Abstract
This paper discusses the role of community service projects in interior design curricula, describes the theoretical context and benefits of experiential learning, and explores the relationship of community service projects to objectives of interior design curricula accredited by the Foundation for Interior Design Education Research (FIDER). In addition, the paper identifies and discusses problems and benefits related to including community service projects in interior design curricula, as well as project management, implementation, and evaluation issues. A case study of a successful community service project involving the rehabilitation of a multistory building into women's transitional housing is included to illustrate the theoretical, curricular, evaluative, and logistical issues related to community service projects.
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