 19. EnvironDesign & Green Build conferences; Books and projects by Bill McDonough, Victor Papanek; LEED 20. USGB 21. Textbooks for classes and personally attending interior design events and conferences to acquire latest information. 22. internet and periodical publications 23. no 'one' source fits all, combination of sources/sites that meet the requirment 24. Numerous books, but Cradle to Cradle is the book that started it all. I have also attended lectures and have been aware of environmental issues for years. 25. USGBC was the best source. Also, reading Cradle to Cradle.

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Table F.5: Sources for Sustainability continued

17. What specific sources helped you prepare to teach sustainability? 26. I have favorite books and articles. One of the best books to understand the whole thing is Clive Ponting's (2007) A New Green History of the World. I love to read David Orr's books. There are many classics that are must reads: Ian McHarg's, Design With Nature is one of the best. Sim Van der Ryn's work is important too. I could go on and on. I'm trying to add to this literature by writing about redirecting the thinking in ID from a focus on "stuff and surfaces" to holistic thinking. 27. Some sources include: Earthways Center Ecofriend GreenChoices Inhabitat Material Re-use Earth Green Technologies The Consumer Recycling Guide Greenbiz AIA Environment Sustainability Material Connexion Uncommon Goods 28. current media 29. Interiors & Sources, several text books by Winchip; Speigel and Meadows; McLennan; Vanity Fair (green issues), USGBC site, cradle to cradle, plus others 30. LEED Prep course 31. I attended the NK2 Green Fusion conference last year. I teach the Kitchen and Bath class so this related directly to my class. Also, the office I work at full-time has made it our priority to be educated on sustainability. I am continually updating our sources in the office so we remain on top of it. 32. cradle to cradle and other books, journal articles on green design, inhabitat.com website 33. USGBC IDEC Conference Trade Literature 34. Magazine articles and guest speakers

35. 8IDQ continuing education monograph Texts - cradle to cradle,green remodeling, sustainable design for interior environments 36. Sustainable Commercial Interiors by Bonda Sustainable Construction by Kilbert 37. USGBC Site 38. USGBC webstite and continuing ed at seminars 39. Knowing people in the industry and relating experiences 40. Green Spec Directory, Green Sage Sustainability course on line, Eco Structure Magazine, Green Source Magazine, numerous books by James Greyson TruLove, Cradle to Cradle by Wm. McDonough, USGBC site, AIA Colorado site, visited National Building Museum's Green House exhibit in DC 41. CEU's/workshops, books, websites 42. USGBC website Cradle to Cradle Multiple sources 43. books mostly - too many to list 44. Site visits 45. USGBC Architecture 2030 Cradle to Cradle Inconvenient Truth, Global Warming: the signs and the science Many many internet sites and other books 46. IDE 592 Sustainability Research for Teaching Materials Courses 47. USGBC LEED CI Workshop Cradle to Cradle

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Table F.5: Sources for Sustainability continued

17. What specific sources helped you prepare to teach sustainability? 48. ISGBC Web Site, Text book by Susan Winchip 49. USGBC, Missouri Botanical Garden's Sustainability Education Coordinator, everything listed above 50. Graduate Education - MArch in Environment & Behavior and Place Studies (terminal degree) 51. USGBC and CEU's 52. USGBC and PPI practice exams and study guides for LEED. Also, sustainable residential interiors textbook. 53. Government resources; journal articles of scientific literature, books, attendance of EnvironDesign conferences 54. CEU ourses and seminars Articles 55. Attending the 1992 World Summit, GreenBuild and IDEC Conferences + USGBC LEED workshops + Books 56. cradle to cradle 57. Workshops and books. 58. Informedesign.com Books 59. My thesis was based upon sustainability. I worked on that for almost 3 years. I have read many research articles, magazine articles, books, internet sources, USGBC, as well as am a member of USGBC and participate in a committee LEED-Homes. 60. Environmental Building News EnvironDesign Conferences Practitioners (from around the world) Books on Sustainability Journal Articles Practical Experience 61. We have some alumni who guest speak who teach LEED study sessions in the area. Environmental issues are big everywhere so you almost trip over resources. Students sign up for topics in our senior seminar class and they are always integrating new resources. There are some videos availabe on UTube 62. Sustainable Commercial Interiors, The Designer's Atlas Of Sustainability, Design e2 DVD set 63. text books/chapters, HOK architectural firm website 64. I developed a LEED continuing education seminar with a LEED certified instructor. I review Building Science articles for AIA's Architectural Record. 65. all above - I have attended several workshops which were the most helpful. 66. have attended two USGBC LEED full day training sessions - exisiting Buildings and Commercial Interiors at the Denver and conferences 67. I decline to answer because I have no time at this moment to collect this information!

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Table F.6: Important Sustainability Topics

18. What topics do you feel are important to include when teaching sustainability? (Select all that apply) 1. Concepts of embodied energy 2. Integrated Design, healthy materials, biomimicry 3. l Adaptive Use 4. Theory 5. We also have to take seriously the way we shape our client's understanding of how much space is enough, how to use existing buildings without great modification/ and replacement. We are still only focusing primarily on new buildings and high tech solutions. We need to be able to work with what exists for a number of reasons. I'll soon submit an article to JID on this topic. 6. all of the above 7. environmental footprint 8. Population Growth and Control 9. Building envelope considerations such as windows 10. Universal Design 11. Environmental Impact of Energy Sourses ie Coal, Nuclear Waste 12. The foundational theories on environmental attitudes in human behavior 13. All of the above. 14. Alternative environmental theories 15. educating the public 16. ALso the flip side of the new products, durability vs green content. 17. Conservation (like conserving water, etc.) 18.

Table F.7: Sustainability Teaching Techniques

19. What teaching techniques do you use when teaching sustainable design? (Select all that apply) 1. Projects 2. I assume you mean real reasearch--not literature review--that is learning about the research others are doing. If you mean library and internet "research" then yes, I do that too. 3. Lecture 4. Design Studio 5. projects would be good, but hard to fit into the curriculum 6. studio projects

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Table F.7: Sustainability Teaching Techniques continued

19. What teaching techniques do you use when teaching sustainable design? (Select all that apply) 7. full scale model building 8. Slides of Sustainable structures, web sites such as USGBC 9. Classroom lectures 10. invited speakers; our dept adopted a stream; we're planning a required theory hour next fall with sustainability as the theme: dvds, films, speakers, ...; we have a strong university committee on sustainability and a film series 11. Books that impact attitudes not just research books 12. Studio projects 13. ALL studio projects 14. We recently toured a design firm who built their new building as a LEED Silver. They toured our students in rainwater collection techniques, Energy efficiently using automated screens for filtering light, in-house recycling program, etc. This was a great opportunity for our students to see these practices at work. 15. I'm less involved personally, but our curricula would use all methods. 16. Course is freshman level lecture - awareness level 17. I have taught to classroom filled with international students we learned from them what is being done in their countries 18. sTudent organizations do community projects and have guest speakers. 19. Studio projects 20. INdividual Projects, folowing a product that is specified all the way through the cycle

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APPENDIX G

INTERVIEW CONSENT LETTER

Electronic Mailed Letter

Dear Interior Design Educator:

The following is my FSU IRB approved consent form. It details the procedure and informs the reader of their rights if they choose to participate. If there are question or concerns please contact the parties listed below. Please read the consent form before proceeding with the interview. If you consent to the interview, please return the consent form via fax or email a digital copy (pdf, or word document) with your signature and date signed. Please fax this consent form to (850) 644-3112 or email your consent to [email protected].

Sincerely

Tommy J. Crane, FSU Interior Design MFA Candidate

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APPENDIX H

INTERVIEW CONSENT FORM

FSU Consent Form for Telephone Interview Sustainable Design as Second Nature: Incorporating Sustainability into the Interior Design Curriculum.

You are invited to participate in a research study titled Sustainable Design as Second Nature: Incorporating Sustainability into the Interior Design Curriculum. You were selected as a possible participant because of the position you hold as an IDEC member. We ask that you read this form and ask any questions you may have before agreeing to participate in the study.

This study is being conducted by Tommy J. Crane, FSU Interior Design MFA Candidate and Dr. Lisa Waxman, FSU Interior Design Graduate Faculty Advisor.

The purpose of this study is to develop a curriculum framework for teaching sustainability to interior design students as well as to provide resources for faculty in order to prepare them to teach sustainability curriculum.

If you agree to participate in this study, we ask you to do the following:

Participate in an interview, which should last between 30-45 minutes, while being audio taped.

Share your ideas regarding appropriate content, assignments and learning activities used when teaching sustainability.

This study has no risk.

Use of your name and position and the name of the college or university will remain confidential and not used directly in the study. Any information shared, such as course content, assignments, and learning activities will be used only as examples from which a sustainability curriculum framework will be developed. However if you do not wish for this information to be made public, the records of this study will be kept private and confidential to the extent permitted by law. Research records and tape recordings will be stored securely within a locked cabinet in the researcher’s lockable office and tapes will be destroyed upon completion of this project in August of 2008.

Participation in this study is voluntary. If you decide to participate, you are free to not answer any question or withdraw at any time.

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The researcher conducting this study is Tommy J. Crane. You may ask any question you have now. If you have a question later, you are encouraged to contact him at (850) 491-5673, or [email protected]. The researcher’s advisor is Dr. Lisa Waxman, who can be contacted at (850) 644-8326, or [email protected].

If you have any questions or concerns regarding this study and would like to talk to someone other than the researcher, you are encouraged to contact the FSU IRB at 2010 Levy Street, Research Building B, Suite 276, Tallahassee, FL 32306-2742, or 850-644-8633, or by email at [email protected].

You will be given a copy of this information to keep for your records.

I have read the above information. I have asked questions and have received answers. I consent to participate in the study.

Signature Date

Please fax this consent form to (850) 644-3112 or email your consent to [email protected].

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APPENDIX I

INTERVIEW CHECKLIST

Educator Information

ƒ What is your current teaching position: assistant professor; associate professor; professor?

ƒ Is your school accredited by CIDA (formerly FIDER)?

ƒ What is your specialty in the teaching field? For example, studio, graphics, technology, etc…

ƒ How long have you been teaching interior design?

ƒ Of those years, how long have you been teaching about sustainability?

ƒ What type of education or training in sustainability have you had?

Attitudes, Motivation, Reactions, and Awareness

ƒ What motivated you to teach sustainability?

ƒ Do you feel instructors should be LEED-AP to teach sustainability? Please explain your answer.

ƒ What obstacles did you encountered (if any) in developing your curriculum for sustainability?

ƒ Does your school have an implemented sustainability program on its campus, and if so do you use it as an example when teaching sustainability?

ƒ Do you feel sustainability is a vital part of an interior design education?

ƒ What sustainability topics do you typically cover within your courses?

ƒ What sources you currently use to develop your lesson plans on sustainability?

ƒ Ideally, what instructional resources could help you improve the teaching of sustainability?

ƒ Do you feel that more research about sustainability needs to be done?

ƒ Do you feel that sustainability within interior design is limited to only material and product specifications?

ƒ Do you have access to show students a LEED certified building, either on campus or in the nearby community?

ƒ Would you be willing to provide examples of your course work in the development of curriculum framework?

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APPENDIX J

INTERVIEW TRANSCRIPTIONS

Interview with Educator 1

TC: What is your current teaching position, assistant professor, associate professor? EDUCATOR 1: I am an assistant Professor TC Assistant professor EDUCATOR 1: yeah TC: And your school is accredited by CIDA? EDUCATOR 1: yes, right that is correct TC: What is your specialty in the teaching field; studio, graphics, technology? EDUCATOR 1: Well I would say that mainly what I have been teaching, I have been teaching about 8 years, and every year I have taught building systems, in particular my specific focus has been on sustainability in building systems and construction but also I have always taught studios. TC: Okay EDUCATOR 1: Upper level studios more so. TC: Great to hear. That leads me into my other questions, of those years it has always been a question about sustainability then? EDUCATOR 1: Yes TC: Okay, EDUCATOR 1: I teach lighting, things, you know, related to building systems TC: Okay, good to hear. What type of educational training in sustainability do you have? EDUCATOR 1: Well both my degrees, I have a undergraduate degree in Architecture from the School Q, and I have a masters degree in Architectural History with a certificate in preservation, and the preservation route in practice, you know, I did a lot of preservation work, and that kind of lead into the interest into sustainability a long time ago, and currently I am finishing a PhD program at the School P, so. TC: good to hear: okay. That is what I needed to find out. That is definitely a way to go about it. TC: The following questions are regarding more about your attitudes and reactions and awareness to sustainability. EDUCATOR 1: Sure TC: You kind of already answered this, but guess I will go ahead and ask again. What motivated you to teach sustainable design or lead you to pursue this is a teaching choice? EDUCATOR 1: Well, I think it is really the only responsible way to teach design. I don’t see that we’re in a world anymore where we can teach it the way it has been taught. I really think that you know the building industry is so wasteful as we have been doing it for years and years and years, that I think it is critical that

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we prepare students to go out there and be able to practice effectively in a new way. TC: Well said. I agree with that so that you know ways of how everybody is thinking the same way on this one. EDUCATOR 1: Right TC: With your experience, do you feel; instructors should be LEED-AP to teach sustainability? EDUCATOR 1: No, I don’t think, I mean I am and I think it is a good thing to do, but I don’t think that even begins to address the bigger issue so. TC: Correct, I agree with that somewhat, because LEED does have its limitations. EDUCATOR 1: Right, it’s more… It’s designed to work within the existing way that we do building and construction and that is good for now. But I don’t think ultimately that that is a bigger enough view point. I guess is the way I would say it, so nothing is wrong with it, its better than nothing, but its not near enough. TC: I agree, okay it’s a scenario where we have to rethink the way we are doing it and not continue what we are doing and try to fix it in the buildings so. EDUCATOR 1: Exactly, Right, Exactly TC: What obstacles did you encounter, if any, in the developing your curriculum for sustainability, or in the way that you go about teaching sustainability? EDUCATOR 1: I really haven’t encountered too many. I will say, you know, there are certainly people who don’t think that it’s important, but luckily where I am now that is not the case. TC: Okay, is it a situation where you can find literature? EDUCATOR 1: Yeah. TC: Does your school, I am sure School A does this, does it influence sustainability on campus like recycling programs, other types of sustainability or LEED certified building? EDUCATOR 1: Yeah TC: Do you use this as an example when teaching sustainability? EDUCATOR 1: Somewhat, yeah. I try to use case studies, so we do talk about things that are done here, like we do the solar decathlon all the time. That is a really good example of a technical approach to sustainability. TC: Okay, do you feel… You have already answered this question, but I will go ahead and ask again. Do you feel sustainability is a vital part of an interior design education? EDUCATOR 1: Absolutely TC: So what sustainability topics do you normally cover within your courses? EDUCATOR 1: I like to start with the bigger picture so starting with theories of sustainable design or sustainability and then into models of implementation and then, you know. Starting with the big picture and working down to the, you know, let’s do this project as a LEED-CI building or whatever. TC: Okay, that is an approach that a lot of people overlook sometimes… so for. EDUCATOR 1: Yeah, I think it is almost always overlooked.

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TC: Okay, I do kind of agree I said that because I know when I did a few a few projects, it was a scenario and I was looking at the overall and they were just do a few green products. EDUCATOR 1: Right, pick out sustainable products, yeah… TC: Let us look at this from beginning to end. EDUCATOR 1: Right, yeah, you know it really impacts how you approach a project. TC: Right, so, and that’s where I feel that’s where the new shift begins, when you are at the beginning aspect. EDUCATOR 1: Absolutely, absolutely TC: Please explain, sorry, reading my question directly, sorry, what sources do you currently use to develop your lesson plans on sustainability? EDUCATOR 1: Wow that is a hard one. TC: That is a long and hard one, I know. EDUCATOR 1: I have used a variety of different things, , I think I have used, , right now in my corporate studio, you know, one of the things that I like for the students to have to read Ishmael, I have had them to read Cradle to Cradle, , we have talked about Janice Benyus’s Biomimicry book. You know a variety of those bigger picture types of books. And then I have gotten as detailed as like right now they are using the LEED-CI check list starting to be thinking about their projects from a could I , could their projects be certified point of view. I think it is a whole variety of things and I would not say and this is not against the people who have written any of the sustainability books that are out there. Right now, but I don’t think any; I have not adopted any of those because I don’t think they cover that. I think they are all about how to pick sustainable green furnishings and waterless urinals and stuff like that. And I don’t really think that covers it. So I use a lot of different things. Try to do case studies. TC: Okay, and the reason I ask that question, mainly is because I know and what I am researching I am looking beyond finishes, I am looking just beyond the application of it. I want to see what the holistic approach is and that’s where we’re seeing that right beginning stage and how to develop it and think holistically is somewhere where you are going into theory and you are going cradle to cradle. EDUCATOR 1: right TC: so I was just, a scenario of is there anything else that maybe I might have missed, so… EDUCATOR 1: From my point of view probably not. TC: okay good enough. TC: This one is kind of you can choose to answer or not, so. EDUCATOR 1: Okay TC: What institutional or instructional resources can help improve the teaching of sustainability? EDUCATOR 1: Well one of the things I am currently on right now because, I think, I don’t, I haven’t found it out there. And I don’t know if this is your question or not, but like I am working on a book right now on sustainable building systems and instructions for Interior designers, because I have been able to find that. I

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am using like eight different books and websites and all of this stuff. But think part of it is that there is you know certain things that should be produced. TC: Okay EDUCATOR 1: Like what my university can do, or that kind of thing. I mean they really provide a great deal of; they let us you know our area of research could be whatever we want it to be. So I don’t see to me is a lack of support. TC: That is good to hear. You’re thinking as for as instructional type of resources those… EDUCATOR 1: Well, you know, that is one of those things that would be really helpful. TC: Okay, good to hear, so, Okay although of a follow up on that I have written, Do you feel that there is the current curriculum pushes sustainability for the most part or at least the way most school are handling it, may be lacking anything or.. EDUCATOR 1: Yeah I think that the way most schools are most schools are handling it as a course and I don’t think that is how you do I, I think it needs to be, it is where the curriculum and where faculty come from. It is not a course, it cannot be just a course; it needs to be integrated throughout every course in my opinion. TC: So do you think there needs to be some type of universal framework to which to say of freshman semester they do this, sophomore semester they do that and kind of develop from there or should be even based on the college. EDUCATOR 1: I don’t know. I know that I have worked you know when we were now on the first IDEC task force about sustainable design and I know that the very first one we know of produced and outlined a curriculum, you know, the first year, they get exposure, 2nd year an understanding, 3rd year have you know sort of using the same words that the accreditation people use. But I don’t know here is what I think; I will try to say this clearly. I think that there are a lot of ways to come at sustainability, sustainable design, and green design. I do not think there is any one right way to do it. I think that as long as everybody is focused on it from one whatever point of view, they want to be addressing it that is how this will be resolved. It won’t be resolved with one way of doing it. TC: Okay, good answer. I think that the answer I was looking for. To see a need for a universal approach or you know as long as we are trying to get that information out there if any approval will work. EDUCATOR 1: Any approach, really its personal you know, some people want to be environmentalists and some people want to be scientist about it TC: Do you feel that more research about sustainability needs to be done? EDUCATOR 1: Absolutely TC: Any specific areas, maybe? EDUCATOR 1: I think across the board. I would say that one of the big issues, you know, I think a lot of things have been done on Indoor Air Quality. I think it is kind of spotty how things have been done. There could be a lot more done, like one of the areas I am interested in lessons from historic buildings, you know. They have a lot of this stuff worked out in historic buildings because they had to do certain sustainable things. I think you know; even molding of historic buildings is one area I am interested in. I know that you know that the solar house, solar

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decathlon is producing a lot of research. I don’t see and this is probably going to sound bad, I don’t see any research, real research except on Indoor Air Quality taking place within interior design with regard to sustainability. TC: Okay EDUCATOR 1: So there is a big need there. TC: I thought it was interesting because in Educator R’s sustainability class yesterday, she was discussing how historically, you know making sure how long buildings lasted and how they dealt with climate and everything. One of the most common factors in the examples that she was showing which extended back to Egypt forward, there was no conditioned air. And I wanted to know… EDUCATOR 1: Right, yeah TC: I guess is there a scenario of research, where they, is there a connection between the lack of longevity for out buildings with the conditioned air that we put into or is there…? EDUCATOR 1: I know of one. There was a study done on a church done in Texas, and I am not going to be able to remember the author’s name, but was in the APT bulletin, Association for Preservation Technology. They did actually scientific study to show that the church had new added and you know new windows and all this sort of stuff. It was detrimental and so they did a model, like an energy model thing to show the historic way that the church had been constructed was actually better for the building materials and all this and provided natural ventilation. So the findings of the study were that the natural ventilation was actually better than the artificial air conditioning and so on. But that is the only one like that I know that exist. TC: You do notice a lot of the older buildings are the one’s without air conditioning and haven’t been applied and their still standing. EDUCATOR 1: Yeah right, and they may not need it. TC: Exactly, so were there humans have adopted or the western civilizations… EDUCATOR 1: Yeah, totally culturally based, we have a very small range which we think we are comfortable now, in the United States in particular. TC: Understand that one… Basically you have already answered this one, but just kind of see it there is any extended information on this one. So you currently feel that sustainability at least within interior design and most research basically is it limited to materials and product specifications? EDUCATOR 1: I think it is limited to, I don’t even think there has been a lot of research done on materials, except by the companies making the materials. I mean there has been a little bit, don’t get me wrong, but not a huge amount. There has been a lot more done on like Indoor Air Quality and of the impact of off-gassing and how that impacts the environment and so on. But I don’t, I just haven’t seen a lot like. I don’t know, maybe there are some studies like LEED buildings, productivity, students do better on test it they have natural daylighting and things like that. But it seems like a lot of it is coming more from strictly architectural point of view like, I don’t see these at IDEC too much. TC: And that was how I felt things were going but I didn’t know. And the reason the question was asked mainly in the sense that the information I find is mostly dealing with materials and that is like you said is from the manufacturers.

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EDUCATOR 1: Right and that is not the most reliable place to get it. TC: Yes I agree greenwashing does exist. EDUCATOR 1: Right TC: It’s a scenario where, how do we, basically it would be nice to know what questions do we as designers need to be asking the manufacturers whereby how specifically sustainable their products are and also by understanding the processes to reduce, recycle, or if even necessary to tear down or to not tear down creating waste. How do we continue then? I thought it was very interesting with 3-Form, when you are looking at it being 40% post-consumer or is it post-industrial recyclable material. 40% is great, but can we not get to a point where 60%, 80%, even 100%, so it is the scenario of here we have to look at its production right relation process. Do they still use virgin materials, so I guess it would be nice to have specific set of questions we as designers ask? EDUCATOR 1: Right, and I think that that is an area of research to you know complete a series of pilot test of certain questions and develop them more and then come up with something not the end all be all set of questions, because I know different people have prepared different things in the past. But really looking at you know how could you get this and I think that the third party rating system in some way you know like Green Seal for instance, may I think those definitely serving a purpose. I think maybe one if the things we need to teach our students and perhaps teach ourselves is the difference between you know 1st party certification and 3rd party certification you know. Which one of those is reliable because just cause it says it is tested by somebody; does not mean it has been tested by a third party you know? TC: Correct. Third party even has limitation because they are looking for specific things. EDUCATOR 1: They are looking for certain things, correct. TC: Thank you, Have a couple of more. EDUCATOR 1: Okay TC: Do you have access to shoe students any type of LEED certified building or any other which as you feel is a sustainable building in your area /community? EDUCATOR 1: Yeah TC: Do you find this on-site type of work helps students understand information. EDUCATOR 1: Absolutely TC: The final one is more of a request a question of sharing of information. Would you be willing to provide me examples of your course work or curriculum to help maybe develop a curriculum framework? EDUCATOR 1: Sure, Yeah TC: Good to hear, that is kind of where I am leaning to with my thesis. The final chapter will be a rough framework. EDUCATOR 1: Really, I think that is great. TC: Is there any other information that maybe I didn’t cover that you feel maybe would be helpful in my research? EDUCATOR 1: I don’t think so, but I would love to, I assume at the end you have to have this as a PDF or something like that for your school. I would love to get a copy when you are done.

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TC: I will be more than glad to give you a copy. EDUCATOR 1: Okay

Interview with Educator 2

EDUCATOR 2: I’ll be interested in seeing what your report comes up with. TC: Well thank you, I can honestly say I’m starting to see some definite patterns developing, so it’s unique to see every school I’ve collected from the survey responses, teaches sustainability except one that responded and I don’t know if they understood the question because their comments in the other category stated it was integrated throughout their program so I was like I don’t know if they understood the question so I but.. EDUCATOR 2: Yeah that’s interesting. TC: It was good to hear that it is definitely being taught, I guess now it’s how do we teach it and how do we get it to this next generation, so. EDUCATOR 2: Right, correct. TC: Okay so on with the questions. EDUCATOR 2: Okay. TC: Okay, what is your current teaching position, associate, assistant? EDUCATOR 2: Well I’m an assistant but in July I’ll become an associate professor. TC: Great. EDUCATOR 2 Yeah I just learned that I’m promoted and tenured. That’s a thrill. TC: Which is always a good thing, and your school is currently accredited by CIDA? EDUCATOR 2: Yes. TC: What is your teaching specialty studio, graphics? EDUCATOR 2: You really want me to name a specialty? TC: Well I mean… EDUCATOR 2: Well my professional specialty is historic preservation. TC: Historic Preservation EDUCATOR 2: That’s my professional specialty I teach and historic preservation and theory and I teach a lot of things. TC: Teach a lot of things. EDUCATOR 2: I teach where they need me. TC: Understandable, how long have you been teaching interior design? EDUCATOR 2: Full time since 2002, part time before that for several years. TC: Okay, of those years how long have you been teaching about sustainability? EDUCATOR 2: All of them. TC: All of them. EDUCATOR 2: When we get into this you will know why? TC: Okay, what type of education or training in sustainability have you had or currently taking. EDUCATOR 2: I was educated to be an architect in the late 1970s and early 80s and if you know anything about there, then you we all about solar buildings and

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they’re like that at that time. So it always has been part how I understood the role of designers. TC: Okay, anything specifically related to sustainability? EDUCATOR 2: Have I gone to school specifically for sustainability, not unless you count preservation which I do. TC: Okay. It is sort of… EDUCATOR 2: My, my master in architecture, but it was with an emphasis in architectural history so I could be a better preservation consultant. TC: Okay EDUCATOR 2: And I, I think of historic preservation as always having been a part of a conservation movement that includes conserving materials as well as culture. TC: Well said, what has motivated you to teach about sustainability, what’s your motivation? EDUCATOR 2: I think it’s the same as all of our faculty; we are highly committed to having our students be part of the solution for the problems we face as a global society. We’re firmly committed to making sure our students are out there doing the right kinds of interior design and the right kinds of environmental design work. TC: Okay that was well said, so excuse me, do you feel instructors who teach sustainability should be LEED-AP? EDUCATOR 2: No, I don’t at all. I actually think there are better systems in place available. TC: I just ask the questions. EDUCATOR 2: Yeah I know, I know. TC: You know. EDUCATOR 2: That’s one of those that’s always so interesting because there are people that are oh you’re not LEED-AP, how could you possibly presume to teach, I’m like oh boy here we go. TC: What’s interesting is a lot of the interviews have that’s been the resounding answer. EDUCATOR 2: Oh yeah, it’s; let me tell you what we like it too and this is what we put in our comments to CIDA when they said , when they were trying to revise the standards for 2006 January and they were trying to get more sustainability content into the standards and they said we think you should have to have LEED-AP faulty and we wrote back, for years our faculty have been teaching how to write specifications and not a single person has had to be CSI, Construction Specifications Institute pass exam, you know what I mean. It’s the same thing, it you could say that you have to be CSI to write specifications, to teach how to write a spec. But you don’t and that’s why there LEED falsity in saying LEED-AP. Now that being said, we encourage our students to be LEED- APs many of them are before the graduate so it’s not that we totally “dis” it and we definitely teach LEED and we know all about how to do it and they you know, you know it’s not that, it’s just that we don’t think a teacher has to be LEED-AP. Yeah.

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TC: That makes sense, that way one of the reasons the question was asked so was to get a response, thank you. EDUCATOR 2: Yeah, there are people though who believe if you aren’t LEED- AP you don’t have any standing and it’s like whoa. TC: So… EDUCATOR 2: That’s prudentially (sic) at its worse. TC: Yes, what obstacles have you encountered or did you encounter in developing your courses that cover sustainability? EDUCATOR 2: Now that’s the interesting question, because we don’t have courses on sustainability per say. What we have done is what is interesting. Before it became hot, we already did it. We incorporated sustainability into our courses where it’s appropriate, for example our students in the first semester take a course that’s called Design and Behavior in the Interior Environment. TC: Okay EDUCATOR 2: And there’s a module in that course on attitudes towards the environment and that module they have learned about environmental attitudes. TC: Okay. EDUCATOR 2: So they learn about sustainability and green design under a big umbrella of environmental attitudes and we have been giving the HESPNET survey to our students since at least 2000, couple of years before that although... Do you know what that is? TC: Sorry what was that again? EDUCATOR 2: HESPNET, it’s an environmental attitude survey. TC: hum, will have to look into that. EDUCATOR 2: Yeah and it’s really cool because let me pull it up. It’s developed by Dunlap and Lear in 1978 and it was revised more recently and it looks for environmental attitudes and it asks several kinds of questions like we are approaching the limited number of people that earth can support and you’re suppose to say I agree or no I don’t. You know what I mean? The balance of nature is very delicate and is easily upset, humans have the right to modify the natural environment to meet their needs, you know it has all these questions and we’ve been asking our students and before and after the environmental attitude module in that first course for years, and it’s very interesting to see how their attitudes change. We’re going to hopefully launch a project there we can compare attitudes at the end of their time with us and that will be really fun for us to see if we have had much impact on that. TC: That will be interesting to see. EDUCATOR 2: Attitudes are, attitudes are hard to influence, the literature is very clear that you have a hard time dealing with deep seeded attitudes. Okay so in our first semester they get that. TC: okay EDUCATOR 2: and then in their early design studios, they get into a lot of low- tech things like environmental response, like we just, we are working on a project with our first years that deal natural ventilation and natural daylighting, environmental response in a number of ways. TC: okay

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EDUCATOR 2: So we start with the little things that are easy for younger than we ramp it up. Now there are some courses where we hit it really hard okay so and then there are some courses where it’s just a module or just a component. They almost don’t know its happening, you know what I mean. So our methods and materials course where you talk about construction methods and materials it’s a very big deal. They know it’s happening to them then. Environmental system where we talk about heating, venting and air conditioning and lighting and all the other kind of systems; they know it’s happening to them then. But there’s another, there’s other ways we do it and I think they are the most interesting, because they are very subtle, they’re subtly incorporated. I teach the History II course which is basically starts about 1850 and I do it from a frame of reference of how our materials values have changed as a result of the Industrial Revolution. TC: Makes sense. EDUCATOR 2: So the entire time we’re in class we’re examining, we spent the first several weeks examining material values and social changes that came about as a result of industrialization and it starts to help them put all the pieces together. You can look at industrialized countries, developing countries in different ways when you start to see how industrialization effects material values, access to material goods as a result of wealth, blah, blah, blah and in that class they are getting a lot of it. They realize they are getting it, buts it’s not like the history of the sustainability movement. TC: correct. EDUCATOR 2: Do you see what I mean? TC: Correct, you’re seeing it more as a cause and effect scenario. EDUCATOR 2: Yeah, and what we are trying to do is show them the link between all the things that they are learning and have learned. And the issues that need to be addressed if we’re going to make a sustainable human existence on the earth. So we don’t, some of that times that their getting it, I’m not sure they’re realizing that’s what they are getting at the same time they clearly know by the time they’re in the second year that everybody on the faculty wants them to do environmentally responsible work. So there is no question and in fact what is interesting is we use it in our promotional materials a bit, but we don’t hit them over the head because the way we look at it, it’s like codes, interior design programs would be remised if they ignored codes… TC: Exactly. EDUCATOR 2: Interior design programs would be remised if they ignored environmental consequences of interior design, so that’s why it’s incorporated in every course basically where it needs to be. TC: Sounds like a wonderful program. EDUCATOR 2: Yeah we love it; we love this way of doing it, yeah. TC: Good to hear, so okay, EDUCATOR 2: And the other reason we don’t separate out a course, we don’t want them to get the idea its some separate content area. TC: Right.

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EDUCATOR 2: We don’t have a codes course, why would we have a sustainability course I wish we didn’t have a history course. You know what I mean? TC: It should all be a part of. EDUCATOR 2: Yes, yeah hum TC: I agree, I completely understand. EDUCATOR 2: Because people compartmentalize things that you have compartmentalized. TC: exactly EDUCATOR 2: Yep. TC: And I think that’s currently that’s where I’ve seen the disadvantages of teaching sustainability as a separate course, because then you would have a separate option. EDUCATOR 2: Yeah, it’s something that you could choose to do or not and basically the reason people are choosing to do it is because they can make money doing it TC: Right, and then they view it as an elective, I mean most of the time it’s an elective, so they’re for then viewing it as only an option. EDUCATOR 2: Yeah, that’s something that I cannot know just as I cannot know how to do a hospitality design. Yeah, I don’t like the idea. In history, you don’t ever have to learn to do hospitality design because you may only do medical or something, but we certainly wouldn’t want them to take that view with sustainability. TC: To be a designer, a true designer, we should be able to be flexible as to whatever the needs are. EDUCATOR 2: Right. TC: And we also have to understand what our obligations, not only to codes, safety and welfare to individuals but also now to the environment in our, you know in our choices and the effects they will cause on the environment. EDUCATOR 2: Now this is another thing that is interesting, we’re in a college of human ecology and we take a human ecological approach. TC: okay EDUCATOR 2: So always in our courses they understand that design is about making decisions that affect quality of life and they also tie the quality of life in interior environments or in environments to interior design so they really they get a framework that get them up to believe and to act on the fact that interiors effect quality of life and have an impact on how sustainable our existence is. TC: Okay. EDUCATOR 2: So it’s a combined message. TC: Okay, so does your school have any programs implements that are sustainable that you utilize as examples? EDUCATOR 2: What do you mean? TC: Well I know recycling programs are common, but does your school do any specifically that’s related to sustainability, do they have their buildings LEED certified, do they have a LEED certified those type of things..

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EDUCATOR 2: Right, well we do a lot of things in an attempt to live our belief. And some of it is that we serve in the compatibility that would give our university and some of it is that we actually do things differently. Our department is lucky that we have a department head who believes in this and so it’s a little tricky through because we have to go through state procurement processes and sometimes that is a little difficult but I’m working on the university committee to they to make it easier who wants to do the right thing. Let me put it this way, every chance we get, we make the right decision for ourselves so here is an example, the college is looking at making an addition to our building. It will be some kind of LEED building that’s been in the works now for a couple of years. Our students have worked on projects to try and identify the user needs and do some schematic designs. We have a well known firm from City Y that knows what they are doing that’s going to help us do this. We may get to do the first LEED building on campus. We don’t know, but we would love to. There are a couple of others that are sort of gunny for the title, but see who gets their monies together first. We do a lot of things in an effort to live what we teach. TC: Okay, good to know. Okay, this is kind of a redundant question, but it’s here, so do you feel sustainability is an extremely vital part of today’s interior design education? EDUCATOR 2: Absolutely, and in fact I put this in my survey, but I got a paper I’m just about to send to JID that says wait a minute, we aren’t looking even close to broad enough and it will be interesting to see if it gets accepted. We, we you know basically, here’s the thing interior designers named their problem but Russell [Adcoff], who is a business systems therapist, says that basically whoever has the problem names the problem. Interior designers have named the problem of sustainability for instance for interior design as making the right choices, selection picking. We’ve sort of limited our thinking to its about which materials and products we choose to finish spaces with and the paper I am going to submit talks about how important it is to make much bigger questions. One is, are we making the most of what exist in historic and existing environment, are we demolishing more than we should when we get into these buildings and start redesigning. The second item is basically we aren’t even trying it seems to affect how much people build. We’re saying what if the clients wants 10,000 square feet, or the client wants 30,000 square feet house, fine I can do that and we’re not even asking the question. Who is the coach that going to have the 30,000 square feet house? Did you hear about this? TC: No. EDUCATOR 2: Okay, I’ll cut the article out its at home, you know it was a college basketball coach who was building a 30,000square feet, I think it was a college, maybe it was pro, but I think it’s college basketball coach that’s going to build 30,000 square feet house. You know if you are going to be the designer… TC: Is the entire team going to play there? EDUCATOR 2: I don’t know. All I know is this is the deal, interior designers who do that kind of work are doing what I would call appropriate design. They’re just selling out to the highest bidder and I don’t want my; now if our students are going to do that, they better darn well know what they are making a choice about.

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They better know that their lining their pockets at the expense of the world. You know we really are not even asking the question how much is enough how big is enough; we have not even come close to asking that question yet. TC: Yeah I see what you are saying and I agree. EDUCATOR 2: Well it’s a curious thing that we aren’t willing to ask the really hard questions and to make really tough choices. TC: I think that is what I am trying to develop here is partly what questions should the educators be implementing into the students’ mind? EDUCATOR 2: Yeah TC: That they should be asking, so. EDUCATOR 2: Right, right, okay so you have more questions. TC: I do. EDUCATOR 2: Sorry, I’m diverting us. TC: That’s fine, that the way interviews seem to go sometimes is there any specific topics that you cover, I know you said have said historic preservation and you do discuss other things, but is there anything specifically as for as daylighting techniques, those types of things that you cover more directly as sustainability as issues or as a holistic approach? EDUCATOR 2: It’s holistic, I mean like you know it’s really interesting to watch the students realize how much every topic that they can take from us has to do with environmental responsibility and what we would call is our is our in our social interdependence responsibility or our social contract. We believe that basically everything a designer gets to do have a component at least that has to do with environmental and social responsibility. We are for students taking a housing course right now an elective we offer it about every other year and it’s fun because their also in my history class, most of them. So them in the history class and they learn about these materials attitudes that took shape as result of the industrial revolution and the way wealth expanded and when material goods got more plentiful and more affordable, blah, blah, blah and then they take in this housing class and there they learn about affordable housing, the way housing has changed over the decades and they are coming to me going do you know these things are related? Yes I did. It’s just interesting because then they go awe, you know what I mean? Then the thing I think is missing; I don’t know how to explain this, the basic stuff like the fact that it takes, you have to demolish, destroy a lot of earth surface to get a little bit of copper, or a tiny amount of silver. We show these little tiny video clips, like a 6 minute clip of a copper mine and how much tonnage of rock they have to dig out of a mountain side and put through a hideous process of chemicals to create a little tiny brick of copper so it’s the size of about two CD cases. It’s these kinds of things our students just haven’t had they come to us with no clue. That the K-12 system doesn’t prepare them with this information and the university’s core curriculum doesn’t prepare them with this information. They come to us and we have to help them shape a perspective then on the environment. The natural environment and the interface with the build environment that allows them to make better choices and to me that a huge piece of it. It’s not which product should I select, the marmoleum or

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the you know what I mean, or the cork floor it’s I am definitely you have to have some of that. TC: Right. EDUCATOR 2: But it’s just the most basic things I actually had a student once when I was teaching the methods and materials course who asked me after it was all over about how marble was made. You know this wasn’t one of the brightest students in the world, but she was confused; she didn’t know it was a natural material, you understand? TC: I understand. EDUCATOR 2: Yet our students get confused that natural means good, you know if it’s natural I should use it, but the problem that we have, I’ve been shouting this for years choosing a natural stone to be used in a way that won’t have a 100 year or longer life span is unethical, period. It took too long to make natural stone for us to us it in something like a or that’s going to get ripped out in 5 or 10 years maximum, we know it. I mean that’s unethical, I mean I don’t think that’s getting taught by most programs. Their saying its natural, it won’t be harmful, it will be durable, it meets all the LCA stuff because it’s local right. TC: Right EDUCATOR 2: But it’s unethical still. TC: Because it can’t go back to the earth. EDUCATOR 2: Yeah and it won’t be reused, we know that, especially in a hotel application where no one cleans up the water; it sits on it forever; it’s a very poor choice. See functionally, durability life-cycle – bad, bad, bad choice to put in a hotel, so but they do it all the time and I bet you we’ve got programs teaching that it’s okay. TC: I’m sure that we do. EDUCATOR 2: And their using a rubric, using a rubric for that evaluation; that talks about durability, right. The problem is it’s durable in a place where you don’t need durable finished, yeah. TC: Exactly, exactly. EDUCATOR 2: So we have very confused thinking, hum, that’s what I have been trying to write are papers that will help us straighten out the thinking. Yeah, and I am trying to make sure in our education, we are all coming up with these ways of thinking in educating our students. It’s tricky because for one stone has a cultural meaning and people use it for that association. So you have to change the cultural meaning of things. TC: Yes. EDUCATOR 2: Or you have to be willing to go against culture has ascribed in terms of meaning, yeah that’s tricky. TC: That’s one of our biggest issues with sustainability is going against what is known cultural norms. EDUCATOR 2: Yeah. TC: And accepted sociological values. EDUCATOR 2: Absolutely and expectations. TC: Expectations

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EDUCATOR 2: Your expectations of a 4-star hotel are that it will have granite countertops in its bathrooms. TC: Right. EDUCATOR 2: Period. TC: And that is when I cringe when I walk in and see it so. EDUCATOR 2: Yeah I know. TC: it happens, quickly. EDUCATOR 2: See I keep getting you off, I’m very sorry. I know you probably have a class to go to. TC: I’m actually fine; I’m worried about keeping you. EDUCATOR 2: I don’t have any problems. TC: Okay good to know, what type of sources do you currently use when you are trying to develop lesson plans to explain this to students, is there anything specifically that you make them read? EDUCATOR 2: Oh boy, I tell you what… we’re always, it’s always changing, and better stuff is coming on line all the time. There are no good textbooks for Interior design and sustainability. I think that a crying shame, I’m not willing to write it though. TC: I few instructors are so. EDUCATOR 2: Oh boy, hum, we just don’t have it that’s all. Like I said we used a really interesting approach in that we use a lot of different videos, books, reading we have been using web sites. We have a huge list but we find videos are really helpful with this crowd of students, this generation of students. And there some we really like us the Planet Neighborhood series with that first studio where we talked about environmental attitudes, we use a lot of Modern Marvels, Modern Marvels stuff from the History Channel because it is very helpful in having students see the physical and economic and social impacts of different technologies. For example, they have a plastic video that’s really interesting. It doesn’t address plastic as negatively as I would, but when you pair it with the Bullfrog Film’s Blue Vinyl. It’s a lot of fun we have a good time and one of the things that we are able to do is we are able to show how many things you think of as authoritative really still are coming from a perspective and you have to be able to critically access the perspective that represented in everything that’s published and produced and out there for you so yeah its interesting. TC: Okay that helps. EDUCATOR 2: We used the World McMedia Power Shift Energy Plus Sustainability; there is a whole bunch of things that we use. Ah, we like certain books obviously, we try to teach Cradle to Cradle but they really understand that, try to teach a basic understanding of biomimicry and its ways it can be used. but we don’t do product design in our program so, those are kind of a little bit of a stretch there more, we do, I’m actually going to teach a history course with advanced theory topics and advanced theory course it will be the first course that we taught that is dedicated to say sustainability as a topic and I’m going to teach it this fall, but it will start from a really high level and it will require a lot of critical thinking, a lot of reading of various literatures and then comparatively analyzing them so it will, it won’t be an intro class, yeah.

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TC: Sounds like an interesting course. EDUCATOR 2: Yeah it will be fun and one of my favorite books if you haven’t read it yet Clive Pointing’s “A new green history of the world. It’s actually a 1991 book that he has updated and I use to use the 1991 book for my own work in teaching, but now I’m probably going to be assigning this book to the students. But it’s A New Green History of the World and the subtitle is Environment and the Collapse of Great Civilizations. TC: Okay. EDUCATOR 2: Clive Pointing is a Brit and it’s a fantastic overview of human and environmental history. TC: Okay EDUCATOR 2: Yeah, it’s very good, but also I like David Lowenthal he has a really nice article “Stewarding the Future” within the Cultural Resources Manual Journal anyway I have a lot of things I like to use. TC: So I might have to get a list from you. EDUCATOR 2: You might have to get a list from me. I’ve read everything you know, like I think Plan B is an excellent book, don’t know if you read it, but I think it’s a super book, but I don’t think our students will get out of it what I got out of it. It’s a more hard science book. I don’t think the book, I think; I have a colleague who likes books like the End of Oil and stuff like that. I think those books are depressing for our students to read and so I don’t usually assign the depressing books I do want them to have a general sense of how we got into this mess and hopefully then that will help them think how to get out. I love David Orr’s work. He is among my favorites aw these so I read everything he’s written; political you know I love to read his work. TC: Most of my, a lot of my research came from some of his books so. EDUCATOR 2: Yeah. The students love his books too. They really connect to his writing and I think that helps a lot because they can and one of the reasons I think they do is here we are in State B, we’re in the bible belt, then very religious most of our students and his work, his books really strike a chord with students who have a Christian religious faith to their ideology. TC: Okay EDUCATOR 2: You know environmental attitudes they are very much linked to religious beliefs so. TC: Using that connection EDUCATOR 2: Yeah if you don’t make that connection, they will shut you down. TC: Definitely that connection. What type of instructional resources or institutional resources could help you improve your teaching of this subject? EDUCATOR 2: Well one thing, I have to tell you, I’m on the university campus planning committee which our job is to make sure that as a campus community everything we do is in terms of building and demolishing and revising and the way we use our campus in total, if its best for the long term prospect of campus community and as part of that I am the liaison to out stewardship sub-committee which is basically our sustainability committee for campus. TC: Okay

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EDUCATOR 2: And we have been working over the last year to really vamp up the university’s involvement in sustainability and one of the things they did was they joined AASHE, American Association for Sustainable Higher Education, and that is a huge, huge resource for us so I am very pleased that’s available to us. We’re actually in the middle of a campus wide survey to try understand what is going on, on the campus in regards to curriculum, operations, research and engagement and I’m the one that wrote the survey so I am really looking forward to the outcome. But when we, we get that information in I think the university’s administration will be surprised at how broadly everyone on campus is addressing sustainability issues. I think they thought of it as a specialization and I don’t think they have any sense of how broadly it’s being addressed. Every time I meet anyone on campus and I ask them what your research is, they’ll see and I’m like oh that’s interesting. I was just talking to this guy Saturday who was a soccer dad and he was telling me about his work in looking at heavy metal pollution in soils near streams in Germany. Okay so I said, okay, will you fill out the survey, please make sure add comments, because your definitely doing the kind of work that is going to support sustainable factors on earth and you know I just think that our university’s administrators is going to be amazed. What I hope comes out of that, that sustainability will come to the top of the list of things that they are interested in because right now as the school in the Midwest they always talk about science and technology and they think of it in an Ag based way. TC: Yes. EDUCATOR 2: And I would like for them to think of science and technology and social sciences and culture in a sustainable based way. So I am hoping that they start to see they can shift thinking from Ag and science and actually really market because they are really incorporated in what can we develop that will sell and keep the engines of the economy humming. I just [hope] that we can sort of shift the university’s perspective and then hopefully people like us who soldering along all the time will finally get some credit. Yeah I would like to get credit for all that we have done so that’s what I want, I don’t need any more support we’re you know it would be great if we had more faculty, had more space, a lot of things we could use, but I don’t thinking any of it is keeping us from doing a good job on sustainability. TC: That’s understandable okay. EDUCATOR 2: I would want more credit love to have more credit. TC: Basically its one of these thankless jobs, unfairly so. EDUCATOR 2: Yeah well it is very, very rewarding though when our students come back and say you won’t believe it you know they want to hire me for my sustainability and we’re like yea. This is interesting to watch that and to have our students we had a second year get LEED-AP. TC: That’s good. EDUCATOR 2: Holy cow. TC: That’s pretty impressive. EDUCATOR 2: yeah, that’s really fun for us that are even possible. TC: I would say so.

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EDUCATOR 2: Yeah TC: Do you feel more research in about sustainability or in sustainability needs to be done? EDUCATOR 2: Oh golly, yeah. TC: yes. EDUCATOR 2: Like you can’t believe, Like I keep asking for like a leave from teaching so I can just focus on this stuff and I keep getting told no, you got to teach, we need you to teach and I’m like okay, but I want to do this other work too. Yeah it’s a trick to do enough. TC: It is not that it’s new, but it’s being refocused I guess you would say. EDUCATOR 2: Well, I think all the people who sort of went into it a sort of remission, a sort of latency during the 80s basically and 90s. Ah and its rejuvenating by the opportunity to do real work in this area. I think that’s great and I love the fact so many new people are coming on board. I think that will make a huge difference. I do wish like you know how the scientists always like teach the one class a year then they get most of their time to do scholarship, well design faculty teach 4 or 5 classes a year then they spend a little bit of their summer on scholarships. I think that would be nice if that changed, but that’s a huge paradigm shift that’s a way of thinking that isn’t common and I don’t I don’t see that changing very soon, but it would be great; yeah it would be great if it did. TC: So do you feel that, I am trying, word this correctly, that sustainability currently as it is taught within interior design is for most limited only to material and product specifications? EDUCATOR 2: I do. I think that’s not us, but that’s how most people are doing it. It disturbs me greatly. TC: Okay. EDUCATOR 2: I think it’s a huge problem; huge, [problem] of great significance like beyond anything I ever could have imagined hum. TC: I understand. EDUCATOR 2: The fact that they just think about it that way literally is being a good selector of finishes, being a good selector of furnishings. Yes, you want the low-flow toilet, yes you know I mean we’re, we’re just all about the stuff inside and finishes. TC: Partly appears to me to be LEED driven of the sense that it’s a point scenario; so point oh I do this, I get a point, if I do this I get a point. EDUCATOR 2: Right, and because interior designers aren’t at the table many times when decisions are being made about things that they could be highly influential in like how many square feet do we really need is easy to make. Can we make it more flexible and a smaller? You know there just lots of things that interior designers are being shut out from that they shouldn’t be. That’s another thing in our program, we make it real clear that our students can do anything but the shell and the structure, you know they are not going to be the and they are not going to create an enclosure in terms of keeping out water, but otherwise give them a go. They know codes, they can design all space, they can program all space hum.

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TC: Good. EDUCATOR 2: we’re not creating decorators, not in any sense of the word, but we are creating people who can decorate. TC: Who can decorate, yeah? EDUCATOR 2: Because it’s important, yeah it’s interesting. TC: It there a LEED certified building, not specifically on campus but near community or any that you can... EDUCATOR 2: Oh yea, we take them to them, but we don’t have any on our campus yet, Like I said we’re working on it, we’re in we’re in a furious race with two others. TC: Okay EDUCATOR 2: Our foundation is trying to build one and our leadership study programs is trying to build one, we want to make an addition so we’re really directly in a race with them. TC: We got two at the moment I guess you would say that are in competition to, we have a small solar off grid, its going for LEED platinum, and our track building which is almost complete their going for at least LEED certification so. EDUCATOR 2: Yea, that’s neat, it would be great if we had something on campus but we don’t yet, but pretty soon it will be right around the corner I mean, down the hall and that will be really fantastic. TC: What I found interesting in part of my research is and another student has done this, as for a masters goes, she was kind of wanting to know why FSU specifically wasn’t doing specific things to get LEED buildings, and it wasn’t cost prohibited and she was showing all this once she started doing her research. She found out that our buildings do meet a lot of certification in LEED requirements; they’re just not wanting to spend the money for the progress. EDUCATOR 2: Oh the commissioning is expensive, absolutely and that’s a real problem. I don’t think, as a member of our campus planning committee, you don’t have to have them actually certified as long their meeting the criteria for certification and the university’s stingy. We are having to raise money privately anyway to build this stuff, so let’s just make sure we are doing the right thing and in fact much of what we already done campus. I mean they have done everything they can to reduce electricity and water use and they are behind or other heating and cooling expenses because our university system is very behind on maintenance both preventive and actual and that’s where insulation comes from and stuff like that and change out. We have a central steam system and a central cooling system, so it’s very energy efficient in itself, but we are using non- renewable energy sources. TC: Right. EDUCATOR 2: but we have a President of, Vice President of Operations who is very interested in developing a wind generator with our county. We’re in a rural area so our county, so we may actually start putting up wind turbines, well who knows, it’s... TC: As long as it works. EDUCATOR 2: Yeah, he is interested in it and is real actively pursuing it, and we have an engineering program, has a program with school. They have a grant

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from the Department of Energy with K-12 schools to put up wind generators; we’re hoping that we can do the same thing. You know we are really making a lot of strides, it’s just there not very obvious there and here in State B you know you to say it like we are saving money. You know if it was for a liberal cause, like environmentalism, then it’s somewhat suspect. I don’t know you probably don’t have that problem in State C. TC: No, but I am originally from State D, so I do know. EDUCATOR 2: There you go, you know, you absolutely know. We’re stingy as heck but we’re not liberal enough to care about some trees. It’s a sad fact. TC: I know when you talk about the farm land; I was like yeah, I know those areas well so, mine just has a lot more trees, I think. Well thank you, anyway one last question. EDUCATOR 2: Okay. TC: Would you be willing to provide examples of course work or other source materials that could be used for the development of a curriculum framework; to be provided to other individuals other instructors for say? EDUCATOR 2: Yeah, you know have you looked at I was on a little task force that did the stuff that’s online right now about teaching sustainability in interior design. Have you looked at all that? TC: Is this the Sustainability Task Force? EDUCATOR 2: Yeah. TC: Yes, I’m talking with Educator 1 now on a lot of that so she’s given me information along the way. EDUCATOR 2: That’s good stuff there, but I’ll be glad to share the things that we’re doing in a variety of ways. I mean, what you have to understand is that everything would be a component out of another and like the other thing is like how do I explain this, like we do a paper in my history class that talks about the industrial revolution and changes in material values that resulted. I consider it an absolutely important piece, other people who teach history is going to what is she doing, why do they care, you know what I am saying, so unless you had our curriculum structure? TC: Right. EDUCATOR 2: It might be awfully hard to implement the component, but it would be okay to show. It would be great to show different ways of doing different things. TC: Right, it’s more of an example and with a kind of an understanding point or at least these principles that need to be covered and some examples of how certain universities are covering it. EDUCATOR 2: Right. TC: And then, as examples, say here are some options, now follow one that may work for you. It’s not that I’m actually developing a curriculum with this; what I’m trying to do is develop the framework structure so that we know, freshmen, freshmen level students need to be learning it at this point, sophomores cover this point and by the time they get to their graduating class or senior level there able to do these things. EDUCATOR 2: Right

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TC: Yeah, we should really see these intense environmental consequences of that student’s and understanding not just about materials but throughout the entire design process. It needs to be things in terms of site orientation, windows, how they place the building. They need to be you know verbal about how to discuss this. EDUCATOR 2: Did you go to IDEC this year in Montreal? TC: Unfortunately I was not able to. EDUCATOR 2: Okay, well one thing that IDEC students’ competition did you look at last year’s? TC: Last year’s? EDUCATOR 2: The one that did with sustainable modular housing? TC: Yeah I reviewed it briefly, so yes. EDUCATOR 2: One of the things I couldn’t believe was here we were doing sustainable design but it wasn’t site specific. I mean, I presented this year at IDEC about these issues. One of my comments during the Q & A of course I always get off on these topics, well my comment was I could not believe that IDEC was willing to put out a call, to put out a competition for sustainable design that wasn’t site specific and I said everyone knows since the time of Sim Van Der Rein’s Ecological Design and even Orr’s Design in Nature with nature whatever, that you have to do site specific design if its going to be sustainable, and that is a given thing you can’t do sustainable design in the can go anywhere basis, so I couldn’t understand why we even had a competition that did that. I was so the president was… oh dear you know. I really, I question how, what are these people are thinking. They clearly don’t understand the most basic principles. TC: It was very interesting when two of or fellow graduate students here at FSU presented their poster. EDUCATOR 2: What was it? TC: it was the tangible blog. EDUCATOR 2: Oh yeah, yeah, Graduate Student 1. TC: Graduate Student 1 and Graduate Student 2. EDUCATOR 2: hum TC: Yes, well they were told you know IDEC will eat you alive if you submit things in non-sustainable form you know etc, etc, etc. The Graduate Student 1 and Graduate Student 2 were both disappointed when they get there and everybody’s was on some type of foam-core or vinyl covered. EDUCATOR 2: Right TC: And I looked at both of them and I was like, look you consciously know that you did the better thing. EDUCATOR 2: Yes you made the right choice. TC: And they were like yes. EDUCATOR 2: That’s what matters. TC: But their thinking it may have hurt them in the competition and I am going even if it did. That’s fine, but you have this conscious knowledge that you did something that was outside the norm. EDUCATOR 2: Oh, right, and if they would have written it up you know what I’m saying. I know that sounds crazy but you have to write up like I submitted my

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dossier, for promotion and tenure last year and I made a, you know you have to bind this thing up and send it out right. TC: Right. EDUCATOR 2: So I made the copies and usually when people bind up a thing it’s a bunch of photocopies they put a plastic or acetate top on top of everything makes it look sharper right and I didn’t do that and my department head is oh don’t you want to put it I was no, I made a conscious choice to do less to not use plastic. TC: Right. EDUCATOR 2: And she’s like oh. But you know just little things like that are you the way you teach by example. TC: Exactly. EDUCATOR 2: And so there the problem is that we don’t communicating that example the model we’re being often enough so that’s the key to it and actually we have been trying to figure out how to green our studio project assignments not that you have to use an off the grid design so there no electricity or power needs but, but literally can you submit this model made out of cereal boxes or does it have to be a pretty Bauhaus like, you know, they started us on this crazy fantastic models made of beautiful materials process. So the question is you know, really are we doing the right this by perplexity that cause if you look around at what has been beautiful as a finish model has been a waste of material resources. TC: Yeah EDUCATOR 2: So can you make a finish model of found materials or materials that have already used been used for their original use and can you make it so that it has the same weight in terms of character appeal, visual appeal all the kind of things that it needs to have. We have been trying to figure out how to greener our studios so and that’s very tricky. TC: Yes it is. I think we are all facing that at some point. EDUCATOR 2: hum and you know accuracy of presentation in model form and that the other theory, oh golly, I’m off on my tangent but oh well, physical models are better teaching tools than a digital model. TC: Yes EDUCATOR 2: Because physical models can be seen no farther than arm length from you in their total field of vision are better teaching tools that digital representations. It’s a basic one, so the physical model is still really valuable. TC: Yes EDUCATOR 2: But how do you do it without wasting materials? TC: That’s where yeah that’s where we have to come up with a solution. EDUCATOR 2: It’s very tricky, very, very, very tricky. I would love to see stuff on how they manage to the keep pedagogical requirement and they have been able to do it with materials that are in second life or whatever, yeah I would love to see that. We don’t, we don’t know the solution; we keep trying. TC: Right, well let us know when you find it. EDUCATOR 2: Yeah we’re working on that. We try to reuse all the time but it’s really hard yeah, okay.

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TC: okay. EDUCATOR 2: I’ve taken tons of your time, I really do want to see what your end result is and I would be glad to share things and I’m sure all the other faculty will be glad to share. TC: I appreciate that, thank you very much ad you are definitely on the list to get this information directly from me and all the information I’ll be giving to Educator 1 and she’s giving that information to the task force. EDUCATOR 2: okay so that’ll be neat. TC: As I keep being told by Educator 22, don’t do anything until you get this completely submitted to the university. EDUCATOR 2: Yeah, exactly. TC: Get yourself cited. EDUCATOR 2: Then you send it out to people, absolutely, absolutely. TC: I have many people who are interested in this and I’ve actually, it’s exciting for me to understand to have that feedback so, actually I was doing 10 individuals, 10 phone interviews 18 people later I realized I can’t do more than 10. I don’t have the time allotment. EDUCATOR 2: Right, right. TC: So now I am having to tell people I’m sorry I can’t I’ve reached my limit. EDUCATOR 2: when will you be done? TC: I’m hoping to be, hoping sorry… EDUCATOR 2: You are collecting data now. END recording here, phone conversation turns into job possibilities and no longer dealt with thesis information.

Interview with Educator 3

TC: You are currently an associate professor? EDUCATOR 3: Yes TC: Is your school accredited by CIDA? EDUCATOR 3: Yes TC: Okay, what is the specialty area you teach in, studio, graphics, lighting, technology; those types of classes? EDUCATOR 3: Let’s see I start out with graphics with mostly the freshman and sophomore; then I teach some upper level studios. TC: Okay, how long have you been teaching interior design? EDUCATOR 3: You want through graduate school and stuff or just as I have been employed as a university professor? TC: We’ll do as a university professor. EDUCATOR 3: I have been for 13 years. TC: 13 years, and then of those years, how long have you taught about sustainability? EDUCATOR 3: 3 of 4 TC: 3 or 4

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EDUCATOR 3: My interest with sustainability goes way back to straw bale construction. I did that was interested in that at 80s, early 80s, and I’ve then kind of been involved with it all along, only teaching last 4 years. TC: Okay, and then what type of education or training in sustainability have you had? EDUCATOR 3: Mostly just seminars, reading, those kinds of things. It wasn’t required in my education at all. TC: Okay so like self taught EDUCATOR 3: Self-taught right TC: So what has motivated you in pursuing… motivated you in teaching sustainability? EDUCATOR 3: Well, I had said my interest was back in the 80s, always liked solar design, those kinds of things. Those have always been kind of fun to see this stuff come on and starting to mature. I guess all along my interest has been there so it motivated me. TC: Okay do you feel instructors should be LEED-AP to teach sustainability? EDUCATOR 3: Have to be, is that what you said? TC: LEED-AP EDUCATOR 3: That they should be or have to be LEED TC: Should be LEED EDUCATOR 3: In an ideal world, should be known TC: Right, EDUCATOR 3: I mean maybe your generation of educators coming out, that could be an expectation, because you have that opportunity maybe to do that, but there are ones out there now that’s a tough road. A lot of universities won’t pay for any of that. All of that has to come out of your pocket. There’s a time issue. Yeah I guess ideally that would be wonderful, but I don’t think there would, there would be people who did wonderful jobs without having that. TC: Okay thank you. What type of obstacles have you encountered in teaching sustainability or in developing your curriculum to teach sustainability? EDUCATOR 3: Keeping up. TC: Keeping up? EDUCATOR 3: Yeah, that’s the issue now I think, I mean you can, give the basics or at least in our program, we give the basics. We’re a small program so we can only teach it; we don’t have like sustainable II. You know we try to integrate it across the whole curriculum and bring them along slowly and talk about it all the time but it changes so rapidly even trying to keep up it really, really tough starting with this coming year we’re going to start teaching it across the curriculum and not really have a dedicated course for it. TC: Okay EDUCATOR 3: So we are defining in each studio, they kind of eight different kind of topics in all of this in all the studios. TC: Okay EDUCATOR 3: We kind of convert that way, so you get little chunks all the way through instead of one class, so we will start off with freshmen and work it that way.

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TC: okay, does your campus have any implemented programs of recycling or other types of programs such as that that you use as examples when you’re teaching? EDUCATOR 3: We have just been involved this year is getting a lot of that started, recycling is getting started, you know being a rural school; the city doesn’t even recycle much. You have to ship it too far to make it work financially we have been pretty excited the state requires all the state buildings that are built now and that includes the campus buildings now that will have to be LEED silver. TC: okay EDUCATOR 3: So it’s exciting, we’ve got one new building going up on campus that is in a couple, didn’t have, it was okay for construction before that law went in effect, but it’s just within a few points of being LEED silver so we can show them all those cool examples. TC: Okay, okay, do you feel sustainability is a vital part of an interior design, of an interior design education? EDUCATOR 3: I think it has to be done TC: okay EDUCATOR 3: I mean it, you know, we’re trying to figure out a way to a, how can we even try to offer a class or mentor students so they can work on getting LEED certified before they leave. You know doing that or trying to figure out how to do that, it’s new. It’s a new looking back with my limited, looking backward in time. It’s a new thing that everybody’s excited about, but when it becomes an expectation or just everybody’s doing it then what’s the next phase? TC: Right EDUCATOR 3: Yeah what’s the next thing in education so? Computers were 10 to 15 years ago, now it’s not a big deal, so it could be something new. TC: Okay what sustainability topics do you normally cover in you courses? EDUCATOR 3: with the freshman, we just do a lot of background stuff, so that we have them doing research on what does it take to make, to say if your carpet, a green type of product, and doing research on carpet, wind power, solar power, so I get the background there. Sophomore year we start in sophomore year for our school is all about the design process. TC: Okay EDUCATOR 3: They start will small design projects so they’ll start specifying simple materials. Junior year, we talk about LEED itself after we do class projects and group exercises where one group would do whatever and a group of the LEED that are working on if its are model or whatever, so somebody would do , somebody would do carpet, they’ll fill out the worksheet, select a group of a type of carpeting that the whole class has to use. TC: Okay, so you do make them fill out the LEED worksheets and till out that entire process? EDUCATOR 3: Yes we do, yep at that the junior level they become aware of that senior year then, senior year is thesis, TC: okay EDUCATOR 3: Some students are more involved with LEED that others, depending on what their interest are coming out of school. We’ve got some

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students doing like green international market square so she is heavily involved in the whole thing, we have others that do minimal. TC: Understandable, okay what type of sources do you currently use in developing your lesson plans or even your curriculum for sustainability? EDUCATOR 3: Oh at this point we kind of looked at the LEED guides and what would it take to be certified. Of just, giving them an awareness of all the different schedules, kind of that’s what we have used thus far and various textbooks out there we’ve gotten on to, kind of model it after the LEED certification exam, do you know how to do this and that. TC: Okay, What instructional or institutional resources could help you improve your teaching if sustainability? EDUCATOR 3: I think I talked about that before, that they should be LEED certified, yeah instructional stuff do students have access to those workbooks and stuff. It they want to be working on LEED certification before they get out of school. TC: Okay EDUCATOR 3: So having those kinds of resources available to the students and the university and you know they think they value this stuff and faculty, but they won’t help them to break cost. You know all that is done on your own, so release time so like you might get to teach your class or anything like that so for out campus, you know it’s getting the Physical plant director to even let us have recycling bins; just fighting that initial battle there is really important for us. TC: So it’s in certain cases its even getting started. EDUCATOR 3: Yeah, it’s getting started for it there’s lots of little pockets of it, little groups of students maybe doing it. It’s trying to get it implemented across the whole campus. TC: Do you feel that more research about sustainability needs to be done? EDUCATOR 3: That’s a loaded question. TC: Sorry EDUCATOR 3: Yes of course, I mean TC: What type of research? EDUCATOR 3: I mean we have a faculty here that’s been NCS, so she’s been looking at wall-covering and you take them right out of the roll and track how long did it sit. How long has it been since it was manufactured, so how long did it sit in a warehouse. What is it, how you pull it right out trying to do some of that real basic stuff. TC: Okay. EDUCATOR 3: I mean I built straw bale houses so I am involved in it. So yeah any research is key, it’s got to happen. TC: Okay EDUCATOR 3: And what least I don’ know how to partner it up with the Mon Santiao’s of the world and doing that is a tough one to break, baby steps. TC: okay baby steps, do you feel that sustainability within interior design currently is limited materials and product specifications? EDUCATOR 3: No, we try, we talk a lot about daylighting energy savings, you know, we try to talk a little about it more holistically of the built environment.

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TC: Okay, do you currently have access to show students a LEED certified building in your community or on the campus? EDUCATOR 3: Ah yeah we have the one on campus. TC: One on campus, do you utilize that in your teaching of [sustainability]? EDUCATOR 3: It’s not completed yet, so we can’t yet. It will be done here in a few months, so we will be from this point forward. TC: Okay, so next question, would you be willing to provide examples of course work to help in the development of curriculum framework? EDUCATOR 3: Yeah, I can see what we might be willing to TC: too kind of explain EDUCATOR 3: Like I say we go over the LEED stuff in junior studio and yeah we could do that, definitely do that. TC: Cause it basically it’s a framework utilizing it to show instructors okay freshman level here are examples of what some universities are doing, junior level…so forth. EDUCATOR 3: Yeah, no we can do that. TC: Kind of want to help instructors who are struggling trying to find, learn about sustainability and how to get that information to students. EDUCATOR 3: so okay, go ahead, that’s it. TC: That’s all of it. EDUCATOR 3: Okay now I got questions for you. TC: okay EDUCATOR 3: What are you finding; I mean do people think they need to be LEED certified to teach? TC: A lot of people actually say no, surprisingly all interviews, you’re the first person to day ideally it would be you know ideally would that would be great. Most have certain feelings passionately about LEED some pros and some negative. EDUCATOR 3: Oh yeah, There is always. It’s an organization; it has its good points and its bad points. TC: Right. A lot of them feel it has its limitations, it’s just kind of like a guide point and then we should be moving beyond just what LEED specifies or what LEED has and you know think of it in a more holistic design part process. Can we not think about sustainability in the sense of looking at the client comes up and asks for 5000 square feet house when the can actually you know get what they need in a 2000 square feet house, so. EDUCATOR 3: Yeah, we talk a lot about that with freshman with that so it’s like okay what do you really need? TC: Right. EDUCATOR 3: Yeah. TC: Sorry, and that’s how they want to approach it, at least most of the instructors, that’s what they wanting to do. They think it’s great if someone is LEED-AP, some of the ones I actually spoken to are LEED-AP however they don’t feel that it should be a requirement to teach the course, so.

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EDUCATOR 3: With the amount of educators available you know it’s going to be dang near impossible. Yeah you want to be NCIDQ, want them to have a PhD if possible, but that pool of people is incredibly tiny. TC: And getting smaller. EDUCATOR 3: And getting smaller, that’s right. So you look at the list of people looking for people a hundred openings long. TC: Yeah EDUCATOR 3: So you’re trying to figure out how do we bring business people in you know the paradigm into do some of this and universally don’t like that. TC: Yeah EDUCATOR 3: They don’t so TC: Academia may have to make a change in how they approach the design community of how they approach designers and how they want educators. EDUCATOR 3: Yeah, a lot of schools flood there adjuncts and I don’t think that’s the greatest solution for the students. Their offering consisting over time and someone on the tenure track can offer. It’s great for oh yeah we want to do healthcare, are we to bring in the person to do a health care studio or something–so I don’t know. So what do you guys do at FSU with sustainability stuff that you teach is a class or across the curriculum? TC: We do it we do have an elective course that’s offered every other semester for the most part usually it’s just in spring that covers the basics like the full understanding of sustainability, however across the curriculum, especially in the studio courses and in some of the freshman level design fundamentals courses. They cover material but it’s not like all about sustainability the kind of important in such a way that studios don’t realize their being taught about sustainability I should say, I mean their learning the process, they’re just not understanding and that its being beat over the head with it. Guess you could look at that way because a lot of students will come to me, they know that my thesis is on sustainability and how to even put it into education. And they ask hundreds of questions every week about is this product good, is this product not good. What do we do and I sit down and ask some questions. I don’t tell them a yes or no answer, I will just sit there and ask them questions and by them answering their own questions. Answering these questions, I go back to them and say I think you just answered your question about that product or about this layout or. EDUCATOR 3: I do very similar things. You know it’s like you are to make up your mind when you are going to draw that line in the sand. You could be the ultimate sustainable person and never have a client or you have the client comes to you and just flat out doesn’t want it. What are you going to do? There are all those ethical things to figure out in each job, how it’s a moving point. TC: Exactly, I think part of it is we as designers have to approach it accordingly to each client and understand some may not want the whole aspect of well its green design or environmentally designed, but we as designers have to know our products well enough to know okay we’re looking for something durable, looking for something that will do this and it’s a green product whether the client is asking for it or not. If it’s suitable can we still not utilize it, the client need not know oh it

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has all these great environmental benefits if they don’t want to know, then they don’t have to know. EDUCATOR 3: And that goes back to my point, yeah that goes back to what I said before about in the next 10 years every product will be green and then it want matter. TC: Correct EDUCATOR 3: Then because anything that you spec should work, so yeah things go back to is it durable, is it appropriate material and appropriate place and appropriate client. TC: Right. EDUCATOR 3: And then it won’t matter. TC: Correct, so I think ultimately where I see education somewhat lacking in show the students what questions to ask or at least presenting them the information and saying you need to be asking these questions of your builders, of your contractors, of your manufacturer and get them on track with what we are trying to do in the design community as well as and of course architectural community. EDUCATOR 3: Yeah, interesting. TC: Pushing for LEED or sustainability aspects of things. EDUCATOR 3: Interesting yeah TC: Because it’s really not just about the products, it has to be looked at from the beginning, it has to. EDUCATOR 3: It’s not about the products at all to me; it’s about the design process. TC: Yeah, right and that is… EDUCATOR 3: How do you get to that decision, how do you narrow it down to that’s the product to use? TC: Exactly. EDUCATOR 3: That sounds great. TC: and that’s where a lot of students are lacking at the moment from what I have seen. EDUCATOR 3: Oh well it’s, they don’t know enough you know it’s… TC: It’s still somewhat new to us as well at this point in the… EDUCATOR 3: It is very new to everyone, it’s and the students don’t have enough design experience, real world design experience whatever that means, to look back and to know oh that’s the question to ask. They’re just trying to survive. TC: Right EDUCATOR 3: Yeah, it would be interesting so we had our first green conference where we brought in Penny Bonda and those kind of stuff in 1997, 10 years ago, so come a long way since then. It will be interesting to see where it comes from there. TC: Well it’s definitely reaching its pentacle I mean if they are going to advertise green design on basic television you know that someone is aware of something going on in sustainability.

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EDUCATOR 3: Yeah, I’ve been kind of excited about that, so then these the greenwashing issue, but we won’t go there. TC: Yeah, we have to educate them about that as well. EDUCATOR 3: Yeah, kind of like the internet when it first came out, you had to learn about where to go or research information. It will come along. TC: Oh definitely so EDUCATOR 3: Okay anything else? TC: I think that has covered everything so. EDUCATOR 3: Yeah, excited about what you’re doing. Wish you luck. TC: Thank you. EDUCATOR 3: I guess that’s it then. TC: Yeah, EDUCATOR 3: Okay. TC: Thank you so much for your time and effort on this EDUCATOR 3: You’re welcome, okay.

Interview with Educator 4

TC: Okay, What’s your current teaching position, assistant professor…? EDUCATOR 4: I am the coordinator and assistant professor. TC: Okay, your school is accredited by CIDA? EDUCATOR 4: It is not. TC: It is not. EDUCATOR 4: No, they have never gone for it. I came here to take this program towards accreditation, so we, our CIDA visit next spring, so it’s already scheduled. TC: Well good luck with that. EDUCATOR 4: Thank you. TC: You are most welcome. What is your specialty in the teaching areas, studios, graphics, technology…? EDUCATOR 4: Definitely studio. TC: Okay. EDUCATOR 4: lighting, based on my background green is definitely a specialty area, and service learning such as economically sensitive issues and sort of learning issues, commonly based issues. TC: Good to hear. EDUCATOR 4: yeah. TC: how long have you been teaching interior design? EDUCATORS 4: 5 years, hum. TC: 5 years okay, and of those years, how many have been about sustainability or have you developed into teaching sustainability? EDUCATOR 4: We revamped the program 4 years ago and we made a very conscience effort to incorporate sustainability holistically throughout the curriculum rather than a course that features it. TC: Okay.

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EDUCATOR 4: So it comes up in every course I teach. TC: Okay, good to hear, so about 4 years approximately? EDUCATOR 4: Yeah TC: Okay. EDUCATOR 4: And I would say that is consistent with several of our faculty members. TC: Good to hear, what type of education or training is sustainability do you have or currently taking? EDUCATOR 4: I’m LEED-AP. My background began with a frustration about the values within our profession, and a lucky situation with a client in Chicago in the late 80s/early 90s who wanted a green restaurant. TC: Nice EDUCATOR 4: Yeah, so I got experience early on as to what this means and before the products were on the market, the answers in the book. So realized that I was finally sleeping at night with what I did for a profession and what my values were as a person connected those. So I have tried ever since then, to make sure that it is part of what I do. TC: Great to hear, so kind of a question off that is what motivates you to teach sustainability? EDUCATOR 4: Just knowing, well knowing two things. Knowing that, you know in the future for our students, I mean, it’s going to be the only design we have. There’s not going to be another option. But that shouldn’t be the only motivation. The bigger motivation is just our connection to the larger, you know, planet, basically. Knowing that it’s the right thing to do, so for me it’s a value system, it’s beyond a marketing tool, it’s a value system. TC: Right, okay. Do you feel that instructors should be LEEP-AP to teach sustainability? EDUCATOR 4: No, no necessarily since LEED is just one qualifier and it really is one system and there plenty of arguments for it pros and cons. TC: Okay EDUCATOR 4: So, no I don’t think that’s a qualifier for that. TC: Okay, what obstacles have you encountered in developing your program in teaching sustain... towards teaching sustainability? EDUCATOR 4: Okay, I think the complexity of the issue is really difficult to get across to students. TC: Okay EDUCATOR 4: I haven’t necessarily found a textbook yet that keeps it a basic level of understanding. So, luckily coming from a practice background, I am able to say here’s the situation and you know you need to weigh all these factors. There’s not one answer to this situation and there is not on method, there’s several, you know, ways to look at it. So, I think it’s really hard right now to find the right textbook that talks about the issues in the right way. TC: Seems to be what my research is showing. EDUCATOR 4: Yeah, it’s such a complex issue. TC: It really, especially when you it spread across the curriculum. EDUCATOR 4: Yeah

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TC: And have it in many locations. EDUCATOR 4: I mean, we can’t just talk about materials, but if we talk about materials, you know you can’t look at a textbook and go great, bamboo is great. Well it’s being shipped from Asia. And so it’s just so complex on so many levels that I just have had to find other strategies to teach it. My own handouts and most of our kind of lectures and you know pieces from here and pieces from there to meet the needs of it really. TC: Good to hear, alright, does your school currently have any implemented as for as programs that sponsor sustainability or promote sustainability on campus and if so do you use this as a teaching example? EDUCATOR 4: That a really good question, this university is an extremely green university. TC: Okay. EDUCATOR 4: On, from many, many levels and becoming increasingly so. I’m actually on a committee called the Renewable Energy Initiative, it’s a student driven initiative a few years ago where students rallied and said we want 5 extra dollars taxed on our tuition to go towards renewable energy every year and it passed by like 90 something percent. TC: Wow EDUCATOR 4: We are being used as a model on other campuses and I am actually now a faculty advisor on that committee. You know that’s an interesting question. I think that one time I connected it was to help that committee get promoted so they could get votes to pass again, so allowing them access to our classroom and to educate our students about bigger global issues. But I think I could look for more opportunities to that direction too. We are aligned with a couple other programs within our department that have a very strong environmental and energy conscious focus. TC: Okay EDUCATOR 4: Where so you, we kind of do it in that direction of in culmination with the course that we require, you know in this other programs as well. TC: Okay EDUCATOR 4: Like our building science program, we have a pretty unique program within this department called which is all wind, solar, and micro hydro like that. So they are right across the hall from one of our studios so yeah. TC: Okay, sounds like its being approached holistically there so that’s good. EDUCATOR 4: Yeah, and really one of the reasons I came here to a non- accredited program and things like that I wanted to build the program up to another level, but it was an attraction coming to this university just they had such an effect in these areas. TC: Good to hear, so kind of a dumb question here but do you feel sustainability is a vital part of an interior design education? Hello… EDUCATOR 4: 110% TC: 110% laughs EDUCATOR 4: Yeah, you know it’s imperative. TC: what sustainability topics do you normally cover within your courses?

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EDUCATOR 4: In my courses or the program’s courses, or? TC: It could be either or, or both. EDUCATOR 4: Students are also required to take their building [kinds] cause which deal a lot with house materials and some of the bigger specifically in our program, I think it’s good that we don’t stop at materials. We start with the big picture issue of smart planning so that you use less walls and less partitions just less materials used. Guess the way I start it out is the first thing I say to them is you got reduce, reuse and recycle pyramid, which one is most important? Well reduce, if you reduce you don’t have to reuse or recycle. You know, reduce the amount of materials you need to use in a floor plan, reduce your foot print for a floor plan so your client can lease less space. Blah, blah, you know, once you got that, then these other things, you know, letting them know that in practice a lot of the time there are theories that if you are doing green interior design, means just picking the right materials and that’s not where it starts. This is where it finishes, so practically we touch on a lot of different things. So it’s from space planning, to materials to conceptual. Being a lot of levels, daylighting, lighting issues, energy efficient lighting, at a lot of levels. TC: Okay, what sources do you currently use to help develop your lesson plans on teaching sustainability or how you implement them into your other class work? EDUCATOR 4: The main sources I use are some of the checklist from Environmental Building News. TC: okay EDUCATOR 4: Talks about the bigger picture and I like the way it’s laid out better than some of the big textbooks on it. The textbooks out there are typical ones, are more of a supplement to the issue rather than the main focus basically. TC: Okay, EDUCATOR 4: So, I use yeah and certain websites to so definitely. TC: Okay, EDUCATOR 4: I use Environmental Building News, and certain websites really are some of the body I use more often. TC: Great to hear, sorry taking notes as well as recording. EDUCATOR 4: No problem, no problem. TC: Okay, ideally what institutional resources, excuse me, instructional or institutional resources could help you improve the teaching of sustainability on your campus? EDUCATOR 4: I would really like to get us a subscription to Environmental Building News’s Building Green Sweets for so all the students have access to it and I just need to push that issue harder and we’ll have it. I think it’s a great resource, you know, we do keep great periodicals here as a resource and we do make textbooks available in at least, in two locations as a resource. One thing I really want to do with our program that’s an initiative underway is to have a center that’s open to the community and have some of our students staffing it and answering questions to you know homeowners trying to make a decision about, make a good decision. We’ve got a population or a demographic in this area that would be very interested in educating themselves a little bit on these

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things, so we are working on a proposal for a center and that area might be a product of that center so and that will also help our students as well. TC: That does sound very interesting, okay; do you feel that more research about sustainability or sustainable design needs to be done? EDUCATOR 4: Absolutely TC: Any particular areas that you think that need to be covered? EDUCATOR 4: Luckily we have had some good things come out in the last few years, like daylighting studio and its effect on test scores and things like that; finally getting quantitative things. I think that the students, because of the complexity of the issue of selecting materials; it’s so complex, students have a really hard time laying out the options without a simplified life-cycle assessment tool or things like that. I think a lot of those tools out there are somewhat complex still and there isn’t necessarily a standard. So I think , that’s these real opportunities in those areas about you know wouldn’t it be nice if there was some type of database where you punch in well thinking about using this flooring or this flooring, give me the pros and cons environmentally or something like that, or nutrition labeling for products ideal. TC: Okay, definitely interested in that. Okay, do you feel sustainability currently within interior design programs is usually limited to only materials and product specifications? EDUCATOR 4: I am a site visitor for accreditation and I see it for too often and it’s not really incorporated holistically. It’s kind of up to that one faculty member who has knowledge in it; who might happen to teach materials and such. you know, in one of the materials and finishes books, it’s like a page or two at the very beginning of the book and that turn of where it stops and that’s really unfortunate, because even if your client isn’t asking for it, I use the backdoor philosophy before where I might show them this sustainable material even though they haven’t asked for their project to be sustainable. I might show them this green material and they fall in love with it as a material and I haven’t sacrificed cost, durability, or anything else that they have asked me to do. It becomes a real win/win and so it’s not just about when clients asks for it either. TC: Right. EDUCATOR 4: And so I think students see it as two pages at the beginning of a material and finish book, and that’s not woven in holistically either, so I think that we’re in that in between transitional time where programs get it and are starting to do that with the issue. TC: Okay, good to hear. Okay, do you have access to show students a LEED certified building on campus or either anywhere in the community and do you use this as a teaching tool if so? EDUCATOR 4: We do not yet, but we will in the very near future because our students actually worked on High School A project for our county and our students work directly with the county commissioner, the school, the architect and we did research, design guidelines, then we did design responders for prototypical areas, and a lot of our ideas are being incorporated. It is suppose to be a LEED silver if not gold and it should be completed in about two years. TC: Nice

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EDUCATOR 4: Our campus finally just got in line with our academic programs which have been very green and luckily now it’s got in the direction of mandating new buildings go towards LEED so that has not been a rich research in this area but it’s about ready to explode. TC: Goof to hear. EDUCATOR 4: In our community because it aligns with the community values and demographic values of this area too so it’s about time. TC: Okay, good to hear, last question. Would you be willing to provide examples of your course work in the development of a curriculum framework? EDUCATOR 4: Yeah TC: Okay good to hear. EDUCATOR 4: A lot of ours have been individual basis like the High School A project. Where it’s not like a project that I write each semester that has strategic issues with green. It was more a result of the nuance of that one time project so it might not be as applicable because it was directly related to that one project. It might not be as applicable resource for all the faculty to use it as a model for a project thought. TC: Well it’s up to you, its purpose is to kind of a framework, then provide examples of what existing universities or schools have done and in showing these are the possibilities of what you can do. EDUCATOR 4: I have a project in particular that provides the best example. TC: okay. EDUCATOR 4: Yeah, a really short term charrette project. TC: That sounds like it would be great, so well I, that’s all the questions I have unless you have anything else that you would like to shared I think that will conclude our interviews. EDUCATOR 4: Thank you for tackling the issue and I am sorry I wasn’t here ready. TC: Don’t worry about that, Thank you very much Educator 4 and you have a great day. EDUCATOR 4: Okay TC: Thank you. EDUCATOR 4: Take care, Tommy. TC: Bye, bye. EDUCATOR 4: bye.

Interview with Educator 5

TC: Hello again, may I ask what your current teaching position is at your university, assistant, associate..? EDUCATOR 5: I’m a full professor in Interior design and director of the Graduate program. TC: Okay, good to hear, and your school is accredited by CIDA?

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EDUCATOR 5: Yes it is, we just got our announcement last week that we have been renewed for 6 years. TC: Okay, that is good to hear. EDUCATOR 5: We are happy. TC: Those are always the rankings you want to hear, so 3 years is great, 6 years is the best. EDUCATOR 5: That is right; we have it over with for 6 years. TC: Good to hear. Congratulations on that. EDUCATOR 5: Thank you. TC: May I ask what your specialty in the teaching fields are, studio, graphics, technology? Anything that you like. EDUCATOR 5: Probably the working with the master students in Research methods and theses. That is what I have really been concentration on the last 5 years or so. Sustainable design and Universal design before that topically. TC: Okay, good to hear, how long, may I ask how long you have been teaching interior design? EDUCATOR 5: 1983, 25 years TC: Wow, That’s an impressive long career. Thank you for your years of dedication to the teaching of interior design EDUCATOR 5: It’s been a lot of fun. TC: So of those years, how many have you used in teaching sustainability? EDUCATOR 5: I really got fully involved in it in 1998. Before that I was really focusing on universal design and that kind of grew into sustainable design through people with multiple chemical sensitivities, and asthma, and allergies. And thinking about the indoor environment and how it protected them, and what we needed to do in terms of universal design. Then we started looking at green design and protecting the interior environment then it grew to protecting, protecting the global environment and looking at sustainability and the whole environmentally responsible paradigm. TC: Good to hear. So, yeah, I do see how they are greatly connected so thank you. What type of education or training in sustainability have you had or currently taking? EDUCATOR 5: I’m LEED accredited, I went to the EnviroDesign conferences, the second one that they had started in 1999 and then have been going to Green Build for the last 4 years. TC: So any specific books that you have used in that process as well? EDUCATOR 5: Yes, quite a few, I just finished a book for Wiley, so in the doing the research for that, I looked at most of what’s been published. When I started in 1998 to get fully involved, I was given a two year release to serve as associate dean of our college in order to design and get us moved into a new building. And it was to be all environmentally responsible design demonstration project, and in 1998 this was still all very new. TC: Yes EDUCATOR 5: And so it was quite a research project to find the materials that needed and to do the research and getting things specified then installed. Kind of a trial by fire.

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TC: Well, I then gage that was the only way it was working at that point, I‘s sure, so.. I was still noticing in my research that there’s still limitations as to what I can, based on what I am looking for so. EDUCATOR 5: That was before the Greenwashing, that was when no one knew what I was talking about, ask about a green product and they wanted to show me the green colored products. TC: Yes, Back actually when green was and actually meant the color. EDUCATOR 5: That actually happened with reps. TC: Good to know, so may I ask you what motivated you to teach sustainability? You stated evolved from teaching universal design so. EDUCATOR 5: It did. My evolution came that way, but the turning point was this opportunity to do the new building and my dean knew that we had a faculty member with multiple chemical sensitivities and if she got into an environment that was toxic to her, she would have brain swelling and lose conscience fairly quickly. It happened several times while she was teaching. So we knew we had to be very careful about the environment for her. And are you familiar with the canaries in the mines? TC: Yes ma’am. EDUCATOR 5: Well my dean wanted to kind of use Educator W as a canary, that if we could create an environment that was safe for Educator W it would be okay with all of us that had allergies, and asthma and or just uncomfortable in a new environment that made our throats hurt or our noses run and our eyes itch. TC: Right, common Sick Building Syndrome, so okay. Do you feel instructors should be LEED-AP to teach sustainability? Do you feel that would be a requirement for instructors to teach sustainability or do you feel that they can teach it without having that accreditation process added to them? EDUCATOR 5: It is a good starting point and at the time LEED-AP from when it started it was only, the only thing out there. Now there is a lot more attention on interiors. LEED-AP even contract interiors does not focus as much on the interiors. There is still a lot of architectural and engineering in there. You still have to do more that LEED-accredited interiors and even contract interiors to have an environmentally responsible interior. It is a starting point; it’s no more than that. TC: Okay, good to hear. Here is the question I am sure you will enjoy answering. What obstacles did you, if any, in developing the curriculum for sustainability and incorporation of sustainability into your courses? EDUCATOR 5: Well as I mentioned in 98 it was new, so I was really starting from scratch. When I talked to the reps about their products and they really didn’t know what I was talking about, but they would go and talk and check with the corporations, because it was a big enough project, that they wanted to put n a bid. They actually found out they actually had research engineers that were doing work in this and in many times the corporations’ product actually had environmentally responsible characteristics. But the reps weren’t told about it and they weren’t marketing it because the manufacture or at least the people in sales thought that if they told architects and interior designers that the products were green, that it would be less desirable. People would think it was not as

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durable, that the lead times were longer, that the color range wasn’t as great, that it was an inferior product and so even when they had products that were green or sustainable, they weren’t telling anybody about it. They were not using it as a marketing tool. But when we actually checked with the research engineers there was really quite a bit done. And that of course as LEED came on, GreenBuild came on, EnviroDesign, more people got on the band wagon turned into the whole greenwashing problem that we have now. TC: Good, yes it is definitely out there, so teaching students this is always going to be the issue. EDUCATOR 5: Most of all, we have them do their research; this is just research in a different area. TC: Exactly, one of my biggest things that I teach students, when I present to them, it’s like researching everything else, all you products. Research it as much as you can before you just put it into an environment. Don’t settle for what the manufacturer tells you. Know what you are putting in. EDUCATOR 5: So when you are actually looking at a product and trying to take its life cycles so you can determine how close it is to cradle to cradle. You are going to run into barriers and I think students find that frustrating. And they expect all the information to be out there and available to them and when they hit the stone wall it’s frustrating. TC: Yes, very much so. So, continuing survey, do you, sorry. Does your school have any implemented sustainability programs across campus and if so do you use this as an example when teaching your sustainability courses? EDUCATOR 5: The Environmentally Responsible Demonstration Project that I mentioned earlier is a wonderful class field trip, and that it’s right on campus. We don’t have to arrange transportation. TC: Correct EDUCATOR 5: The school hasn’t been very much involved in sustainable design or even sustainability initiatives until very recently. We have a new Director of Physical Plant as of July and a new Provost and President. The three of them are all very much interested in sustainability and are starting to get the wheels turning on campus. There is a new campus wide committee that I am working with that is multi-disciplinary that is developing a proposal for a center that would go in April. And the intent is to pool people, information together from all over campus because we know lot of people are doing things, but everybody is in their own little silo, so that we can use it s a center for ideas for teaching. We might involve classes, certificate programs, graduate programs, research grants, and outreach; that kind of thing, so it is still new on our campus. TC: Sounds like what we are doing here. It is getting there. It is slowly taking shape, okay, so do you feel that sustainability is a vital part of what interior design education should be? EDUCATOR 5: Absolutely TC: So what sustainability topics do you normally cover within your courses? EDUCATOR 5: Well we start with the big broad picture globally and why it is important and why now and then we look sort of the history. People think this is a very current movement, that all got started in the late 1990’s or early 2000, and

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that when we looked back, people have been screwing up the environment since before the caveman. TC: True EDUCATOR 5: So if we actually have a long history of the man/environment interaction which is my own research paradigm. My doctorate is in environment and behavior, so that while theoretical framework is very important to me. TC: Good to hear. EDUCATOR 5: Then we move on to looking at particular parts of the interior environment, we look at lighting, we look at energy efficiency, we look at HVAC, we look at Indoor Air Quality, we look at particularly product specifications and the impact of all those; looking at that after we start looking at the products. How do we evaluate the products, looking at the different certification and evaluations programs, so it is a pretty comprehensive overview. TC: So you do start with the broader picture and work your way down. Making them aware of that part of the process goes back to influences the big picture. EDUCATOR 5: Right, everything that we do is connected. TC: What sources do you currently use to help develop your lesson plans on sustainability? EDUCATOR 5: What courses do I use…? TC: What sources? EDUCATOR 5: Okay TC: Sorry EDUCATOR 5: (sighs) TC: Internet sources? EDUCATOR 5: It is a little hard to answer in that I use the research I used in the book. I wrote about half the book myself, about 7 chapters and the other 5/6 chapters are edited by other IDEC members. So they have been tremendous resources, in terms of the lighting design, indoor air quality, material and products. TC: So you are sharing this information back and forth with each other and kind of building from that. EDUCATOR 5: As we developed the chapters, this is a textbook, we developed the chapters that gave all the resources that we need for our own classes. We just taught a section at the last IDEC conference on how to teach sustainable design and that was sort of the structure that we used. But these are the big topics and these are some of the topics some of the resources we might have we shared the bibliography for each of those chapters. TC: That is good. Was this in Montreal? Hate that I missed that conference. EDUCATOR 5: It was a very snowy conference. TC: Sounds like I would have learned a lot. EDUCATOR 5: You would have, everybody stayed in and out of the snow. TC: Okay, good to hear. Ideally what type of institutional, excuse me, instructional resources could be helpful in improving the teaching of sustainability? EDUCATOR 5: Instructional resources, what to do with the sample rooms is a big problem. How do you make those products available to students for their

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projects in other classes? It is difficult to maintain a resource room to begin with then to maintain a green/sustainable resource room gets you into is this an alternative resource room, is this integrated into the existing one and if so how do you mark these products? Do you eliminate all of the other resources except for the green/sustainable resources? So that students recognize that this is the product base that should be working with, how do you work with other faculty who are just beginning to recognize the importance or even those that don’t recognize the importance? It’s still new enough that a lot of those things are issues with individual programs. Do you introduce it as an individual class or do you integrate into every class, and if you have an individual class is it early, is it mid, it late? Where does it come in the students program, but at this point still learning by seeing and learning by doing is an important part of it. So that if they can see interiors that are environmentally responsible, yet it is so difficult to get students out on field trips usually takes longer than a class period and you run into interference with other classes and transportation and the whole issue but really getting them into a building where they can see what is happening is the biggest learning tool that we have. TC: That is cool. EDUCATOR 5: Talking with the architects and designers of that building about what they did, about what they wanted to do and weren’t able to do. What they did not think about. TC: Or things that they would have differently now that they know. EDUCATOR 5: Or we get back to the class, things that they could have done if they would have thought it. TC: Yeah that makes since. Some of those questions are actually things I put into my survey that I submitted to IDEC members, so I am waiting to see what the results of that will be. EDUCATOR 5: That will be interesting. TC: So, I am hoping to, trying to share that with Educator 1 and the Sustainability Task Force; so that they can take that information and share it with the other IDEC members. EDUCATOR 5: We look forward to seeing that. TC: Okay, A few more questions and we can finish this up. Do you feel that more research about sustainability needs to be done? Specifically interior design and its role in practice and its role in sustainability and how designers should be aware of that. EDUCATOR 5: Oh absolutely. Its father for many, many, many research projects at this point. Not only looking at the narrow perspective of how do we identify the products and how do we look at the whole cradle to cradle paradigm. How do we implement that into an interior environment to how do we impact what is actually is manufactured, what’s sold, what’s installed, how do we affect how it’s going to be used and maintained? And how do we see that at the end of its useful life that it actually is recycled and it doesn’t end up in the landfill even though it’s recyclable? Where does the interior designer’s responsibility end? looking at how designers are actually, what there actually doing after they graduate what they are actually doing in the field? How are they implementing

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what they know, are they able to implement what they know and what are some of the barriers that they are facing in trying to environmentally responsible? Even the vocabulary is still a big issue when you read the literature. May people don’t define their terms, so you are not quite be sure how they are using them, and if they do define them then everyone sort of has their own definitions. I had one graduate student who thesis was to look at operational definitions for green/sustainability. What we decided on for the book was that green design would deal with the microenvironment with their indoor environments and what they affect of sustainability on people’s health and well-being and that sustainability would be the big picture the macro picture looking at the planet’s health and well-being and that if we combine this micro perspective of people’s health and well-being and the macro perspective of the planet’s health and well- being, by combining green and sustainable then we were looking at environmental responsibility, the big picture. And that has sort of helped us as we go through the literature to know, figure out where it is focusing, what they are talking about even if they are using the words differently. That is really had for beginning students as they read, because aren’t using the terms the same way. TC: Yeah I noticed in my research that was part of the issue that to get a clear definition of sustainability and green and of course understanding of that the holistic aspect, where it is coming from with other, disciplines outside the Interior design in helping me with the interior design or how they meet with interior design that understanding of global definition just not there. Sorry, do you feel that sustainability within interior design currently is limited to only materials and products specifications. EDUCATOR 5: No it’s really the big picture; it’s the whole life cycle of the product and how the product is used and abused and maintained and then what happens to it after its useful life. It is not only the product, it’s the systems that the products are a part of s we are not only looking at the toilet we are looking at the toilet as the whole water consumption of the building is can is involved and beyond the building what happens to the waste water in the community and where does the water come from; from the fresh water, the potable water, come from? It all ties back to the big picture, you can’t look at any one thing in isolation. TC: Okay a few more. Do you have access to show students a LEED certified building on campus or nearby in the community? If so do you utilize that within your curriculum or within your classroom? EDUCATOR 5: Yes, State A is lucky enough to have quite a few LEED accredited buildings. We even have a couple of the homes that have been accredited under the pilot program. The U.S. Green Building Council has a City X chapter and so about every other month they have a tour to a LEED certified building. The IIDA chapter here is very much interested, so they have several a year of their meetings that are in LEED certified buildings. So for the students that want to get involved these opportunities are there. It is very difficult to get students off campus for field trips, but large class of 30 students just because of the logistics but for small graduate classes we spend a lot of time traveling to different sites and talking with designers and architects.

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TC: So it is really up to each individual students what they want to get out of that if they choose to go or not as for as undergrads? EDUCATOR 5: Many of them have constraints, many of our students are non- traditional students so they have families, they have jobs, they are carrying a full load so they have to make arrangements to get out of their other classes, so it’s not easy. TC: I have been there understanding that so, last question and this is more of a request and you know would you be willing to provide examples of course work or any curriculum development created to maybe in the development of a sustainability framework or curriculum framework so it could be shared with others? EDUCATOR 5: Yes, I could send you the materials that we used at IDEC for the seminar on teaching sustainable design. TC: That would be great. This would be a starting point to get other information to other individuals that may need it. EDUCATOR 5: Now, Educator 1, Educator 22 and I did that. I can ask Educator 1 to send that to you. I have your email address, so. TC: Well Educator 5, thank you very much. Is there anything else that you would like to provide or anything you see that I may have missed with my research questions or do you have any questions? EDUCATOR 5: Are you interested in teaching? TC: Yes ma’am, actually I am, that is my main reason I came back to get my MFA. EDUCATOR 5: Oh that is wonderful; one of the big topics at IDEC was this incredible shortage that we have of incoming interior design instructors to take the place of all us Baby Boomers who are retiring. So it is really exciting that someone is interested in the whole issue of environmental responsibility is interested in teaching. TC: Well it, I have about 7 years of experience professionally mostly with commercial design, kind of got tied into an adjunct teaching position when I was in Mississippi. Fell in love with teaching, stayed with that as an adjunct position for a year, then a full-time position became available. I went from there to the full-time position and decided if I really wanted to do this that a private university/school was great but mainly wanted to see myself doing this as a career so to do that I was looking at a research university or something of that nature; so it prompted me to quickly resubmit my application to Florida State and get my graduate degree and this is where I am and I am finishing up so. EDUCATOR 5: Oh that is wonderful. TC: Sustainability kind of came to me blindsided. I didn’t know anything about it when I started the program. I heard about LEED and had heard about the USGBC but that was those idol conversations and understanding of systems furniture. And how it worked with it and stuff like that, but never really had actually seen what it was. What sustainability was incorporated and once I got here and it opened my eyes, starting noticing students were having a hard time understanding what it was. They thought it was a new thing. What it was and how it was to be used so it prompted me really quickly how do we educate these

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students and how do we get them this information into their hands. So it kind of tied the sustainability and education together for me. EDUCATOR 5: Wonderful TC: Well thank you Educator 5. It was a pleasure talking with to you and getting this information and if you have any questions or comments or feel that you need any additional information that I need feel free to contact me via email and I will be more than glad to answer any questions or take that other information. EDUCATOR 5: Thank you for the opportunity to participate.

Interview with Educator 6

EDUCATOR 6: Let me straighten out my phone cord TC: You are aware this is being recorded correct? EDUCATOR 6: Yes TC: Okay, making sure let me know when you are ready. EDUCATOR 6: Okay TC: Okay, start with some simple ones. You are currently an associate professor or associate professor? EDUCATOR 6: Assistant. TC: Assistant; and your school is accredited by CIDA? EDUCATOR 6: It is. TC: In what areas is your specialty in the teaching field, graphics, studio? EDUCATOR 6: Personally, advanced design studio, building systems, lighting, and materials and methods. TC: okay, EDUCATOR 6: Oh, and construction documents. TC: Can’t forget those, okay how long have you been teaching interior design? EDUCATOR 6: Full time, for four years. TC: Four, and then of those years how many have you been teaching sustainability or about sustainability? EDUCATOR 6: Actually started my first year full time so four years. TC: Okay, what type of education or training in sustainability have you had or currently taking? EDUCATOR 6: Personally, no formal training TC: No formal training EDUCATOR 6: I guess you could say I’m self-taught. TC: Sometimes that is the best way. What, what’s your motivation behind teaching sustainability? EDUCATOR 6: To educate the students to the power that they have to change the way things, the status quo, and to leave somewhat a legacy of students that have a mindset that me going to go out there and try to help correct things, change things. TC: Okay EDUCATOR 6: It’s important to me on a personal level, a professional level. We obviously get to do that as well.

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TC: Okay, do you feel instructors should be LEEP-AP to teach sustainability? EDUCATOR 6: No. TC: Would you give any reason why for that answer? EDUCATOR 6: I, I think LEED is important. AP, LEED-AP is important and then it’s influence on the construction industry, but on sustainability, we kind of go beyond just the built environment which even then a lot of other issues out there, global issues that LEED doesn’t address. TC: Okay, what obstacles have you encountered or did you encounter in developing your curriculum for sustainability? EDUCATOR 6: lack of local role models, I guess. School G has been very slow to embrace the issue of sustainability and we’re a small Mid-western town out in the middle of nowhere so it’s not. LEED is, was when it first came out it was really strong o the east and west coast, it has taken a while to get here. TC: Okay, any other obstacles, lack of resources or anything of that nature? EDUCATOR 6: No, I don’t think so. Given the age of the movement and the internet has been the most helpful tool. TC: Okay, so you briefly mentioned that School G was kind of slow in embracing sustainability; do they currently have any programs or sustainability programs implemented on campus? EDUCATOR 6: Yeah, they are starting to do that now, whereas of I think, School Q is are pushing that campus, I think they are the ones, there’re like looking to take the campus completely off-line. They are real visionary in terms of in that regard. TC: I’ll see, look into that. Do these programs help influence the way you teach sustainability? EDUCATOR 6: The ones on campus? TC: Yes EDUCATOR 6: No. TC: No okay, do you feel sustainability is a vital part of interior design education? EDUCATOR 6: Yes TC: what sustainability topics do you normally cover in your courses or your classes? EDUCATOR 6: Everything from green materials, alternative energy sources, alternative lighting sources, the perils of over-consumption, let’s see rec… correcting the students understanding of what is valuable as for as design. Particularly I guess an example we make them watch Susan [Sarah] Susanka’s video on smaller homes, she really picking up and has got a foot hold on that movement. A lot of these kids come from parents that have built McMansions out in the suburbs, kind of a new paradigm for them, now we and going back to smaller houses and this is the thing to do. So I think we teach them a lot more than just green materials. TC: okay EDUCATOR 6: If that makes sense. TC: Yes, yes sir it does. So ideally what instructional resources could help improve the way sustainability is taught?

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EDUCATOR 6: That’s a good question. I would think, if CIDA or professional design IIDA, ASID could devote more effort to creating a resource that students and I guess designers could use it as well, and obviously it doesn’t seem that much of focus with IIDA and ASID at this point. TC: Okay EDUCATOR 6: I think CIDA, well not CIDA but IDEC is certainly ahead of the curve, but I don’t think it’s made it’s was up the chain yet. These students, soon to be professionals there looking at these organizations for some sort of lead not LEED but lead and there not, I don’t think their doing that. TC: Okay EDUCATOR 6: So I think if we as a profession are going to make this a priority then the profession needs to make it a priority. TC: Agreed, I, we, you look at IDEC being I guess educators mostly and view it as a forefront and we were it as where changes are necessary, I guess. EDUCATOR 6: Uh hum, TC: And the whole profession sees the practical application and the dollar signs. EDUCATOR 6: But, I don’t think they created a focused bank of resources for students and/or professionals to use. Then the websites that are out there that deal with green materials, but there is so much more to it than that. I’m getting kind of tired of green materials. TC: What sources do you find most helpful, books, internet, those types of things in developing your lesson plans or least parts on sustainability? EDUCATOR 6: Hum, a combination of books, but mostly the internet cause the information is new that a lot of the books haven’t caught up yet. Books are good for overarching concepts of sustainability, ecological consciousness, but as far as the day to day applications. I think the internet is the best source. There is a myriad of websites that I could, I could go to my favorites and give you 50 of them. TC: Wow, in my research I definitely know there most of my sources consist of unfortunately internet sites because I couldn’t get the actual literature I needed from a book or other publications. EDUCATOR 6: Yeah once a book is published it’s at this point it’s dated. TC: So do you feel more research about sustainability, sustainability needs to be done? EDUCATOR 6: More research? TC: More research, I guess in the sense of what areas of research about sustainability do you feel needs to be done? I guess that’s the question should be asked, sorry. EDUCATOR 6: Yeah well in the terms of Interior design and I guess even architecture it will be, let me see how to say this, we need to shift our priorities from material things, green materials, and alternative energy sources are a little bit more important but interior design don’t typically deal with that to a more our actually philosophical approach to the to the problems. What is our, what should be our goal, should we let the client tell us they want a 4000 square feet home when they only need 1800 square feet just because they want a bigger home, what are the problems with that? What is that affluence all about? How can

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interior designers as provaier of fashion and beauty and what not kind of influence that, those decisions? Does that make sense? A philosophical thinking and not anybody can do a web search on green carpeting but why should we carpet a 4000square feet house when we can do a slab on grade concrete with some carefully placed natural rugs, yes its decision making things. TC: Makes sense. The carpet does. Do you feel sustainability with the interior design curriculum is only limited to materials and product specifications in the sense of how we approach it? DM: I think I don’t know this for fact certainly, but my opinion is that we tend to dwell more on the tangible materials, those things we can touch and feel and understand where as with a lot of the philosophical aspects are not addressed. TC: okay EDUCATOR 6: So to answer your question, would be we are limiting ourselves I think. TC: Do you, excuse me, do you have access to show students a LEED certified building in the area on campus or in the community that helps show them about applications? EDUCATOR 6: There is one or two in town at this point. They are building one more like I said the campus has thrown up a couple of buildings in the past couple of years that are not LEED certified. We would have to go the City Y to see any facilities. We brought in architects, a couple from City Y, that are on the forefront at least in the Midwest, so we do expose them to that, but they aren’t any locally that I can use. TC: Are there LEED certified buildings themselves but the buildings themselves meet certain requirements but they haven’t went through the process or going for the certifications? EDUCATOR 6: That’s a good question, not locally no. TC: Because I know on our campus we, facilities do not want to jump through hoops to become a LEED certified buildings when a lot of buildings would be certified or silver certification, so. EDUCATOR 6: Really sure, it doesn’t want to pay for the process. TC: And this is something that they felt would not be necessary, even though the building itself saves on energy and meets the qualifications, just didn’t see the necessity of it. EDUCATOR 6: I think that’s the way the industry is going to end up. You know, you probably weren’t around when then ADA was first enacted, but there were all sorts of people out there claiming there were ADA experts, firms were claiming that as an expertise and now it’s kind of like well you got to do it, part of , part of the business. TC: Basically this will become the next evolution in the interior design field? EDUCATOR 6: It will become the norm, yeah. TC: last question, unless there is anything you would like to share? Would you be willing to provide examples of course work of materials in the development of a curriculum framework? If used for educators to use for sake of examples of how you can handle developing sustainability for freshmen, for sophomores, for juniors, for seniors, so forth.

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EDUCATOR 6: Yeah, I don’t have specific, kind of integrated it into everything but yeah I willing. TC: Okay right, examples would be like list of sources that you recommend and those of that nature. EDUCATOR 6: Oh yeah, sure yeah, sure. TC: Anything that you, I guess ask your students to do better or have a better understanding of sustainability, providing that type of information so. My research is developing, I’m trying to get a current standing on how sustainability is currently taught. Take that information and see what the common factors are and present that information to the IDEC Sustainability Task Force and say here’s what a majority of instructors are utilizing to present to their students. Is there a way we could get this information to everyone that wants to teach or should teach sustainability? And say here’s just guidelines, it’s not law by no means some guidelines for which they could go by. EDUCATOR 6: Common ground work, yeah that’s fine. TC: So they’re not having to repeat themselves especially in trying to find information, the information is easily accessible to them. EDUCATOR 6: Yeah, that’s a great idea. TC: Okay, thank you for that. EDUCATOR 6: I also was a founding faculty advisor for the Emerging Green Builders, I don’t know if you got a chapter or FSU chapter or not. TC: I am familiar with it but I don’t think we do at FSU. EDUCATOR 6: They might have it over at School T since it’s more architecturally focused. But actually our interior designers were the ones that started the group and it that is helped them with experience with LEED and LEED professionals in City Y and it’s been really good for them, but been interesting that the architecture students just aren’t interested. I was just baffled by that, that kind of personally aside, what the hell are they teaching those guys. TC: Architects are their own unique breed. EDUCATOR 6: Yeah they are, but that has been a good resource for the students, if I fail to mention that, I just that in. EGB is a subset of LEED, has been very helpful. TC: Right, I in my research I noted them as a source for students to find information and to keep them updated on the USGBC and LEED information it develops. EDUCATOR 6: Good, okay. TC: Anything else that you can think of that I may not have covered? EDUCATOR 6: No, I will be glad to share my resources if you need them. TC: Okay, I appreciate that, and thank you very much for your time and help on this. EDUCATOR 6: No problem, good luck. EDUCATOR 6: okay I look forward to it.

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Interview with Educator 7

TC: Good morning, what is your current teaching position, assistant professor, associate professor, professor? EDUCATOR 7: Professor TC: And is your school accredited by CIDA? EDUCATOR 7: Yes TC: Okay, is there a specialty area that you teach, studio, graphics, technology? EDUCATOR 7: I teach studios and I also teach lighting. TC: Okay, how many years have you been teaching interior design? EDUCATOR 7: 8 TC: 8 okay, of those years how many, have you been teaching about sustainability? EDUCATOR 7: 4 TC: What type of education or training in sustainability have you had or currently taking? EDUCATOR 7: I have had a number of CEU’s on sustainability. I usually take about 2 or 3 classes a year. TC: Okay, what’s your motivation behind teaching sustainability? EDUCATOR 7: Just a passion for the environment. TC: Passion for the environment, okay, do you feel instructors should be LEED- AP to teach sustainability? EDUCATOR 7: I am sorry; do I believe instructors should be what? TC: Should be LEED-AP LEED accredited professional to teach sustainability? EDUCATOR 7: No TC: Is there an explanation for that answer, just… EDUCATOR 7: yeah, LEED accreditation really isn’t concrete yet, there still evolving as group. Their still working on commercial interiors, residential interiors, and a lot of the stuff is right now more construction based, architectural based that the interior designers don’t have a lot of control over. You get points for like selecting the right toilet tissue in the restroom verses selecting the correct interior finishes. So that there’s a variety of ways to gain points to get a how it really isn’t the best yet. It is still evolving, it’s good to have ideal of what is happening within it and an understanding of it, an understanding, an understanding of how to get accredited, but at this point I don’t think it’s necessary for a faculty to be accredited, so… TC: Okay, have there been any obstacles that you have encountered when developing a curriculum or your coursework in sustainability? EDUCATOR 7: The only obstacle that we have is just not enough, you know buildings to take students to, to resource here in City Z, we do have Building A, a great school to use as students get an idea of different options that are out there, but I think we just need more [schools]. TC: Does your school have any sustainability programs implemented any in it as for as basically recycling and other types of programs that help promote

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sustainability and if so, do you use these as teaching examples or use them in your teaching? EDUCATOR 7: Do we have actual courses on recyclability; is that what you are asking? TC: Not necessarily courses, but the school itself, does it implement …? EDUCATOR 7: Yes, The school does recycle, and also do lot of activities in the community as for as recycling is concerned. And you know, improving the environment for people. TC: Okay and this is part of the teaching examples? WDL: hum, yes. In fact the student organization of ASID does a lot of that. TC: Okay, good to hear. Do you feel sustainability is a vital part of an interior design education? Hello. WDL: Yes, I said yes. TC: Didn’t hear, sorry. EDUCATOR 7: That is okay. TC: What top… sustainability topics do you normally cover within your courses? EDUCATOR 7: Sustainability as for as selecting the correct materials for a space; developing materials for adaptive reuse; looking at spaces that can continue to grow verses spaces that would have to be torn down; and collecting resources, you know, within 100 miles of the site that actually utilizes them. We looked at materials, selecting materials that are easy to renew, not just recycled, but materials that can be constantly utilized over and over verses recycling it once and after you recycle it one time it has to go to a dumpster. That type of thing. These are all elements that we discuss as for as sustainability. TC: Okay, what type of sources do you currently use to help develop your lesson plans on sustainability? EDUCATOR 7: Well we use different research materials, like the Journal of Interior Design, the E-Journal of course, architectural magazines, different research that is going on or projects that are actually taking place; being able to and as I mentioned we Building A in City Z as another teaching tool and research to gain information of new technology and product. TC: Okay, is there anything currently that your institution could help to improve the teaching of sustainability? EDUCATOR 7: I actually believe yeah, I think we are right now actually looking at sitting down and developing it. Integrating it into all the courses, but integrating it earlier into earlier studios so they can learn to use it in all their classes verses just getting it at upper level studio courses. We are going to start implementing it at the lower level studios so that it just becomes a natural part of things verses something that you know decided to but something that their responsible for doing. TC: Are there any instructional resources that could help improve that? EDUCATOR 7: There are a lot of textbooks out there, residential sustainability and commercial sustainability textbooks are out there. I just think that there’s not quite where they need to be as for as being able to utilize in all courses I think. Sustainability needs to be written into every textbook that is out there and how it

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can be utilized so it can be implemented in all courses verses just trying to develop a single course for sustainability. TC: Do you feel more research about sustainability needs to be done? EDUCATOR 7: Absolutely TC: Is there any examples… current research hasn’t covered? EDUCATOR 7: well one thing you know this has not as much to do with Interior design but could give an example. The smart cars and idea of using cars that are not using as much gasoline or burning as much fossil fuels; it’s a great idea to utilize those cars. The problem is it costs more in energy consumption to create that car than it does a normal car would ever burn in its entire life. They feel that they are giving back to the environment and doing the right thing, but they don’t have an understanding that the creation of that item is causing more of a problem, not at the actual end result of it. So I think people need, we need constantly research and make sure that when making the correct decisions, not just on the end result product but how we get there and making sense everything, every step of the way is contributing sustainability to the environment. TC: Okay EDUCATOR 7: I think a lot more research is just is constantly needs to be done and because there is so many ways that we can possibly improve. TC: Yes, I agree. Do you feel sustainability is within interior design currently to only material and product specifications? EDUCATOR 7: For the most part, yes, I think it is very restricted to those items. Although I think it needs to grow and be integrated a little bit more, but right now a majority of the knowledge is coming from those elements. TC: Okay, do you, this is kind of a side question to that. Do you feel that the manufacturers maybe promoting this kind of limitation or is it partly the designer not asking the manufacturers or a combination of both? EDUCATOR 7: I think it’s a combination of both. I think designers are short sided and want to jump on a band wagon and talk that buzz word of green design and sustainability. But what they are doing is their selling what manufacturers give them, without doing more research than that. So they are not looking into things facts, their just, your taking what someone wants to sell and giving it to the community. It’s kind of like the packaging of, you know, food; how something is lower in calories or something is better for you. The reality is it made the same way it’s just packaged differently and so I have a problem with that. TC: Okay do you have access to show students a LEED certified building either on campus or nearby in the community and…? EDUCATOR 7: Yes TC: Does this help in the explanation and teaching of students? EDUCATOR 7: Yes it does. TC: Last question unless you have anything else you wish to share? Would you be willing to provide examples of coursework for the development of a curriculum framework, if that makes sense? I help provide examples of what has currently been done in the teaching sustainability so that it can be as an example shown to other individuals who are interested in developing a curriculum for sustainability?

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EDUCATOR 7: sure, yeah. I could email information or send digital images of information. TC: Okay, either method would be fine, provided, well email is definitely easiest route to go and it’s definitely sustainable in that sense, less trees and paper. Is there any information I haven’t covered that you feel would be a benefit to this research? EDUCATOR 7: I am trying to think. I guess not exactly at this time, I am not exactly sure what you’re trying to do. Are you just describing in general what everybody is doing to come up with an idea of how to better the education of sustainability? TC: Basically yes. Right now it’s kind of how, how’s it being taught? Then what are some methods the vast majority people are working best and how to take that push it to the next level, so we have the appropriate textbook or the appropriate resources probably provided. Try to provide educators a list of sources and resources available to them to say f your teaching sustainability in freshman level, you know, studio here’s some examples of some textbooks or other materials that you may find useful and provide them that information and then moving all the way through the program. EDUCATOR 7: Okay, , My biggest thought is that , you know, is that it should be introduced right in the beginning and it should be introduced as part of the ethical responsibility of an interior designer as in evolving into the definition of an Interior designer with NCIDQ. How, legislation is doing it. That is a legal and ethical responsibility and therefore it should be integrated into every job and every course being taught. I think educators need to work into, like, I said every course and not necessarily have just a single course on sustainability because then it’s like an elective, okay that is one class we can choose to do it or not do it kind thing instead of making a part of everything that we do. TC: Agreed, agreed it is interesting how we don’t give a second though to codes, we just know we have to do them. Yet we choose to or not choose to do a sustainable of environmentally friendly design. I agree with you, it needs to be equal; it should just be a part of the process. It shouldn’t be an afterthought and it shouldn’t be something we choose as an option. So we have that same kind of mindset there. Okay. EDUCATOR 7: Okay. TC: Okay, Educator 7, thank you, I appreciate all the time and energy here and I will definitely try to make sure you can get information for your use if you like. EDUCATOR 7: Yeah that would be great.

Interview with Educator 8

TC: What is your current teaching position, assistant professor, associate? EDUCATOR 8: I am an associate professor. TC: Associate professors. Okay, is your school accredited by CIDA? EDUCATOR 8: Yes

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TC: Okay, what is your specialty in the teaching field, studio, graphics, technology? EDUCATOR 8: Are those the choices? TC: Oh no, there are plenty of other choices. Those are kind of just some to start the conversation; I guess you would say… EDUCATOR 8: Oh, I guess we do, we have a practical program so we have a lot of studio courses, but I teach a lot of different types of courses. My specialty which I have two kinds of specialties and that would be sustainability and designing spaces gear towards animals, cats and dogs primarily. TC: Okay, thank you. How long have you been teaching interior design? EDUCATOR 8: just about 20 years TC: 20 years? EDUCATOR 8: yes TC: Okay, of those years, how long have you been teaching about sustainability? EDUCATOR 8: I’ve been… I started teaching sustainability in 1992. TC: Wow, very little was known about that back then. EDUCATOR 8: TC: We have at least progressed thankfully. What type of education or training in sustainability have you had or currently taking? EDUCATOR 8: I haven’t had formal education. I have attended a number of conferences and workshops. TC: Okay, ND: And I did, would bring people to do workshops at School H. TC: Okay, EDUCATOR 8: And I am currently preparing to take the LEED exam next year, so I am doing that on my own. TC: Okay, what motivated you to teach about sustainability? EDUCATOR 8: A couple of things, one way I always, since I was very young, had an interest in the environmental concerns, and as early as when I was in junior high, I was one of the people who implemented, I was in charge of Earth Day, the first Earth Day ever at our junior high with another group of students. So I was always really personally interested but two of the things that got me interested in terms of interior design were two students that I had. One that I had, one was in 1992, a student of mine who was the students interior design club president, brought in a local contractor who was building sustainable homes at that time or was basically attempting to. It wasn’t well known and it was really difficult for him to get other people to you know buy the homes. He was basically teaching himself as he went. And then I had a student a couple of years later who worked for this contractor. The student really got involved in it, so that really motivated me to really start to add if more formally into the curriculum. Before that I would just teach it in my courses. And then I went to EnviroDesign, I don’t know ‘97/’98 and then really started formalizing it into everyone teaching it at our program. TC: Okay, good to hear. Do you feel instructors should be LEED-AP to teach sustainability?

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EDUCATOR 8: I don’t think they have to be, but I think; think we are going to come to a point where they will have to be. I mean I don’t think they have to be right now, but I think it will be nicer to always have the educational experience when we do things that teach about LEED. It would be important if we had that certification. TC: Okay thank you. What obstacles, if any, have you encountered in developing your curriculum for sustainability? EDUCATOR 8: I can’t think of any. It hasn’t been a problem at all. TC: Okay, EDUCATOR 8: It was easy, very easy to incorporate into the program. We don’t, we don’t incorporate it as separate courses, and we incorporate it into each of our courses in the same way that we would do teaching them ADA or codes or anything else. We don’t teach it separately because it’s not really; we feel it’s just as important as everything else. It’s just; it should just be a natural way to doing design. It should not be somebody’s choice. I want them to be sustainable designers. It should be the way everybody does design. That is why incorporating we decided to incorporate it in. We also knew that, we knew that might be a problem people might think we’re not teaching it because we didn’t have a course named that, but philosophically we feel, and ethically we feel better about the incorporating it into all of our courses. There are some of my, some of our courses have more than others. TC: Okay, good to hear. Does your school or campus have any sustainability programs implemented on it and if so do you use these as examples when teaching sustainability? EDUCATOR 8: Yes. School H is just starting the Sustainable Institute and most of it is geared towards production of products, copy machines and things that are used in industry because we are a very technologically based university. And we also have a public policy program that focuses on sustainability too and we have an environmental studies program, so sometimes we share. I honestly wouldn’t say we share faculty well too much but we have, will do guest lecturers in these other courses and students will sometimes work on projects together. TC: Okay, do you feel sustainability is a vital part of the interior design education? EDUCATOR 8: Yes. TC: Okay what topics, sustainability topics do you normally cover within those courses? EDUCATOR 8: Oh boy. That is everything TC: Everything EDUCATOR 8: Everything related to interior design. I teach with an architect, who might, when he teaches, for example. He teaches building construction, so he would cover that for the shell of the building. Whereas I focus on the finished and materials and indoor air quality, but we get into a lot of other topics too. We talk about health, general health and safety and why some things are harmful to individuals and with some things we shouldn’t do because they be harmful to people that make the product, not necessarily those that use it. And we cover social responsibility too, so it’s hard to pinpoint, and I think I cover a lot.

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TC: Okay, that kind of answered it, thank you. What type of sources do you currently use in helping to develop your lesson plans, developing your lesson plans on sustainability, what type of sources are you currently trying to use or do you use? EDUCATOR 8: I try to use some sources; there are a lot of good sources. the internet is one of the sources and I think when we first started teaching courses when the internet came around we were reluctant to using internet as a resource because we weren’t always sure what the expert source was. But in this day, once a book is published, things change right away. One of my favorite sources is Environmental Building News and I try to use that as much as possible, both the print and online version of that. Then there are several books too, but each year that might change. A book hasn’t been updates, so have to be careful what I am using. TC: Thank you, EDUCATOR 8: And individuals, people who are working in the field. TC: That is good to hear. Okay, ideally what instructional resources or institutional resources could help you improve the teaching of sustainability? EDUCATOR 8: I can’t really think of what that means, maybe if more people even in different programs , if we could somehow weave this stuff a new thing, you know, like have a regular meeting where involved people on campus… Oh there is one thing that I can think would be helpful. I have attempted to create a sustainable resource library, but I think it should be bigger and better. I think if we had more people on campus involved in it, especially if we had the Sustainable Institute and their dealing with products; we could have a great resource library with actual materials in it, materials and finishes. I think that that could help a lot; we are not quite there yet. TC: Okay, thank you. Do you feel that more research about sustainability needs to be done with regards to interior design? EDUCATOR 8: I think it is, oh yes I do. I think it will continue because it’s never, it’s not a static first of all. So new materials are being made and we find problems with old materials. There may be problems with materials that we are currently using that we don’t even know about. So I think it has to be on going. TC: Okay, do you feel that sustainability within interior design is currently limited only to materials and product specifications? EDUCATOR 8: No, well because I think there are a lot of issues in terms of health, safety, and lighting and energy, equipment. It is more than materials and finishes; we get to look at lighting, equipment and stuff. TC: Okay, Do you have access to show students a LEED certified building either on campus or in the nearby community? EDUCATOR 8: I’m sorry, I couldn’t hear, didn’t understand the question. TC: Sorry, do you have access to show students a LEED certified building either on campus or nearby in the community? EDUCATOR 8: Yes, TC: Yes, EDUCATOR 8: Yes, because we, it’s not finished yet, it’s not official yet, but on campus we have a building.

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TC: Okay, do you use, or will you use, in as examples and field trips and hands- on type of training? EDUCATOR 8: As soon as they are done with it anyway. TC: And last question, would you be willing to provide any examples of your course work in the development of a curriculum framework for sustainability? EDUCATOR 8: Sure. TC: Okay, so that has covered all my questions, do you have any other comments or questions that you like to share? EDUCATOR 8: No, I am just curious. What you’re in a MFA program? TC: yes ma’am. EDUCATOR 8: And this is part of your thesis? TC: yes ma’am. EDUCATOR 8: Is that right? What’s your thesis covering? TC: The thesis is covering basically how to integrate sustainability across the interior design curriculum and then in doing so develop a framework or at least a curriculum framework to help instructors, listing of sources and thing like that, so they can say okay freshman year basic studio these are some things you can teach. So basically trying to help the instructors along the way and also still have the understanding students’ point of view from teaching this because when I was first introduced to sustainability it was in my MFA program and I kept noticing to undergraduates and the master students were having a hard time understanding the concept, because it’s not clearly defined. Each instructor looks at it differently, some viewed it only as well here we will put 3 green products and we will call it sustainable, and others looked at it from a more holistic stand point of view, holistic aspect. And then it triggered an interest in me, because I really wanted to see how it could be utilized efficiently in education and how we can affect what the future designers are going to be specifying and how their actually going the designs of the future. EDUCATOR 8: That sounds interesting. There is one other thing I want to say about LEED. TC: Okay, EDUCATOR 8: That I think it’s great that they have the program, but there are loop-holes and pit falls and problems with LEED. I hope these things can be someday resolve, but that’s one of the things I have to caution my students about is looking at products and not necessarily believing everything they read that the manufacturer writes about them. But if, , I’m planning on getting LEED certified myself, so I don’t I think it could be better and I don’t think it covers enough. TC: I think it’s a starting point, EDUCATOR 8: It is. TC: But I think we need to change the paradigm and how we look at ii. And approach it from a different angle or different point of view and to develop solutions from the beginning and not cover materials of just finishes and just the final part of what we do as designers. We need to be integrated into the beginning stages and talk this through the whole group especially architects and 10 design the building accordingly.

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EDUCATOR 8: Well that is the way we should have been doing it all along regardless of the sustainability and it doesn’t. TC: Right, correct, could happen. EDUCATOR 8: It doesn’t happen always, it happens in some places but not in others. TC: I think once they realize how strong of a voice especially with sustainable products for finishes because finishes are the most, you know, crucial part of indoor air quality sometimes. That may change but we will see. EDUCATOR 8: Well, good luck.

Interview with Educator 9

TC: Hello again. EDUCATOR 9: Hello TC: Just a few general question in the beginning. Your current teaching position is an assistant professor? EDUCATOR 9: No, I am an associate professor. TC: Associate professor, okay, and your school is accredited by CIDA? EDUCATOR 9: Yes we are, our program. TC: Program, I’m sorry. EDUCATOR 9: By CIDA, yes. TC: Your specialty in the teaching areas, would they be studios, graphics..? EDUCATOR 9: I teach a studio course every semester. I also teach a history course over the summers, and materials and other sustainability courses that we’re moving on to start teaching. That’s going to be my area. TC: Good, how long have you been teaching interior design? EDUCATOR 9: Interior design per say, about 7 years. TC: 7 years EDUCATOR 9: Yes. TC: and then of those years, how many have you been teaching sustainability? EDUCATOR 9: Actually just recently. TC: Just recently. EDUCATOR 9: To give you some background information, School I and I’m sure Florida State also have signed some sort of a commitment like the Tallories Declaration, and the President’s Climate Commitment. Actually for over a decade there has been a strong interest in sustainability at the School I with efforts to being the curriculum into green operations into the university and , to build LEED certified buildings and so on. So the interest has picked up in recent years, and our administration hired somebody to be the Sustainability Officer for the university. And there are all sorts of incentives, at the College of Design, Construction, and Planning where the interior design program is housed and we have been very interested in promoting sustainability education. One of our schools, the School of Building Construction, that had a larger budget went ahead and built themselves a silver LEED certified building that features a green roof and some kind of teaching laboratory. We have just recently approved a

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graduate certificate in sustainability that is administered through the School of Architecture and other schools through the college. Just this week, we are in the final steps of the process to start a sustainability minor or concentration, sorry a major. A concentration for undergraduate and that will have its first students I think next fall. I will be teaching a sustainability course for that program which consists of a core or required classes and then electives from throughout the college from the different disciplines within the college. There are five disciplines: building construction, , Region and Urban planning, architecture and interior design. All of us have some sustainability offerings or incorporated sustainability in some way in our curricula. Of those offerings directly about sustainability those become electives for people in the major. The School I has also just recently started a minor in sustainability, so that’s a third program. TC: Nice, EDUCATOR 9: So that’s what we are doing. TC: Good to hear. Pretty impressive, so but will all five disciplines working within that sustainability major so that, I am assuming, that you’re taking a holistic approach in the aspect of how to approach sustainability? EDUCATOR 9: Definitely, there is no other way to approach sustainability than through an integrated approach. Sustainability issues can’t be dealt in isolation from any one discipline. TC: Okay, good to hear. May I ask what type of education or training in sustainability have you had or currently taking? EDUCATOR 9: Uh, I well my background actually, even though I teach interior design, my undergraduate and my masters are in architecture. I did my masters at School X in the early 80’s at the time of the first wave, well maybe second wave, there was some interest in the 60’s, but after the first oil crisis there was a tremendous interest in research and problems dealing with sustainability and I specialized in passive solar design at the time. Then so, that’s where my interest in environmental issues comes from. When I did my doctorate, which I did here at School I, I looked at co-housing which is a type of conservation; well let’s put it this way, socially and physically sustainable communities, so there was a look, so I engaged in this very lengthy research that had to do with a direct aspect of sustainability, more like the social themes that underline sustainability. TC: Okay EDUCATOR 9: And now I am working on a project, a research project; we have been working on this for about a year, looking at sustainability education in residential living community with a focus on sustainability. TC: Okay. EDUCATOR 9: And I am preparing to take my LEED exam, because I can’t really postpone that any longer. TC: Oh, I understand. I’m in the process of debating when I can take that myself, so… EDUCATOR 9: Well I took it and missed it by 3 points, let me tell you. I found that it was not the lack of understanding the issues; it’s the exam is very much like and engineering test where you have to recall all sorts, you have to

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memorize a lot of, all sort of numbers, equations, requisitions. It’s very quantifiable, very numerically oriented. TC: Is this the LEED-8 or the LEED-CI? EDUCATOR 9: I tried to take the LEED-8, and I think that this summer I am going to or redirect my efforts towards the LEED-CI. Because actually we think that we should provide that kind of orientation for our students. We should, I mean if I am going to teach my students about LEED, uh I think for Interior design that LEED-CI is a better fit. TC: That is what I keep being told. Here the faculty would kind of agree with that so, especially in that aspect of teaching, taking a course when taking, when you become AP. They don’t really specifically break it down if you are a CI or 8… EDUCATOR 9: It doesn’t matter whatever, if you are AP you have your little crown on top of you and that’s it. TC: Exactly, so I am leaning more to the [LEED-] CI myself at the moment even though I wanted to go for the full NC aspect when considering education and my career options. EDUCATOR 9: Good, well the NC just makes more emphasis on the portions of the construction process that have to do with the site, which we rarely address as Interior designers, so. TC: Exactly. EDUCATOR 9: Okay, TC: Okay, what motivated you to teach sustainability? EDUCATOR 9: I can’t, I don’t know, I have always been very interested in the earth. You know, like very holistic of what the earth is and all its contents. I don’t know I it would be very long to explain I think. It’s a very deeply rooted thing has to do with my world view. TC: Okay, that makes sense, so kind of have that same vision. EDUCATOR 9: I also come from a culture as you may have realized by now I am foreign and I come from a culture where more sustainable than ours in many respects. For instance, in Latin America you only air-condition office buildings and buildings that need to be fully closed. But homes and even many other buildings, restaurants and things like that. You know, people do prefer cross ventilation and activities in spaces that are only partially enclosed. Need of security or noise or if you are in a high rise or so on, that dictates the need of air- conditioning, so the designs of the buildings tend to be more passive, more in sync with climate, therefore making it less energy expensive. Then you know in less industrialized countries also of course there are many practices people carry on that are more sustainable like people truly believe that clothes will be whiter if you dry them out in the sun, so even if you have a clothes dryer at home you also have a space for air drying or hung drying your clothes. Disposable things are seen as wasteful, so people tend to recycle containers and so on. People tend to cook a lot more from scratch than cans. There’s less excessive packaging. The cities have a culture of alternative transportation either by foot or mass transit. So there are many things that you know I absorbed and went through in my life. TC: Those are the things that you notice a lot of cultures still cling to and when you look at the western culture that kind of faltered from that.

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EDUCATOR 9: Yes. TC: So maybe we should be looking at, maybe the western culture, should be looking back and going at what point in history did we decided that this was no longer suitable for us even when everyone else in the world is suitable for. EDUCATOR 9: Well because there is a misconception about progress. TC: Exactly. EDUCATOR 9: There was a time when mothers in the 50s though perhaps, I think between the 40s through perhaps the 60s where mothers had stop breastfeeding their children. Well not altogether, but there was a drop in breastfeeding because the idea was introduced that there were manufactured products were more nutritious, better option than mother’s milk. So children then were encouraged to take the bottle. It also released the mothers from, I don’t know, that’s you know a whole other issue, but it has to do with more women joining the work force. But so, if you look at world history that many times we deviate from certain things because we’re acting on wrong assumptions and then sometimes we correct ourselves, so. TC: I agree, so continuing on, do you feel instructors should be LEED-AP to teach sustainability? EDUCATOR 9: I don’t think it’s necessary, but they definitely should be familiar with that you know that there’s a lot of criticism as to whether the LEED rating system is the best system ever. In my research on like I said, sustainable campus residents or sustainable research learning communities. There are schools that choose not to LEED certify their buildings even though they have all kinds of green features that are energy efficient and, have the right kinds of toilets, and monitor their buildings performance. You know, they do all, everything you could wish for, and yet they don’t go for the LEED certificate route. I have been told that either because it’s costly, or you know the process is cumbersome, but other people definitely feels that’s not the best rating system, so I think that yeah, everybody should know it’s becoming the standard, but you don’t need to be LEED certified; it’s just like icing on the cake. TC: Okay good to hear. Okay, what obstacles have you or did you encounter in the developing of the curriculum for your sustainability course? EDUCATOR 9: well I have been doing this; I have been trying to take my materials course to redirect it and be less of aesthetically flash performance driven, but to be more like let’s make the right choices for the environment and for the health of the occupants. I really haven’t gotten my course to a point where I am satisfied with it. Part of the problem is faculty have so many obligations that we don’t have enough time or all the time that would be need to completely recreate a course. It is a very energy consuming process. You have to read a lot, consider all sorts of alternatives and prepare every lecture, every assignment, every test and with research universities putting an emphasis on research and publishing, sometimes its time allocated for the endeavors you just don’t find it, not that it’s not important, it’s that there so many other urgent responsibility that, I don’t know, maybe, maybe it’s just that our priorities need to be reconsidered but anyways. So one thing is time, like, if they could devote a lot of my summer to just preparing the course would be great, but I have a grant

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with a due date. But anyway that’s the situation, so that one. The other is really to find the right books. TC: Okay, EDUCATOR 9: At least for what I have in mind for my course. I would have to either compile a reader or write my own book, so. TC: Okay that is probably the top two definite obstacles for you know any kind of curriculum development. EDUCATOR 9: From what you have heard so far. TC: Yes, EDUCATOR 9: So there you go TC: Most of my sources are telling me that so, so that’s the ones I keep running into so. I know School I does LEED certified buildings and do they go through that aspect, but what other programs have they implemented that’s sustainable across the campus that you use as an example when teaching sustain can’t speak, sustainability, any examples? EDUCATOR 9: I don’t understand the question TC: Oh sorry, well, what programs do School I or does School I implement that are sustainable that you as an instructor would use as an example in your teaching progress or process? EDUCATOR 9: Good question, I don’t think I am able to answer this question right now. And School I has all sorts of initiatives, for instance, they, we are struggling with parking on campus because there is a movement towards eliminating parking spaces so that less people bring cars to campus, two main reasons behind it. One is to ease congestion on campus, it also translate to less vehicles use and less energy use, less pollution, less global warming, right, but also I think it’s an attempt to free up space on campus because as we grow we want to increase the density of campus which again is more sustainable. So our whole master plan all our, you know, our objective, I think are considered most of the time in light of environmental concerns. So the university has worked with the city so that the bus service keeps being improved. There is, there are bike lanes everywhere and facilities for people to bring in their bicycles. But we don’t have that LEED requirement by the way, it suggests strongly. TC: Suggests, yeah. EDUCATOR 9: for people like, we don’t have that here in you know buildings and maybe that is something we should be looking at. But our whole transportation and land use, the other thing, conservation of existing structures, preservation, reuse of existing structures is another thing that links how we manage our physical space. The university also , has a policy about energy use that now we have less lights or actually lights turned off in out building, but they are only contractors with providers that are green and the cafeteria are offering healthier fair. All those things are things I could refer to in my class. For my materials class, for instance, there are new construction on campus or remodels where the materials included have been green materials like adding or renovation of our library have spaces that are lite through windows that have like a good, a good rating. The floors are cork, which are soft under the foot, are renewable, are comfortable and you can see that they are using

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materials and equipment that that, meet environmental standards, something that gives point to my students. I don’t know that other than that there is things that that the university does that I can suggest as an example. I don’t know if your question has to do with resources are there on campus that I can use for my classes. TC: Well actually that is one of my other questions as for as sources that you can use. EDUCATOR 9: Well the Office of Sustainability has some sort of quota, for instance last studio or student taught in the fall, we work standards to see a conservation, a conservation community like co-housing so we applied for a grant which partially funded the visit by an interior design and landscape studio graduate studio and we went all the way to Georgia to Atlanta and what is it, Decatur to see this conservation communities. TC: Okay, that’s good. I mean that that’s at least a resource that the school has. EDUCATOR 9: Exactly. TC: Well this is kind of a question I have just, I know it’s at this point most people find it possible but anyway; do you feel that sustainability is a vital part of Interior design education? EDUCATOR 9: Yes, Yes if you look at the current and proposed for CIDA standards, sustainability is right there. TC: Oh yes. EDUCATOR 9: Yes, I mean, I think that literacy in sustainability by the way of and also in historic preservation should be part of the curriculum of and designer practicing today. TC: I agree, well said. What sustainability topics do you normally cover, you know, about building materials, you know were there any specific topics that you covered? EDUCATOR 9: For my materials class, I actually devoted like 4 weeks going over basic concepts because I, our materials course is placed in the third semester that the students are here. The first year they don’t have anything to do with us because they are doing just their general education. I didn’t know exactly what knowledge they brought to the classroom. So we spent like 4 weeks going over basic concepts about what is sustainability, key issues like global warming. We of course watched the Al Gore movie for instance. What is sustainable development? What are the different aspects? How do you do, and then we introduce sort of related other ideas, like environmental impact assessment, know what that is and why it’s important. What are world organizations that have to do with sustainability and do some research in that. What is an eco-system? I am telling you all these things not in order, but these were sort of topics that we covered in the class and they all built up the idea that we as designers contribute to the construction industry, which is one of the industries with the highest energy consumption and waste generation in the country, and that we have a responsibility to mitigate that impact by making the right choices. So when we move on to the other part of the course in which we started talking the different materials we could consider the environmental

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impact. And this causes there issues with the students already aware, you know, they already have a like a foundation for understanding that. TC: Okay, making sure I check off my questions as I am asking them, so bear with me okay. What sources do you currently use to develop your lesson plans, that could be web sites, books, - these types of things. EDUCATOR 9: Umm, for that class, I relied mostly on a variety of books and I used a book by Winchip called Sustainable Design for Interior Environments. TC: Yes ma’am. EDUCATOR 9: Which was okay, but not really what I wanted, again so that was kind of the stepping stone, then we have other books that were more about specifically materials. The book had, actually the Winchip book, something that is good about it, is that it has all sort of references, so that would be a little stepping stone to go from there. The students had to do a lot of internet searches for information and we brought speakers and that kind of thing, but to answer your question I think we relied mostly on published information. TC: Okay, sorry, did you use the HOK Sustainability Guidelines.? EDUCATOR 9: No, but I think I will consider them for next time. TC: they have a lot of things to consider that even I didn’t think about when I was skimming over it for my research so, was like oh okay. EDUCATOR 9: Okay, yeah, I have heard very good things about that book, but really haven’t incorporated it yet. TC: Okay, what areas of research or do you feel that more research is needed in sustainability? EDUCATOR 9: For interiors? TC: For interiors! EDUCATOR 9: I think we are just starting to understand our impact on the planet and definitely there are plenty of areas to research from the very specific say about individual materials, how they are harvested, how they are manufactured, distributed, installed, and so on and their consequences for the planet, right. TC: Okay EDUCATOR 9: But also other issues like people’s behaviors and the likelihood that they will engage in sustainability, its practices. there are so many things that I think could be researched. I think there is a wealth of topics out there just waiting to be researched and I don’t think any responsible scientist will tell you no, no we know enough. I mean the answer to this question is always going to be yes, there is need for more research. TC: Well you kind of answered it with like providing examples of what type of research people could kind of go into. Thanks. I guess that question was more to do with what types of examples of research. EDUCATOR 9: Let me give you some examples, the research that we are doing with the learning communities. TC: Yes ma’am. EDUCATOR 9: We started that research with the idea that if we learned about what other colleges and universities are doing we can probably set up our own residential learning community with a sustainability focus here on campus. We

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have a pilot community; we chose a village for students with families and graduate students. We thought it was great because it was not the typical dorm that’s only addressing person’s in a certain time of their life, but a community that had two generations, you know, parents and children so that if we established a learning progress we could teach the parents and teach the children. So we were very delighted about that. In the course of our study we found out that the demographics for the School I village tends to be dominated by foreign students and partially students from Asia and that our community for students with families and graduate students are mostly international communities and the people from other countries bring different understandings or have different expectations and exhibited different behaviors to more sustainability. So the next leg of our research is going to be looking that okay because not everybody defines sustainability in the same way. To give you an example, in our villages students are prevented from air-drying their clothes out in the yard there’s no space to do that, because its considered perhaps an eyesore, perhaps something that looks like ghettoie, the university has very nicely equipped laundry rooms that are safe, well lite next to the parking, un to the play, ground, the playground, that have high efficiency energy savings and very cost effective dryers, but most international students would prefer to air-dry their clothes. So that is culturally driven behavior you see; so our question is should we reconsider do we need to teach these people about sustainability or do we need to learn from them, so that opened up a whole line of research for us right there. TC: I can see it, that’s pretty impressive. Okay, anything else about it? EDUCATOR 9: Do you want another? TC: No, I was just wanting to make sure you were complete with that before I move forward. EDUCATOR 9: You can move forward. TC: Okay, do you feel that sustainability within interior design by some is limited to only materials and product specifications? EDUCATOR 9: No. TC: No? EDUCATOR 9: No, one thing that interior designers have a control on is how we use space, right? TC: correct, EDUCATOR 9: And how much space we allocate, you are probably familiar with this woman, this scientist, Susan[ka]…. TC: Susan[ka], the architect of the “Not so Big” EDUCATOR 9: The architect that has written all these books about the not so big house. It’s all about; her work is all about reconsidering how much space do we really need. So in times where, before the real estate crunch that we’re going through right now, but the tendency has been for the last years for the median home in the U.S. to become larger and larger and so very small families have homes with many rooms that are, that cater to a special activity. There’s a TV room or the entertainment center room, then there’s the, I don’t know the music room, this and that. I mean homes have you know specialized and for those with the budget the houses are very large. If you compare that to again other places

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on the planet, people live satisfactorily and have all their needs met in much smaller spaces. This Susanka woman’s theory is that the money and energy that we dedicate in making larger spaces would be better used in making smaller spaces better; so that’s really something we don’t research in something that extends and , but an interior designer can do for sustainability, because you see space more efficiently. The freeing of space that can be used for better usages, it’s using less resources so it does connect with sustainability. In general it would either have to do with human behavior. Interior design in my view is the discipline within the design discipline that caters to human inhabitation that is that. Look at the fit between the space and the people in it. The satisfaction of meeting your needs more than architecture, more than planning, more than landscape and you know its interior designers who do that. We are the ones that do the programming, so that’s an opportunity to address sustainability right there. TC: I agree, that was probably, well spoken, probably the most well said or heard of being well said. Thank you, you do have access to a LEED building on campus, that’s correct? EDUCATOR 9: I’m seeing one from my window right now. TC: Good, and I am assuming that you do, that you did said had an active laboratory that the students actually utilize that building learning from it? EDUCATOR 9: Yeah, mostly the landscape and building construction students are the ones who use that building. TC: Okay, but do you show your students that building interiorly speaking? EDUCATOR 9: Ah, I haven’t taken my students there, but some classes do. Yeah, I mean we’re so proud of it. You know everybody goes there and we try to schedule some activities there, but we have several other LEED buildings on campuses that students go to. TC: Okay, so, last question, unless there is anything else you care to share with me. Would you be willing to provide any examples of your coursework in the development of a curriculum framework? EDUCATOR 9: not really because as I told you, I’m not satisfied with my materials course and the other course that I will be teaching is a new course that I haven’t even created yet. TC: Okay. EDUCATOR 9: That’s what I actually need to do over the summer. TC: Okay that makes sense, so… EDUCATOR 9: So sorry about that one. TC: No its fine. The reason I ask because what I am, part of my research is at the end is taking some general sources that I am seeing as, like across the board in my survey and of course through my interviews, taking those that information and consolidating it and going okay a lot of individuals feel that this book is very helpful. It can be utilized in the sophomore and junior semesters, utilizing within studio courses here and here to kind of explain their types of processes in their junior and senior level or sophomore, whatever level of education that they need to be in at that point and kind of start stepping it down to what they need based on when they need it.

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EDUCATOR 9: Yeah, well as I told you last time, I used the Winchip book, but because I wanted a book on sustainability for interior designers so the book is not really a material’s class, but, I’m sure the that FSU you also struggle as we do with having just a few semesters to introduce an ever increasing amount of knowledge and to fill the necessary habits and application and everything so we have to be very cost effective with what we do. TC: I agree EDUCATOR 9: So we thought that the materials course was a good place to have that introduction to sustainability eventually throughout their study, students will do several sustainability related projects in their studio and they will be referred too you know sustainability either other course work or those dealing with interior spaces and equipment and the theory of interior design class. Assorted references throughout their curriculum and anyway so that’s how I ended up using the Winchip book. So there is a new book that I may use next time, it’s called Green Materials. TC: Okay, EDUCATOR 9: I think it’s published by Fairchild. I have to request that a desktop copy, it’s new. TC: Okay EDUCATOR 9: So I think one would be a good one. I just wanted to let you know that, have you gone to AASHE website. Do you know what that is? TC: The AASHE website. EDUCATOR 9: AASHE.org, the Association for Advancement of Sustainability in Higher Education. This very good website; it’s an organization that works well. They have a newsletter that you can subscribe to and they have a link they have containing things that contact there that you can access and one of them is its database on sustainability curriculum from all over the country. It has at least 20 different links, so that may be something you want to look into. You have to be; I’m sure FSU is a member of that organization, so you just resister with if your FSU ID and email address. TC: Okay, oh great, EDUCATOR 9: Then it gives you access to locked content. TC: I appreciate that, would be. I will get right on it and see what information I can gather from that. Thank you very much. EDUCATOR 9: Okay TC: So, thank you for taking this interview and I will, hopefully, I am trying to get the information given to Educator 1 if you’re familiar with her School A, and she is going to share that with the Sustainability Task Force and they will share with the rest of IDEC at some point. EDUCATOR 9: Okay, great. TC: Thank you again for your help.

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Interview with Educator 10

TC: Hello again, your current teaching position, assistant, associate? EDUCATOR 10: Assistant Professor. TC: Assistant professor, okay, and your school is accredited by CIDA? EDUCATOR 10: Yes if it accredited by CIDA. TC: Your specialty in the teaching areas, studios, graphics? EDUCATOR 10: I teach the junior and senior studios and then I teach the health-care studio. TC: Okay, EDUCATOR 10: And we are developing a health care grad program, so I will teach in that component. TC: That is great, okay, and how long have you been teaching interior design? EDUCATOR 10: This is my 12th year. TC: 12th year, okay, of those years, how long have you been teaching about sustainability? EDUCATOR 10: Probably about 6 years. TC: Okay, what type of education or training in sustainability do you have currently? EDUCATOR 10: No formal training, you know, just self educated. TC: It seems that is what most of us are having to do. EDUCATOR 10: Exactly. TC: Okay, what’s your motivation behind teaching sustainability? EDUCATOR 10: Just because of the fact that not only is it the future of our world, so it is a social conscience value judgment, but also because when the students get out in the world, they are talking to graduates, that is a huge focus in the industry. And so far their professional, you know on skill base as well as kind of a moral issue. As far as being a committed individual in society and it does go with the health, welfare and well being of your clients that you work with. TC: Okay, Do you feel instructors should be LEED-AP to teach sustainability? EDUCATOR 10: No TC: Is there and explanation to that answer? EDUCATOR 10: Because that is such an in-depth type of certification that, I think that the depth that we go within our design courses is limited because of the time we have to teach it and the application process, we don’t , just don’t have the possibility on covering that knowledge, so I don’t think the knowledge or the skill of the professor is necessary unless you do a course that is completely devoted to that and they make a huge component within their program for that which typically we don’t have time to do that with our limited 120 hours. TC: Okay, what obstacles have you encountered, if any, in developing your curriculum towards sustainability? EDUCATOR 10: Really we have once again so much information to convey that the limitation is a time issue of teaching so many different issues and subject topic areas within each individual course. We, we don’t have enough time to go in-depth with that.

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TC: Okay EDUCATOR 10: Then, I think also probably having knowledge of the type of materials and applications if you haven’t had any exposure to that is probably a little more challenging. Actually knowing the application and then conveying that to the students. TC: Okay EDUCATOR 10: So the practical application. TC: Okay, does your school have any programs, uh, your school meaning your campus, have any programs implemented across the campus that you utilize in your teaching examples, recycling, energy conservation, those types of things? EDUCATOR 10: No. TC: Okay, do you feel sustainability is a vital part of the Interior Design education? EDUCATOR 10: Yes. TC: Okay what sustainability topics do you normally cover within your courses? EDUCATOR 10: Green materials, their required to read Cradle to Cradle by William McDonough. So we talk about specific products and applications for projects they are doing and then general issues of water reuse, green roof tops, and, general conservation. You know, lighting efficiency, energy efficiency, that type of thing. TC: Okay, what type of sources do you use to help in the development of these lesson plans on sustainability? EDUCATOR 10: Textbooks, several different courses, almost everyone has a chapter plus for that. Plus HOK has a wonderful website and LEED also. TC: Okay, EDUCATOR 10: Kind of have a textbook that has that all about differences in that I use based in Japan. TC: Okay, what instructional or institutional resources could help you improve the teaching of sustainability on your campus? EDUCATOR 10: If we had a faculty that had had specific training in that particular area. That could teach a course and can get an elective course since we can only have so many requirements and/or become a guest lecturer within our curriculum. TC: Do you feel that more research about sustainability or sustainable design needs to be done? EDUCATOR 10: When you are saying more research are you talking like evidence-based or what now exactly? TC: Well, research well, basically in general, as for as, I guess in-depth studies on various parts sustainability. I am trying not to lead with the question so, yeah, like a more evidence-based. Getting the facts behind the information I should say. EDUCATOR 10: Is it, I mean, I mean it’s a real open-ended, I mean it could either be are products effective or the effects of sustainability or research to secure more information to use sustainable projects, products, I mean? TC: Probably, the latter would be more where I am trying to lead with this, I mean.

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EDUCATOR 10: Students doing research to secure more information about application? TC: Correct. EDUCATOR 10: Okay, Absolutely, I think it is important for that. TC: Is there any specific areas that you think the research should be done in? EDUCATOR 10: Well, I think they need to have a greater understanding of course this could be secured through guest lecturers that might be funded as just a visiting guest speaker, but just securing the product; the resources for those and then how to apply them in the most optimum was for their projects. TC: Okay EDUCATOR 10: No, were we do have researched-based projects, we do that in every one of our studios but, there could be a more in-depth focus on the general materials and sustainability. TC: Okay, thank you, do you feel that currently sustainable design is limited to materials and product specifications? EDUCATOR 10: No cause we talk about, like, air quality, we talk about how you create wet lands, recycling, water that can become an integrated system that can actually be recycled and used back in restroom areas. Landscaping that is indigenous to the area, earth burn, it isn’t just about products, and it’s actually a complete approach to designing. TC: Okay EDUCATOR 10: Did that answer your question? Was that what you were looking for? TC: Yes. EDUCATOR 10: Okay TC: Do you have access to show students a LEED certified building on campus or anywhere in the community? EDUCATOR 10: No, No, No TC: Okay Last question. It’s, would you be willing to provide examples of coursework that would help in the development of a curriculum framework. EDUCATOR 10: Sure TC: Okay, I think that is all my questions. EDUCATOR 10: Okay TC: Is there anything that you. EDUCATOR 10: No TC: Okay EDUCATOR 10: Good luck with everything. TC: Why thank you and thank you for taking your time to help me with this. EDUCATOR 10: Absolutely

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Interview with Educator 11

TC: What is your current teaching position, assistant, associate, professor? EDUCATOR 11: I’m an associate professor in the department of here at School K. TC: Okay, thank you, is your school accredited by CIDA? EDUCATOR 11: yes TC: Okay, what is your specialty in the teaching files, studio, graphics, technology? EDUCATOR 11: we, I teach studio – all of our faculty teach studio even our historian teaches studio and I also teach courses that look at the human environment relationship and that’s done through the lens of sustainability so it’s kind of those three are mine, those three different areas are my primary the role I play as a teacher here. TC: Okay, how long have you been teaching interior design? EDUCATOR 11: Let’s see I started teaching in 1992 so; this is the end of my 15th year. TC: Good to hear, okay of these years how long have you been teaching about sustainability? EDUCATOR 11: I would say with real diligence probably the last let’s say 2003, 5 years. TC: Okay, what type of education or training in sustainability have you had or currently taking? EDUCATOR 11: I would call this self-taught. TC: Okay, that what pretty much what everyone has told me so. EDUCATOR 11: I believe it. Well we’re in the generation that, we’re the generation that’s the problem, so we didn’t have any instruction in this. The generation now my colleagues who are 10 to 15 years ahead of me they had some exposure to this because of the energy crisis but that’s very different from sustainability but they at least had a framework for solar design and alternative energy and some then you have this huge gap in academia where we were just oblivious so now people like me were out there teach ourselves about this. TC: Okay, what motivated you to teach about sustainability? EDUCATOR 11: To be honest I would say William McDonough and I heard him speak in 1993 and then I heard him speak 10 years later, and I think it was kind of the drama of what had happened in just 10 years period and how his ideas were more developed and how the situation was more desperate and it was just like a big wake up call, but this has to be a part of design education. TC: Okay, do you feel instructors should be LEED-AP to teach sustainability? EDUCATOR 11: No I don’t. TC: Could you explain that answer for me. EDUCATOR 11: I think it helps immensely and we offer course each year as an optional course that students, students can take for its studying for the LEED exam basically, but I think if you look at sustainability generally it extends much beyond green buildings and energy and the built environment. It looks at sustainability looks at also the economy and it also looks at people so it’s about

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sustaining people’s lives so that’s the social justice and equity, you can plant all the trees you want, but if people can’t make a living wage and the economy of a community can’t support itself, then the people don’t have any kind of like, so I think LEED is great I don’t have any problems with LEED at all. I think it’s a benefit but I think that there it’s a piece of what sustainability is and that faculty can be prepared in other ways to teach sustainability. TC: Okay what obstacles did you encounter, if any, in developing your curriculum for your courses in sustainability, classes in sustainability? EDUCATOR 11: I wouldn’t say that I developed, that I came across any real obstacles, in fact one of the things that I did was I was a chair in the faculty senate in 2006 and as chair of this senate you can bring an initiative to the university level, that gets the university’s attention so I brought sustainability to the university’s attention as a major initiative. And so there was just outpouring of interest, because the conversations were already happening on campus so there was just this ground swell of support for sustainability which helped support what I did. Within my department, I wouldn’t say that there were any obstacles to this but I would say there are faculty who aren’t doing this, that’s been teaching sustainability and there are faculty who have been slow to come around to the idea of sustainability so it’s not an obstacle as much as it is kind of being a lone voice for a little bit, but that’s starting to change too. TC: Okay in relation to the obstacles, other things that I have heard individuals in my interviews talk about was the lack of textbooks or things that. The lack of information is possibly one of the bigger things. You know they are hard to find it on their own and try to bring that back to the classroom. EDUCATOR 11: Right, right TC: Okay, does your school have any implemented sustainability programs on its campus? EDUCATOR 11: Yes TC: Yes EDUCATOR 11: We do. TC: Do you utilize this as examples in teaching sustainability in the classroom? EDUCATOR 11: yes, this initiative that I am talking about the university level that’s the Provost and Vice-Chancellor for Business Affairs. We started a University Committee on Sustainability and it now has. There in its second year, it has over 75 members so it is university wide and they do very visible things. So there’s a film series for example, so I tell the students here are all the films and all these opportunities and various speakers are coming to campus, in fact the our clothing –consumer apparel and sales is bringing Berrye Worsham here who is president and CEO of Cotton, Inc to talk about cotton sustainability, development for the 21st century so all these kind of events that happen on campus, they kind of somebody will say Anna should know about this so they send it to me and I give it to my students so yeah those create a network at the university for this. TC: Good to hear. EDUCATOR 11: Yeah, it’s great actually.

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TC: Okay, kind of a redundant question, do you feel sustainability is a vital part of an interior design education? EDUCATOR 11: Yes. TC: Okay, what sustainability topics do you normally cover within your courses? EDUCATOR 11: In the, I teach a course, a lecture course called social behavioral aspects of interior architecture and one of the things that we do is look at different its really looking at the human-environment relationship and making student designers aware of the kinds of qualities and characteristics, problems that they’re going to have to deal with, so we talk about sustainability through the notion of social justice and dealing with people and providing sustainable buildings to people because of quality of life and so we look at it from that perspective. I teach a materials course that is we talk about, it’s an introduction to how it is that buildings stand up basically; looking at light frame construction. And when we look at how a building stands up we look at each one of the materials; what’s involved from concrete and the foundation to whatever it is they decide to put on their roof and everything in between, the finishes and we look at the green quality of all those materials. So we talk about concrete for example and this is what concrete is made from and so it looks like might be green because of the aggregates and Portland cement, which can be fly ash and water and then you look at the amount of energy that goes into that so we do a life cycle analysis of the materials that we talk about in class and particularly this lens of sustainability like how green is this, what happens when you are done with this product, so we look the social aspects of sustainability and we look at materials aspects of sustainability and responsibility of designers through the development of the build environment. TC: Wonderful, thank you. Do you, what sources do you currently use to help in developing your lesson plans or your course materials? EDUCATOR 11: Well interesting question, since as you know there’s not many books about this. TC: Right. EDUCATOR 11: It’s just this hodge-podge of things; I mean there are some books that are you just, if you’re going to talk about sustainability there are things you can’t ignore Cradle to Cradle design by McDonough I think because it provides us very comprehensive paradigm of sustainability that moves from a level of the molecule to the level of the solar system at least where if you are talking about solar energy and the sun. Various articles, that people have written, I look at, I actually look at the EPA site because when we start calling, we develop protocols sheets for materials. Each student in the materials class is required to bring in two green materials to the library and they have to complete a protocol sheet and one question one the protocol sheet is what’s in this product? So they have to call the company and find out what’s in it and sometimes they get chemical names and compounds and such and they don’t know what they are so we use the EPA site and we pull up the EPA site and type in , type in silicone for example and we see what pops up. We will go to some will Green Guard, Green Seal, you know we look at these third party certifications to see if they know about them. Other books I’ve used McCullium’s book Philosophy of

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Sustainable Design, McLennan, I think McLennan that kind of an overview, I mean it’s just like a piece of this book, and a part of this book and A chapter out of this book because there is really no comprehensive material out there. TC: Okay, thank you. What instructional, excuse me, instructional or institutional resources could help you improve the teaching of sustainability on your campus? EDUCATOR 11: On campus or in my department? TC: Or in your department. EDUCATOR 11: Yeah, I can’t really say for the campus but in my department what I would say is that I tell students that most of what green house gases and global warming is contributed to cars and where looked at miles per gallon and transportation as the big problem., but if you look at what’s actually contributing and realize it’s a little less than 25% of that comes from cars, and nearly 50% comes from the built environment and everybody’s eyes get really big and everybody wants to do the right thing, so the question is what materials are there and that is where we just scatter you know and we try to hinder and yonder to go to various websites to see what kinds of materials are there and what I understand from most faculty, there’s some form of reinventing the wheel at every school to help students connect to green materials because there’s no single source or web clearinghouse that you can go to that says this is a green material trust me, this is a green material. We just don’t have that. TC: Right, I noticed in my research as well. EDUCATOR 11: Yeah that would be a big help TC: Okay. EDUCATOR 11: I think TC: Thank you, kind of back to that same question, do you feel that more research about sustainability needs to be done? EDUCATOR 11: to tell you the truth, I’m not exactly sure about the answer to that because, I think there’s a lot of people involved in this in all different fields. Chemists are looking at this, climatologists are looking at this, and anthropologist looking at this, and everybody is looking at this somehow. I think what is missing is communication about it and you know I think that there’s a lot of information that shows up at a design conference for example that doesn’t get to people in art who could benefit from the same kind of information about what kind of chemicals are in inks and paints and all that, so I somehow there’s no kind of cross-discipline communication about what people are learning. You really are to go and find out and find it on your own, but I forgot what I was going to say, the other thing has just flown right out of my head. TC: That’s okay, if it comes back to you let me know. EDUCATOR 11: Yeah, okay. TC: Do you feel that sustainability within interior design currently is viewed mainly as limited to only material and product specifications? EDUCATOR 11: I don’t have a sense about what’s happening across interior design education, in our department it clearly is not, we even in the material course, I tell them about this that sustainability is kind of this three-legged stool between people, planet and profit or economy, ecology, and equity; whatever you

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want to call it, there is these three parts to it and to design an environment well you have to consider all three of these things. TC: Thank you, do you have access to show students a LEED certified building or sustainable building that hasn’t went through certification, either on campus or in the nearby community? EDUCATOR 11: Yes we do TC: And do you use that as like an on-site kind of learning tool? EDUCATOR 11: Yes we do. TC: Okay last question. EDUCATOR 11: okay TC: We go through these quickly when I start reading them. EDUCATOR 11: TC: Would you be willing to provide examples of course work that would help in the development of a curriculum framework; for specifically saying to give that information over to an instructor who wants to teach sustainability or incorporate sustainability into and say here are some examples of things that have worked before? EDUCATOR 11: Yeah, in fact we started doing this initiative when I was the president of IDEC in 200 4, the 2004 and started a sustainability initiative there also and one of the things that we did we had a task force and kind of broke up responsibility and there was a group put together that was collecting information so that we could disseminate it through IDEC to other interior design educators, then when I rotated out of being president the task force kind of fell by the way side so that was never realized; but that effort was begun. What I am doing now is that I am writing a book about how you teach sustainability in studio and I have a co-author and we are using competition entries in the C2C home design competition which was I think the winning entries were well the entries that were selected for the show were up in December of 2005 or maybe it was 2006, oh January, I think it was 2005. So she and I really have all 600 entries and we are using those entries to illustrate studio concepts that are also sustainable. TC: Great. EDUCATOR 11: Yeah, so short answer to your question is yes I would be willing to share it and I am trying to do that. TC: Great, thank you very much. EDUCATOR 11: Sure. TC: I have no other questions. EDUCATOR 11: Oh okay. TC: It there is any other information that you feel I need or missing from the questions feel free to provide. EDUCATOR 11: Okay. TC: Otherwise at this point, thank you for your time and effort on this. The information has been very helpful. EDUCATOR 11: Glad I could, good, and I appreciate your patience in trying to set this up and if you could just send me, when this is all done, you could just send me a copy what you found out. TC: Definitely.

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EDUCATOR 11: That would be great. TC: Not a problem, Educator 1 as well has requested some information. EDUCATOR 11: Okay she is my co-author. TC: Well okay, EDUCATOR 11: Okay TC: She is wishing to utilize it, I think for the sustainability task force as well so. EDUCATOR 11: Yeah, hum. I’m on that task force with her, perfect. TC: And the survey, I don’t know if you got the survey or not from the survey monkey. EDUCATOR 11: hum, maybe. TC: Maybe. EDUCATOR 11: Sorry, I have about 6 in my inbox, sorry. TC: it’s okay EDUCATOR 11: It all runs together. TC: Right, well the last I checked I had 126 responded who actually completed the survey out of the 560 something email addresses that I put into it so. EDUCATOR 11: Wow, that’s good okay, okay. TC: Kind of a great response and the information is actually pretty eye-opening, so I can’t wait to share this. EDUCATOR 11: Is it fairly consistent, is everybody kind of feeling the same way or are their pockets across the country that got their whole thing together? TC: There’s, so far in the research, everybody is pretty well answered that yes they are teaching it or it needs to be taught. I think how they go about it is different and that is where I’m finding some unique twists and turns so I haven’t processed the information yet, but I’m looking forward to seeing the outcome comes from this. EDUCATOR 11: You will I think, it’s really interesting so. TC: A lot of schools I noticed are really depending on material specifications and that is their solution to sustainability and others are taking on a more holistic approach and wanting to integrate everything from daylighting to the understanding of the site and working with contractors, with builders and architects to give that aspect of sustainability and its encompasses of the overall built environment so. EDUCATOR 11: Right, right, well that’s interesting. I would be interested in what you find out. I think it’s just great, and I applaud you for taking on this as a project. TC: Thank you, it’s definitely a passion of mine, one I got here and started learning about sustainability and watching students struggle through defining it and they do understand what we do with it, now that we have it defined yeah. EDUCATOR 11: Yeah, absolutely, right, yeah I hear you. Well okay thank you so much and I look forward to seeing your results.

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BIOGRAPHICAL SKETCH

Tommy J. Crane was born in Laurel, Mississippi and raised in Braxton, Mississippi. He received his Bachelor’s of Science degree from the School of Health and Consumer Sciences in the Interior Design Program at the University of Southern Mississippi in 1999. After graduating, he worked for Barefield & Company, Inc. for four years as an interior designer. He then worked for OffiSource, Inc. for a year and a half. In 2005, he started teaching at Antonelli College while working part-time for Interior Spaces for three and a half years. In 2006, he continued his education in Interior Design to pursue a Master’s of Fine Arts degree at Florida State University. He joined the Interior Design faulty at Ohio University in the Fall of 2008.

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