Preface |
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ix | |
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SECTION ONE: MEETING THE CHALLENGE |
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The Importance of Interior Design Teaching and Learning |
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3 | (4) |
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Using This Book to Best Advantage |
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4 | (3) |
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The Nature of Interior Design Education |
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7 | (48) |
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The Unique Higher Education Environment |
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8 | (4) |
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Interior Design Academic Homes |
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12 | (2) |
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Qualities of Full-Time, Part-Time, and Gradutate Assistant Roles |
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14 | (3) |
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The Roles of the Full-time Academic |
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16 | (1) |
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17 | (1) |
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The Four Primary Activities of the Academic Career |
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18 | (8) |
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Contributions of Adjunct Facult |
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25 | (1) |
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Currency in the Profession |
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26 | (2) |
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28 | (1) |
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28 | (7) |
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Learning Theory: The Design Process and Beyond |
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34 | (1) |
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35 | (6) |
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Learning Theories and Teaching Strategies |
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41 | (14) |
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SECTION TWO: FOSTERING SUCCESSFUL LEARNING |
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55 | (42) |
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Managing Time and the Demands of Teaching |
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55 | (1) |
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Do Designers Struggle with Time Management for Certain Reasons? |
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55 | (5) |
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Matching Course Goals to Measurable Outcomes |
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59 | (1) |
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60 | (7) |
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Basic Course Construction and Syllabus Preparation |
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67 | (1) |
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67 | (6) |
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Selecting and Creating Course Resources |
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73 | (1) |
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73 | (24) |
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81 | (16) |
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Managing and Guiding Learning |
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97 | (44) |
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97 | (1) |
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Establishing an Effective Classroom Learning Environment |
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98 | (2) |
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Learning Strategies: Definitions and Examples |
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100 | (21) |
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Giving Tests and Assigning Grades |
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120 | (1) |
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Grades and Tests: Stress Agents for Learners |
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121 | (1) |
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121 | (4) |
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125 | (3) |
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Grading Tests and Other Assignments |
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128 | (2) |
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130 | (1) |
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131 | (2) |
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132 | (1) |
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The Rarely Acknowledged Emotional Side of Learning |
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133 | (8) |
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141 | (22) |
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142 | (2) |
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A Framework of Studio Teaching and Learning |
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144 | (4) |
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148 | (2) |
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150 | (2) |
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152 | (1) |
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152 | (5) |
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157 | (2) |
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159 | (4) |
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Teaching and Learning at a Distance |
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163 | (24) |
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Students and Online Learning |
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164 | (4) |
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168 | (7) |
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175 | (1) |
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Examples in Interior Design Online Learning |
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176 | (11) |
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Trends in Interior Design Teaching and Learning |
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187 | (26) |
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Evolving Educational Techniques and Approaches |
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188 | (14) |
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Embracing Emerging paradigms |
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202 | (11) |
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Improving Teaching and Learning |
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213 | (12) |
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Development Opportunities |
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213 | (3) |
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216 | (4) |
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Relationships with Your Institution |
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220 | (5) |
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SECTION THREE: THE TEACHING EXPERIENCE |
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225 | (30) |
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Reflections of Seasoned Educators |
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225 | (3) |
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Achieving Tenure and Maintaining Life Balance |
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228 | (6) |
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Observations from Adjunct Educators |
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234 | (5) |
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The Graduate Teaching Assistant Experience |
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239 | (2) |
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The Interior Design Administrator's Point of View |
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241 | (4) |
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245 | (8) |
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The Individual Voice of the Interior Design Education Experience |
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253 | (2) |
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The Teaching and Learning Physical Environment |
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255 | (24) |
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Educational Facilities' Influences and Pressures through History |
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256 | (1) |
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Current and Future Challenges and Institutions' Responses |
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257 | (1) |
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Cultural and Technological Factors Influencing Higher Education Facilities Design |
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258 | (2) |
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Other Interior Environment Considerations |
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260 | (7) |
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Design Teaching and Learning Facilities |
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267 | (2) |
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Design Teaching and Learning Space Archetypes |
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269 | (10) |
Glossary |
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279 | (8) |
References |
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287 | (12) |
Index |
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299 | |