Collaborative Links with K–12: Proposed Model Integrating Interior Design with National Education Standards

Abstract

The future of our profession may be dependent upon our interest today in tomorrows adults. Many youth are entering college without an awareness of the interior design profession and its contributions to quality of life. If interior design professionals become involved in elementary and secondary education (K–l2), youths may be attracted and knowledgeable about the profession's contributions, assuring its continued vitality and growth. Although case studies of professional involvement have been reported, a plan has yet to be proposed outlining a cohesive approach integrating interior design into K–l2 educational curriculum. This study develops an integrative model of interior design involvement in elementary and secondary education addressing two national movements: school–to–work (a work–based model) and national education reform (an educational model) offering three levels of participation for interior design professionals. The strength of the model lies in linking the use of experiential, learning–based activities including internships, field trips, simulations, and exercises typically incorporated in post–secondary programs of interior design and the collaborative efforts inclusive of teaming required by interior design professionals. Involvement through collaborations with interior design professionals and industry partners with youth in K–l2 curricula presents an opportunity for accurate representation of the profession, its facets and significant contributions in shaping the built environment contributing to the health, safely and well–being of the population. Such partnerships create multiple benefits for the future of the profession and the community at large.