Build–to–Learn: An Examination of Pedagogical Practices in Interior Design Education

Abstract

“Build–to–learn” is a pedagogical practice reflecting traditions in architectural and engineering education, as well as theoretical foundations in experiential learning. This study investigates how interior design educators are using this approach by classifying types of build–to–learn projects with their associated learning outcomes. Findings disclose both the educator and student perspectives on build–to–learn experiences. The paper first reports findings from a study of Interior Design Educator's Council (IDEC) educators ( N = 40) who participated in an online survey of build–to–learn practices and observations. In the second exploratory study, students ( N = 11) were assigned a build–to–learn exercise as part of a construction materials and methods course and were surveyed on their experience. The results revealed four build–to–learn classifications: (1) representational models as a means of understanding three–dimensionality; (2) construction assembly and materiality; (3) joinery–connectivity; (4) real–scale construction experiences. Findings from the study generally suggest positive learning outcomes from all types of build–to–learn experiences, although some student and educator challenges are identified.