Browsing by Author "Valdes Vasquez, Rodolfo, committee member"
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Item Embargo A framework to guide eco-cultural interior design in adaptive reuse(Colorado State University. Libraries, 2023) Schmidt, Alea, author; Malinin, Laura, advisor; Kwon, Jain, advisor; Valdes Vasquez, Rodolfo, committee memberAs the current efforts of sustainability in the built environment shift in focus from the environment to including aspects of health and wellbeing, equity, diversity, and inclusion, there is a need to understand how these aspects connect to the concept of eco-cultural design and the role of the interior designer. This qualitative study explores the ways in which interior design has potential to contribute to eco-cultural design especially within the context of adaptive reuse. The conceptual framework for this study is informed by the concept of eco-cultural design and the coinciding assessment framework proposed by Qtaishat et al. (2020). The indicators within the main categories of the original framework were adjusted to focus on aspects that relate specifically to interior design. Purposive sampling and the content analysis of design firm websites were used to identify professionals working at the intersection of adaptive reuse, interior design, and sustainability. Nine professionals participated in open-ended, semi-structured interviews to discuss their lived experiences with interior design and adaptive reuse and how sustainability and aspects of ecocultural design are understood in the industry. The qualitative coding techniques of open coding and a priori themes were used to explore the applicability of the conceptual framework for practice, and the ways in which the roles of the interior designer relate to the different categories of eco-cultural design. The participants' experiences and insights informed the refinement of the conceptual framework toward a guideline for Eco-Cultural Interior Design, including the roles interior design professionals might play from pre-design through project administration. The findings suggest there are already efforts being made in the industry regarding aspects of eco-cultural design. However, due to the overwhelming number of terms and concepts that exist relating to sustainability, interior designers lack the language to clearly communicate with clients the value of considering aspects of eco-cultural design. The findings also suggest that the framework is more impactful when used to guide interior designers as they move through the design process, rather than as another building rating system. Instead, it may be better used to provoke critical thought regarding how to consider all dimensions of sustainability during interior design and adaptive reuse. In addition, there is potential for interior designers to have the most impact on the eco-cultural sustainability in the pre-design phases of the design process, demonstrating the importance of involving them from the start. The main contribution of this study is therefore the development of a framework to guide eco-cultural interior design in practice.Item Open Access Investigating engineering students' learning for global preparedness in curricular and cocurricular engineering education(Colorado State University. Libraries, 2019) Cook, Alistair, author; Korte, Russell, advisor; Siller, Thomas, advisor; Bourn, Douglas, committee member; Valdes Vasquez, Rodolfo, committee member; Birmingham, Daniel, committee memberEngineering as a profession has a significant impact globally in the creation and maintenance of the infrastructure and technology on which humanity relies. As resource constraints and dramatic global population growth challenge engineering's ability to support sustainable, appropriate development globally, the education provided for engineers is increasingly important for preparing engineering students to face the challenges of the present and future. Therefore, it is essential to understand how engineering students can become more globally prepared in their studies. The purpose of this study is to compare, through student experiences, different classes, and programs in engineering education designed to develop students' capabilities in global preparedness. The data for this project were collected through interviews with students who were taking part in different learning curricular and cocurricular classes and programs. In addition, data were collected through pre/post/retrospective-pre-student surveys when possible (for participant groups of greater than 30). The outcomes of this study are presented in three articles. The first article is a structured literature review of the global and professional competencies recognized by academia and engineering practitioners as key experiences and learning designed to improve undergraduate engineering students' global preparedness. The second article is a mixed methods analysis, comparing on-campus classroom development of global preparedness and the impact of changing the context of the engineering class (from local to global) on student's global preparedness and professional competence development. The final article reports on the results of interviews with students participating in different study abroad and volunteer programs, to compare and contrast their experiences in and the impact of those programs. The value of this study is that universities and students may be able to use these results to better understand how to more effectively design and deliver classes and programs to increase the global and professional preparedness of engineering students.