Pedagogy and Professional Development

Educating Students to Become Sustainable Design Leaders: Opportunity Through Material Selection Systems

Authors
  • Johnnie Stark (UNIVERSITY OF NORTH TEXAS)
  • Hae Jin Gam (University of North Texas)
  • Barbara Cottrell Trippeer (University of North Texas)

Abstract

As sustainability and sustainable design are increasingly included in processes and policies in industry for fabricators and suppliers, and for the public, including business owners and consumer customers, Higher Education is responding by addressing these topics in design degree programs and courses. In a recent analysis of collaboration strategies engaging Fashion Design and Interior Design students in the study of sustainable design topics, applications and practice, the authors identified three themes acknowledging multi- and interdisciplinarity in design education curriculum: The Social Dimension of Design, The Interdisciplinary Design Process, and Holistic Thinking and these three themes were illustrated as the interconnectedness of relevant topics and implications for teaching and research (Trippeer et al, 2022).  This study focused on learning theories and pedagogical strategies that are supportive in the context of the three Themes identified in (Trippeer et al,2022), as successful in supporting sustainable design education in multidisciplinary programs especially for fashion design, interior design majors. 

Keywords: Sustainability, design education, multidisciplinary curriculum, pedagogy models

How to Cite:

Stark, J., Gam, H. & Trippeer, B. C., (2023) “Educating Students to Become Sustainable Design Leaders: Opportunity Through Material Selection Systems”, International Textile and Apparel Association Annual Conference Proceedings 80(1). doi: https://doi.org/10.31274/itaa.17068

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Published on
31 Dec 2023
Peer Reviewed