Textile and Apparel Management electronic theses and dissertations (MU)
https://hdl.handle.net/10355/5392
The electronic theses and dissertations of the Department of Textile and Apparel Management.2024-03-28T12:14:57ZAccessing axis : exploring design coginition from visual and haptic experiences as an apparel designer in digital 3d imaging using 3d printing technology
https://hdl.handle.net/10355/57783
Accessing axis : exploring design coginition from visual and haptic experiences as an apparel designer in digital 3d imaging using 3d printing technology
Sun, Lushan
Despite the rise of 3D printing technology in recent years, the novel technology has not yet heavily expanded to the realm of textile and apparel design. Although 3D printed design explorations have been unique and successful, the information shared only pertains to unique garment silhouettes or materials applied as oppose the insights into the specific 3D CAD process, which is the core of such digital fabrication methods. Following the Mutual Shaping of Technology framework, this study zoomed in on the ways for traditional apparel designers transition into the digital 3D modeling process from the visual and haptic cognitive aspects. This investigation involved a focus group study with 10 participants who are 3D CAD practitioners with hands-on object making backgrounds. The group study outcomes further contributed to the strategy that was then utilized in an independent case study involving studio practice and the development of a 3D printed wearable garment. The results from this exploratory study suggest that the transition from hands-on to digital modeling is a rather challenging process and relies heavily on tacit knowledge and the combination of object and spatial visualization skills interpreted in the forms of visual and haptic memory in order to develop an efficient workflow in the digital design process. The findings of this study are of great value in understanding the cognitive nature of the apparel designer's virtual design process in order to reflect on the current design curriculum. This study also is of importance to the future 3D CAD program interface design for both apparel and non-apparel design practice.
2015-01-01T00:00:00ZAdaptive apparel advocacy : a case study exploring how Mindy Scheier catalyzed the adaptive apparel market
https://hdl.handle.net/10355/83796
Adaptive apparel advocacy : a case study exploring how Mindy Scheier catalyzed the adaptive apparel market
McBee-Black, Kerri
The purpose of this study is to gain an in-depth, holistic, and contextualized understanding of how Mindy Scheier catalyzed the adaptive apparel market by exploring her role as an adaptive apparel advocate and her collaboration with Tommy Hilfiger(R), to launch a first-of-its-kind adaptive apparel line, Tommy Adaptive. The recent interest of apparel brands to embrace the PLWD consumer suggests a possible shift in the apparel industry toward an inclusive approach to fashion. A single, main case study design was used to examine the phenomenon. The study found that Scheier was motivated to become an advocate for the adaptive apparel market by the apparel needs and challenges of her son. This motivation led Scheier to engage in an in-depth consumer market and design innovation research to gain knowledge of the apparel needs and challenges of PLWD. This knowledge led to a collaboration with a supply chain partner, which led to the first-of-its-kind mainstream fashion-forward adaptive apparel line with Tommy Hilfiger(R). The study also found that Scheier sacrificed her career goals, her income, and her dignity to ensure adaptive apparel went mainstream in the apparel industry. The study's findings have contributions to the Social Model of Disability, MRCS, R-A, and GSCM theory and implications for apparel brands and entrepreneurs wishing to enter the adaptive apparel market as well as for policymakers, and apparel researchers.
2020-01-01T00:00:00ZAdolescent sibling caregiving and responsibilty and competence in adulthood : retrospective reports among Latina/o young adults
https://hdl.handle.net/10355/83726
Adolescent sibling caregiving and responsibilty and competence in adulthood : retrospective reports among Latina/o young adults
Kline, Gabrielle C.
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI--COLUMBIA AT REQUEST OF AUTHOR.] Using attachment theory, cultural ecological framework, and an adapted cultural transmission model, I examined associations between familism values, sibling caregiving and success during young adulthood, specifically personal accountability and behavioral and emotional control, among 350 Latina/o/x young adults. I found that familism values were positively associated with sibling caregiving and personal accountability. Sibling caregiving was positively associated with personal accountability and negatively associated with behavioral and emotional control. I found two significant in direct effects. First, familism values were positively associated with sibling caregiving, which, in turn was positively associated with personal accountability. Second, familism values were positively associated with sibling caregiving, which, in turn was negatively associated with behavioral and emotional control. I conducted multigroup path analysis based on gender and found no gender differences. Findings highlight how sibling caregiving can be linked to responsibility during young adulthood.
2020-01-01T00:00:00ZAnalyzing the physical and virtual interior design studio classroom practices and culture
https://hdl.handle.net/10355/70706
Analyzing the physical and virtual interior design studio classroom practices and culture
Kinley, Lori
Studio courses are the heart of the undergraduate interior design programs in the United States. Traditionally, studio courses are offered in a physical classroom where the instructor and students meet together for several hours each week. With the emergence of technology, few institutions are offering studio courses in a virtual environment. Although instructors and students interact with one another within the virtual classroom, they do not meet together in the same physical space. The practices within each environment can determine its success. Therefore, the examination of the experience of both the interior design instructors and students, as well as studio classroom practices, is required to gain an understanding of the studio environment and culture within a physical learning classroom and a virtual learning classroom. Guided by grounded theory methodology, data collection was triangulated with 19 personal interviews of instructors and students familiar with both environments, classroom observations, and documents that pertained to the classroom. Virtual environments have the potential to be a productive learning space with the current technologies available, however, it was determined that the examined virtual interior design studio environment did not equate to the rich experiences, practices, or culture of the physical environment. Established course design, studio practices, and the use of collaborative technology were not implemented in the virtual studio classroom to produce the teaching and experiential learning outcomes of real-time intensive studio culture. Specifically, the study found serious limitations in (1) Collaborative interaction among faculty, students, project clients, and experts, (2) Creativity associated with the fluid and open-ended nature of stimulation, trials and exploration in the design process, (3) Personal and individualized interaction in building engaged relationships and networks, (4) Teaching and learning expectations for iterative on-going reflection and continuing improvements in projects evolving in time, and (5) Investment in building studio culture with real-time presence and interaction among a tightly formed group of 16 or less colleagues to address dynamic complexities in the problem-solving design process.
2018-01-01T00:00:00Z