Introduction to What is Good Design — Course Intro Notes (VCU)

Instructor and Course Context

Instructor: Ruth Diebler, adjunct professor at VCU; has taught the course for about four years in all formats; prefers in-person classroom interaction and promises to make it worthwhile.
Emphasis on in-person attendance: expects students to attend in person; attendance policy is taken seriously and discussed in the syllabus.
Early technical hiccups noted: occasional Zoom interruptions are acknowledged and handled with patience; promise to cover material regardless.

Course Purpose and Focus

Course title mentioned: What is good design? An interiors/design course.
Core questions: What constitutes good design? How do designers respond to labor shifts, technology, politics, and environment from the earliest twentieth century to today.
Scope and aim: A survey of design across past and present; focus on twentieth and twenty-first centuries; foundational knowledge of architecture, interiors, furnishings, decorative arts, craft, design, fashion, and industrial design.
Perspective: Design is not black and white; it is ever-changing daily; emphasis on contextual understanding and cultural content.

Instructor Background and Teaching Philosophy

Education: Bachelors from Radford University; MFA from VCU; began teaching while pursuing MFA at VCU.
Career: Practiced interior design for about seventeen years before returning to graduate school to teach; teaching is described as a passion.
Beliefs about learning: Existence of nuance in design; appreciation for student questions; commitment to fostering deep learning and rigor.
Vision for students: Expose students to diverse architectures and spaces; empower students to speak knowledgeably about design; help both design majors and non-designers engage in design conversations.

Syllabus and Course Structure

Syllabus location: Saved in Canvas under Files; acts as the guiding contract for the course.
Purpose of the syllabus: Outlines expectations, attendance, assessments, and progression; described as a “contract” and a base for the course.
Course framing: Emphasizes transgression and progression of information; missing class is discouraged as it complicates learning.
Content scope: Dense readings; in-person class will cover many readings together; online/asynchronous portion involves more self-driven reading.
About the pedagogy: Emphasis on process over product and emergence over rigidity; aim to cultivate a language of design and critical thinking.

Readings, Textbooks, and Materials

No required textbook for the class.
Readings: Dense and challenging; many readings will be done together in class for in-person sections.
Materials: Sketchbook and/or tablet; cost estimated as $5–$10, negligible; not everyone needs a sketchbook or tablet immediately; next steps discussed in week 2.
Flexibility on materials: Sketchbook can be shared or used across classes; students may already own one.

Teaching Philosophy and Learning Environment

Core philosophy: Exposure to diverse ideas and spaces; help students develop a broad understanding of design and how it permeates everything.
Language and toolkits: Students will develop a toolkit of design knowledge and vocabulary to discuss design across majors and disciplines.
Support and accessibility: The instructor aims to facilitate personal journeys for designers, design scholars, and design enthusiasts; accommodations and confidential support are available.
Community and diversity: Emphasizes a diverse, inclusive classroom; acknowledges the value of differences in enriching design discourse.
Land acknowledgment and respect: VCU land acknowledgment references traditional lands of Powhatan, Cheekdom, and Monacan Nation; emphasizes community, history, and respect for indigenous communities; Christina (a Native Virginian) helped develop the acknowledgment; contact information and connections provided for Native American students.

Design Ethos, Ethics, and Professional Practice

AI policy: ChatGPT and AI resources are not allowed in this course for student use; the instructor personally uses AI tools (e.g., ChatGPT) and embraces technology, but prohibits student use.
Ethics: Emphasizes honesty, integrity, and learning; discourages misconduct; stresses the privilege of being in college and the responsibility to learn.
Knowledge and power: “Design is not sexy all the time. Knowledge is power. Power is truth. Speak truth to power.”
Inquiry stance: Encourages asking questions, slowing down, observing surroundings, and posing why-not questions to improve design.

Course Logistics and Canvas

Canvas as the central hub: All announcements, due dates, assignments, lectures, readings, and attendance tracking live in Canvas.
Daily checks: Students should check Canvas and email daily; plans may occasionally change; instructors may extend deadlines if needed after discussion.
PDF submissions: All assignments must be converted to PDFs for submission and grading; this is a practical requirement for consistent review.
Communications: All due dates and communications posted on Canvas; announcements can be dense and should be read in full.
Instructor availability: Willing to meet and help students; more flexible for students who have established rapport with the instructor; aims to know students personally.

Assessments, Attendance, and Grading

Grading framework: Eleven five-point assignments; a pseudo midterm project; final project; and attendance form the grade composition.
Total point structure (as described):
- Assignments: $11 imes 5 = 55 ext{\%}$
- Attendance: $20\%$
- Projects and final project: part of the remaining points (details to be confirmed in the syllabus and Canvas).
- Overall potential of a perfect score noted as 105 points in some semesters, acknowledging extra credit opportunities.
Attendance policy: In-person attendance is required; up to two absences may be permitted; missing more than allowed can impact the final grade; online asynchronous option exists for those unable to attend in person; attendance is a real contributor to the grade.
Incentives and practical expectations: If you attend consistently and perform well, achieving an overall grade of A is realistic; two and a half hours per week in class emphasizes the impact of attendance on outcomes.
Updates and flexibility: The instructor may adjust deadlines by class consensus if needed; however, communication and early alignment in Canvas remain essential.
First assignment window: The first assignment is posted on Canvas; you will see due dates and the structure populated in Canvas by the following day.

First Week Assignments and Activities

Introductory course survey: Due tomorrow; takes about 15–20 minutes; collects general information and experiences.
Podcast assignment: Students will listen to a podcast (about $54$ minutes) and engage with the content in chunks.
TED Talk: A related TED Talk will be watched to summarize and reinforce the podcast content.
In-class hand-in: On Thursday, students will bring handwritten work (not digital) to the class.
Learning approach: Recommended to listen to podcasts in 15-minute chunks with breaks to maximize comprehension and retention.

Notable Course Elements and Miscellanea

Personal imagery and examples: The instructor plans to share personal travel imagery (e.g., a photo from Spain, Parc Güell by Antoni Gaudí) to enrich learning and connect theory to real-world architectural artifacts.
Gaudí example: Parc Güell outdoor ceiling; Barcelona; an unfinished but magical development project used to discuss historical design and context.
Research trajectory: Emphasis on how twentieth- and twenty-first-century design has evolved due to industrial, social, and technological changes, and how contemporary projects continue to shape those narratives.
Student engagement: The instructor expresses strong interest in getting to know students and accommodating diverse backgrounds and future paths, including those considering changing majors to interior design.
Class expectations: Students from many majors will participate; the course aims to empower them to discuss design across disciplines and to develop a broad language of design.
Real-world relevance: The class emphasizes the role of design in everyday life and how design decisions impact labor, technology, politics, and environment.
Support resources: Counseling at VCU and other student services are highlighted; accommodations via the SAEO office are confidential; the instructor is available to discuss accommodations in person or via email.

Thursday In-Person Session and Next Steps

Plan to move to in-person sessions after initial online orientation; more details will be covered on Thursday in person.
The class will dig deeper into the syllabus, assignments, and expectations during the in-person session.

Quick Reference: Key Numbers and Policies (LaTeX format)

Number of five-point assignments: $11$
Points per assignment: $5$
Total from assignments (theoretical): $11 imes 5 = 55\%$
Attendance contribution to grade: $20\%$
Potential overall maximum score noted: $105$ points
Absences allowed: $2$ (two classes)
Weekly class time commitment (in-person): $2.5\text{ hours}$ per week
Podcast length: $54\text{ minutes}$
First assignment due: next day (date managed in Canvas)

Final reminders

Canvas is the central repository for all course content, announcements, and deadlines; check daily.
All submissions must be PDFs; practice converting documents to PDF in preparation for future life and professional work.
The course emphasizes critical thinking, open discussion, and a willingness to question and explore design concepts rather than relying on rote answers.
If you have accommodations or need counseling support, contact SAEO and the instructor; confidential discussions can be arranged outside of class as needed.
The instructor encourages active participation, asking questions, and leveraging the first-hand experiences and imagery shared throughout the semester to enrich learning.