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Today's Date

04/24/2018

Your Name:

Victoria Brown

Your Email:

vbrown@highpoint.edu

Which semester is this course proposal applicable for?

Spring 2019

Your department

School of Art & Design - Home Furnishings & Interior Design

Please select the appropriate school overseeing this proposal:

Art & Design

Is this proposal connected to any other proposals currently being submitted? If so, please describe below.

No

Is this submission in response to a "revise and resubmit" decision on a previous proposal?

No

Is this course cross listed?

Yes

Choose the department designator for your proposed course from the list below.

INT

Choose the second department designator for your proposed course from the list below.

VMD

Proposed Course Number

3500

Does this course replace a current course?

No

Enter the title of your proposed course

A Tale of 3 Cities: Retail Design & Merchandising in NY, London, & Paris

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Enter the catalog description of your proposed course

This course provides students the opportunity to explore the retail and fashion industries on an international scale. Topics coveredin this course include a history of retailing, consumer behavior, global business customs, store layout and design considerations,and merchandising strategies.

Choose your proposed course's number of credits from the list below

4

How will the course be graded?

Letter grade

Please select the course repeat option for your proposed course:

Not repeatable for credit

Offering cycle for your proposed course:

Spring semester

Does your course have any prerequisites?

Yes

Please list all prerequisites this course requires:

VMD major or minor, INT major, FMD minor. Equivalency: Junior standing

FMD minors: Must provide a letter of reference from a faculty member in the Department of Interior Design and Home Furnishingsand have completed following courses: FMD 1100, FMD 2100, VMD 2235, and VMD 2300.

Rationale for new course

Junior INT and VMD students are required to take a studio course in the second semester of their junior year. Currently, they canalso choose to take a Study Abroad experience offered within the department of Home Furnishings and Interior Design that willreplace the studio course. Previously this Study Abroad experience was a trip to Scandinavia. Based on student feedback, VisualMerchandising Design students and Fashion Merchandising minor students are very interested in the NY, London, and Paris studyabroad experience, thus as a department we chose to offer students this study abroad option. This course covers a broad rangeof topics that will appeal to Visual Merchandising, Interior Design, and Fashion Merchandising students, such as interior design,retail design, product placement, consumer behavior, and fashion merchandising. These topics are of interest to our INT, VMD,and FMD students, and are integral to their discipline-specific knowledge. This course does connect to material covered in other courses, as it builds on information that students will learn in their major-specific history courses, marketing and branding courses, and courses within the department that focus on retailing. There will notbe significant overlap with existing courses. This is the only merchandising course that focuses on international retailing thatstudents have the opportunity to take at this time.

List the proposed course's student learning outcomes

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At the conclusion of the class, students will demonstrate the ability to:

1. Analyze the retail and fashion industries, including consumer behavior, store layout, and space planning. 2. Describe the differences in global business (operational) customs and practices.

3. Identify emerging retail markets. 4. Create floor, furniture, fixture, and basic lighting plans that enhance the customer journey and experience.

5. Understand how client, brand, merchandise and consumer base drive the conceptual visual design of a retail setting. 6. Identify and analyze visual merchandising and retailing strategies in three large international cities.

7. Explore specific cultural influences in design environments, of these three large international cities. 8. Collaborate with various disciplines (INT, VMD, and FMD) to understand how consumer research impacts design decisions.

Describe how your course's learning outcomes help to fulfill the missions of your department and school/college. (For FYScourses, describe how your course's learning outcomes help to fulfill the mission of the FYS program.)

Part of the School of Art and Design’s mission is to prepare globally aware students for continued growth in a diverse range offields by instilling professional values and fostering the ability to engage in critical inquiry through a variety of creative methods.This course’s learning outcomes help fulfill this mission in that students will be exposed to international merchandising strategies,products, consumers, and a variety of professions within the retail industry. Another aspect of the School of Art and Design’smission is to cultivate an appreciation for artistic expression, understanding of visual literacy, and awareness of design in theuniversity and surrounding communities. This study abroad experience will allow students to immerse themselves in a variety ofcultures, part of which includes artistic expression. Student’s will identify and analyze visual merchandising and retailing strategieswithin these cultures. Two core values of specific interest within the School of Art and Design are fostering collaborative working environments thatinspire interdisciplinary exploration and viewing experiential learning as a crucial component of the educational process. Thelearning outcomes for this course help to fulfill these missions as well, in that students will collaborate with various disciplines (INT,VMD, and FMD) to understand how consumer research impacts design decisions. This study abroad experience is also anexample of experiential learning in that students will be identifying and analyzing visual merchandising and retailing strategies inthree large international cities.

Describe how the student learning outcomes in your course will be assessed.

The student learning outcomes in this course will be assessed through a variety of methods. Students will keep a daily record ofretail programming methods while in New York and abroad. Students will also participate in consumer observation, write reportsbased on this observation, collaborate on team projects (which will combine retail design skills, marketing, branding, andconsumer behavior) and reflect on skills learned by writing a critical essay. Students will also take two tests during the course toassess their understanding of course material.

This course is intended to be:

A general elective for majors and non-majors

Does this course fulfill any of the below University academic program requirements?

Study Abroad

Please attach your department approval signature page, syllabus, and any other supporting documents.

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Syllabus1.pdfsignatures1.pdfSA-Signature-Page-INT-30001.pdfRationale-for-Proposed-Locations1.pdfProgramProposal_GlobalExperience_Packet31.pdfItinerary1.pdfFaculty-Qualifications1.pdfdepartment-chair-signature1.pdfCIDA-and-NASAD-compliance1.pdfChart1.pdf

For Deans:

Does this proposal connect solely to programs in your school (Intra-Collegiate), or does it have connections to broaderuniversity programs and requirements (Inter-Collegiate)? Note that all proposals connected to University Academic Programsor within the General Education should be considered Inter-Collegiate proposals.

Intra-collegiate

Is this proposal consistent with school and university mission?

Yes

Comments justifying this determination?

See justification submitted by faculty as it relates to the program and School. In addition, at the University level, this course allowsstudents to participate in interdisciplinary projects and global experiences.

Are necessary resources available to support this proposal?

Yes

Comments justifying this determination?

This course fits into faculty existing workload.

[DEAN] I approve/deny this proposal for further advancement

Approve

Today's Date (REQUIRED)

04/24/2018

For Academic Programs:

Is this proposal consistent with the mission and requirements of your program?

Yes

[ACAD PROG] This committee approves/denies advancement of this proposal

Approve

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Please type the name of your committee

Study Abroad Committee

Today's Date (REQUIRED)

04/24/2018

For the School Curriculum Committee:

Is this proposal consistent with the mission and requirements of your school?

Yes

Comments justifying this determination?

This course will augment two majors within the Interior Design Department a is well within the mission of the School of Art adDesign.

Does this proposal reflect a course that is rigorous, current, and reflects best practices and highest academic standards?

Yes

Comments justifying this determination?

Will provide students hands on experience and a first hand knowledge of the industry on an international level.

[SCHOOL COMMITTEE] This committee approves/denies advancement of this proposal

Approve

Today's Date (REQUIRED)

04/25/2018

INT / VMD 3500

A Tale of 3 Cities: Retail Design & Merchandising in NY, London, & Paris

4 credits

High Point University Spring 2019

Instructor(s): Mrs. Cathy Nowicki and Dr. Victoria Brown Email: cnowicki@highpoint.edu and vbrown@highpoint.edu

Office Hours: Days/Times TBD

Course Description:

This course provides students the opportunity to explore the retail and fashion industries on a global scale. Topics covered in this course include a history of retailing, consumer behavior, global business customs, store layout and design considerations, and merchandising strategies.

Prerequisites: VMD major or minor, INT major, FMD minor. Equivalency: Junior standing FMD minors: See details above in “Students Served # 4. Must provide a letter of reference from a faculty member in the Department of Interior Design and Home Furnishings and have completed following courses: FMD 1100, FMD 2100, VMD 2235, and VMD 2300.”

CIDA and NASAD Standard 3 compliance

Course Objectives

At the conclusion of the class, students will demonstrate the ability to:

1. Analyze the retail and fashion industries, including consumer behavior, store layout, and

space planning. 2. Describe the differences in global business (operational) customs and practices. 3. Identify emerging retail markets. 4. Create floor, furniture, fixture, and basic lighting plans that enhance the customer

journey and experience.

5. Understand how client, brand, merchandise and consumer base drive the conceptual

visual design of a retail setting.

6. Identify and analyze visual merchandising and retailing strategies in three large

international cities.

7. Explore specific cultural influences in design environments, of these three large

international cities.

8. Collaborate with various disciplines (INT, VMD, and FMD) to understand how consumer

research impacts design decisions.

In addition to attending class and completing all course requirements, students are expected to spend at least 2 hours each week engaged in out-of-class work (i.e., reading, studying, doing homework, working on projects, etc.) for every hour of credit earned in this course.

Required Texts:

Halepete, J. (2017). Retailing in Emerging Markets. 2nd ed. Mac Higher, Fairchild Books. Morrison, T. and Conoway, A. (2011). Kiss Bow or Shake Hands, Sales and Marketing:

The Essential Cultural Guide―From Presentations and Promotions to Communicating and Closing. McGraw Hill, New York: NY.

Hoyer, W.D., MacInnis, D.J., and Pieters, R. (2017). Consumer Behavior,7th ed. Cengage

Learning, Boston: MA.

Attendance Policy

The Interior Design/VMD programs have adopted a policy toward attendance. Immediately following the third absence, the student will be placed on Class Attendance Probation. You will be notified after the second absence by the Professor. If you miss one more class after being placed on probation (bringing the total to four), then you will be dropped from the class with a grade of W, WA, or FA as appropriate. These absences are not considered to be “free absences;” HPU does not differentiate between ‘excused’ and ‘unexcused’ absences.

Policy on Late Work or Missed Exams

Late work will not be accepted, unless there are extenuating circumstances, such as an illness or family emergency. Ten points will be deducted for each day the work is late, for up to two days, after which late work will not be accepted. Any projects submitted to Blackboard or via email will be opened immediately upon submission. If a file cannot be opened, the student will be asked to resend the file by the due date of the assignment. A makeup exam will only be allowed in the case of an extreme emergency. Students MUST be present for the Final Exam. There are no exceptions to this policy.

Writing Center Policy

The Writing Center provides writing assistance for students at any level of study – from freshman to graduate – at any stage in the writing process, from invention through revision. The Writing Center staff will be available in a variety of locations around campus during various hours throughout the day, Monday through Friday. Go to https://highpoint.mywconline.com/ to make an appointment. Appointments can only be made through the online portal. Appointments will be available starting August 29, 2016 for the Fall 2016 semester.

Writing Center tutors do not proofread or edit students’ papers for them, but they do work with students to help them develop strategies for improving their writing in light of their respective assignments, instructors, and writing styles. For more information, contact Writing Center Director, Dr. Leah Schweitzer at lschweit@highpoint.edu or 336-841-9106.

Academic Integrity: Honor Code

The High Point University Honor Code affirms that:

We, the students of High Point University, believe that honesty and integrity are essential to student academic development. Therefore, we assert the following:

Every student is honor-bound to abstain from cheating.

Every student is honor-bound to abstain from collusion.

Every student is honor-bound to abstain from plagiarism (see below).

Every student is honor-bound to report a violation of the University Honor Code.

Full details of the High Point University Honor Code are found in the Student Handbook. Every member of the university community is expected to be familiar with the Honor Code.

Professional Behavior Policy

High Point University students have a responsibility to uphold the University Honor Code, Conduct Code, and all other rules and processes as noted in the Undergraduate Bulletin and the Student Guide to Campus Life. These rules apply to the entirety of the campus, especially in academic spaces (e.g., classrooms, faculty offices). Students should be fully aware of these expectations at all times. Behaviors or methods of communications that hinder an “inclusive environment that encourages the exchange of ideas and the intellectual and creative development of faculty and students” (Mission of the School of Art and Design) will be addressed immediately and tracked via Starfish. The degree of offense could include civility education, withdrawal from the class, or expulsion. The School of Art and Design partners with the Office of Student Life in dealing with these concerns.

Laptop and Phone Usage

You may use your laptop in class to take notes. However, if laptop usage becomes distracting to the professor or other students, you will be asked to put the computer away. Cell phones are not to be used during class.

Accommodations

Students who require classroom accommodations due to a diagnosed disability must submit the appropriate documentation to Disability Support in the Office of Academic

Development, 4thFloor Smith Library. Student’s request for accommodations should be made at the beginning of a course. Accommodations are not retroactive. For more information contact d i rector Ms. Dana Br ight @ (336) 841-9361.

Intellectual Property

Please note that all materials distributed in this course are the intellectual property of the professor. This includes exams, study guides, presentations, handouts, and assignment/project instructions. These materials are meant solely for the use of the

students in this classroom. The posting or sharing of these materials is prohibited and considered a violation of the Honor Code.

Grading and Course Evaluation

Percentage Grade

97 -100 A+

93 – 96 A

90 – 92 A-

87 – 89 B+

83 – 86 B

80 – 82 B-

77 – 79 C+

73 – 76 C

70 – 72 C-

67 – 69 D+

63 – 66 D

60 – 62 D-

below 60 F

Tentative Assignments (subject to change) % Points

Programming Methodologies Assignment (Objectives 1, 2, 5, 6, 7)

30 300

Consumer Observations Paper

(Objectives 1, 2, 3, 7, 8)

10 100

Store Layout and Design Team Project (Objectives 1, 4, 5, 6, 7, 8)

20 200

Store Layout and Design – Critical Essay (Objectives 5, 6, 7, 8)

10 100

Tests (2)

(Objectives 1-8)

30 300

Total 100 1000

**Students are expected to participate, remain engaged, and show upstanding

professionalism for all tasks required, and while studying on campus and abroad. Points

will be deducted from the student’s grade if the student does not meet these

requirements.

All course assignments must be submitted as a PDF, to Blackboard, in the submittal window timeframe stipulated by the assignment (due date and time). NO EXCEPTIONS! Assignments will not be accepted via email under ANY circumstances.

Assignment Descriptions:

Programming Methodologies Assignment: Students are expected to keep a daily record

while on location in New York, London, and Paris. This record is to contain written and visual

information and can be used as a source of design inspiration, research ideas, and customer

observations. Each visit and activity engaged in abroad and in NY are to be documented in

student’s daily record. Students will compare (a) store design, (b) merchandising strategies, and

(c) spatial allowances in various retailing platforms (ex. department store, haute couture store,

specialty chain, and e-commerce site) in each geographical location (i.e. NYC, London, and

Paris). Visual images (including sketches, renderings, and photographs) illustrating each factor

will also be kept in the record. *See assignment description below

Consumer Observations Paper: Students will work in teams to create and conduct a

consumer observation study in each city. Students will then write a paper discussing their

findings.

Store Layout and Design Team Project: After learning about store layout and design and

consumer behaviors in various markets, students will work in teams (including a mix of INT,

VMD, and FMD students) to create a fictional retail business in either NY, London or Paris.

Students will randomly be assigned a city for this project. This project will include components

primarily for INT and VMD students to complete, such as floor plans, reflected ceiling plans,

FF&E’s, window display renderings, perspective renderings, etc. The FMD students will conduct

market research, trend forecasting, product line development, and marketing strategies for the

business. After visiting each of these locations, students and their peers will critique the projects

for feasibility, appropriateness, and creativity. Critiques and edits will occur while abroad.

Store Layout and Design Critical Essay: After the May trip, students will be expected to write

a critical essay regarding their store layout and design project. They will critique the

effectiveness, feasibility, and appropriateness of the design after they have visited the city that

they proposed to house their retail business.

Tests: Students will be tested two times during the semester on subject matter covered in the

course.

Contingency Plan for Course Completion

If a student is not able to travel abroad to complete the travel-portion of the course due to an

emergency, that student will be able to complete the course as follows:

Three department, 3 specialty chain, and 3 privately owned boutique stores must be analyzed

using the same format as specified for the Programming Methodologies assignment abroad,

within the closest major city nearest to the student’s anticipated summer location.

Internet content (images and information) will not be accepted. Observations and records

must be in person and on site. Background and business information (precedent studies and

programming phase 1) regarding the city site must be included for the historic precedent portion

of the assignment.

Tentative Course Schedule (subject to change)

Week Topics Tasks

1 History of Retailing & Evolution of the Department Store. Beginnings of Visual Merchandising Design

2 (Cont.) History of Fashion Retailing

3 Consumer Behavior

Store Layout Project Part 1 Due

4 Consumer Behavior

5 Western Fashion Industry and Business Customs

Interview Questions Due

6 Eastern Fashion Industry and Business Customs

Store Layout and Design Part 2 Due

7 Emerging Retail Markets

Test 1

8 New York Trip (long weekend / GPM assignment baseline completed)

Discussion of NY Findings

9 E-Commerce Critique Week A & D

Analysis of NY, Paris, London sites

10 Spring Break

11 Store Design: Ps & Es of retailing

12 Store Layout: Floor Plans / merchandise allocation / cost per sq. ft. analysis

13 Window Displays

Store Layout and Design Part 3 Due

14 Store Vignettes: in store display types

15 Merchandising Strategies: Business models by store type

Test 2

Example of Assignments Abroad:

Study Abroad Project 1: INT/VMD3000 Student Learning Goals: CIDA Standards 4, 6, 7, 8, 10, 11, 12, 13 & 16 NASAD Standard 3: subsections b, c, d, e, f, h, i, k, l, m, & n. This also fulfills requirements for Undergraduate Research projects.

Qualitative Research Daily Record: On-site Programming Methodologies for International Store Design

*This record is for assignments in all 3 travel cities. Required Supplies: 1. A good cell phone camera and cloud / web storage 2. A hard-cover 6” x 9” journal / diary with a MINIMUM of 100 pages. Ideally it should have an elastic band type closure, and an integrated pen / pencil storage loop. These can be found online at retailers such as Amazon.com. This will hold all of your assignments abroad. 3. An ultra-fine black sharpie or similar permanent marker pen. 4. A soft lead pencil for sketching and shading 5. A kneaded eraser 6. Small portable tape measure (we will look into getting metric tape measures). Instructions: Your daily record will be subdivided into 3 sections: 1. NYC 2. London 3. Paris Each section must contain a minimum of 30, unruled pages. You will be note taking, sketching, and pasting photos into each section based upon assignments. Each section must be a self-contained record of your visit to that city. Please purchase the sheet size of your specific journal accordingly. Assignments will be on-site, and identical for stores of the same or similar type in each of the 3, international retailing centers. This qualitative research (ID / VMD programming phases by store type and operational analysis) will inform window, store, and display design, as well as SKU assignment for profit – per – square foot based on market types. Comparing and contrasting retail methodologies from the 3

separate cultures visited will evidence global commonalities and differences to best inform future universal retailing design in upper studios and in career practice. Assignment Topics: Note: For each assignment, using your cell phone camera, perform design programming step “Photo Record” to evidence your findings. Take as many photos as needed. Transfer them to your cloud storage / email ASAP. CHECK that the photos are of good quality, and have successfully transferred to your storage destination prior to leaving the store! These photos will be pasted into your daily record after our trip is completed. You must obtain the permission of the store, for any photos INSIDE the store. Some may not let you take photographs. You must then take detailed notes and make sketches when needed to evidence your observation (2nd design programming step) A. Site Analysis: General: 1. Store type 2. Store location: market area / density 3. Demographics served / targeted Exterior Analysis: 4. Exterior Approach (photos) a. Accessibility b. Barrier-free? c. Number & types of entrances d. Any special architectural / service features 5. Windows (photos) a. Number b. Dimensions (may approximate H x W x D c. Lighting (lamping & fixtures) d. Open / closed back e. Fixtures (perm / temp) f. Display types g. Style & Materials used h. Integrated signage / graphics i. Flooring Material j. Wall material k. Type of products featured l. Fashion approach to window design m. Fashion support displays 6. Exterior Branding a. Signage / exterior window or door graphics b. Style (font & Size) c. Colors d. Materials Interior Analysis: 7. Interior Design: a. Style b. Interior Dimensions (W x H x D) estimate c. Floor plan style (racetrack, center aisle, etc.)

d. Accessibility / wheel chair access e. Record typical clearances for main and secondary aisles f. Types of permanent fixtures (gondolas, rounders, 4-ways, etc.) g. Landscaping: Height of fixtures / Vistas h. Location of Check-Out / Cash Wrap i. Location of Customer Service area j. Impulse sales locations / fixtures k. Temporary P.O.P use / locations / types (seasonal, clearance, promotional) l. Finishes used: 1. Walls 2. Floors 3. Ceiling 4. Fixture finishes m. Furniture used: where and what style (s) n. Color scheme (predominant) o. Fashion intention: SKUs and presentation p. Success of fashion trends / visual presentation 8. Using the design language of the Principles & Elements of Design, describe the store to a blind person. Include sounds, smells, and feelings of the space. What do you think is good, what do you think needs improving… and why? 9. On a Likert scale with 1 being lowest, and 5 being highest, rate your store experience. A. Window use to create shopper interest B. Store access and circulation C. Visual organization of contents D. Visual interest / creativity E. Appropriate use of fixtures for merchandise mix F. Appropriate use of finish materials G. Convenience for shoppers H. Convenience for employees I. WOW factor J. Overall impression of your observation / shopping experience K. Impression of fashion intent / contribution to presentations

Tentative/Sample Study Abroad Project: Consumer Observations Paper

Students will work in groups to create and conduct a store observation study in each of the

three cities to better understand consumer preferences. Examples of studies could be any of

the following:

Compare the shopping experiences of male and female shoppers in each of the three

cities. “Do they try on clothing or not? Do they shop alone or with others? How many

displays do they look at before making a decision? Do they ask questions regarding the

product? Do they make a purchase?

Observe customers of a particular age group. Identify which stores they shop at and

their shopping behaviors. For example, do they shop alone or with others? Do they

interact with sales associates? How long do they spend in the stores? How do they

assess a garment? Do they make a purchase?

Compare and contrast the shopping experiences and behaviors of consumers who shop

at fast-fashion stores versus haute couture boutiques.

Compare and contrast the shopping experiences and behaviors of consumers who shop

at high-end department stores versus budget or moderately-priced department stores.

Observe whether the merchandise / fashion apparel featured in the windows attracts a

specific demographic. Discuss why.

Discuss how the presentation of fashion contributes to the intention of the store

Students are expected to keep observations and information obtained either in their daily record

used for the Programming Methodologies assignment or in a separate journal to be used for this

particular assignment.

Once data is collected, students will write a group paper discussing their findings. Especially

important in the findings is the discussion about whether consumer preferences and behaviors

differ or are similar in the three cities visited.

Rationale for Proposed Locations

Retailing is one of the strongest driving forces in a global economy. Common to all countries

and cultures, it provides a continuous source of revenue to fuel business sustenance and

growth, while satisfying both the physical and psychological needs of the consumer. While

commonalities exist, unique differences in societal customs, practices, and economies are

reflected in retail environments and shopping practices throughout the world.

The retail business requires graduates of Interior Design (Store Design / Contract Design &

Hospitality Design, Furniture & Fixture Design, Retail Lighting Design, Accessory Design) and

Visual Merchandising Design (Display / Window Design, Point of Purchase Display Design,

Cost per Square Foot Analysis / Merchandise Selection & Space Allocation, Buyer Assistance,

Online Sales Web Page Maintenance and Social Media Interface / Trending & Blogs) to function

successfully and capture market share.

Retailing as we know it is changing at a staggering pace, reflected in the growing trend for on-

line shopping, and the re-imagining of traditional brick-and-mortar locations. High Point

University Interior Design & Visual Merchandising Design Majors, and Fashion Merchandising

Minors must be prepared to work and contribute to the success of this industry in an ever-

broadening multi-faceted global marketplace. Careers in retailing often demand exposure to

international business models and interfacing with international retail practices and people,

especially for graduates that aspire to middle and upper management. Careers highlighted and

examined at High Point Furniture Market exemplifies the global reach of just one facet of this

industry, with managers, designers, sales reps, and manufacturers traveling to China, Vietnam,

Indonesia, India, and Europe on a regular basis. It is incumbent upon us to provide our students

with this valuable opportunity to enhance their skill set and desirability for post graduate

employment by on-site immersion, analysis, comprehension, and synthesis of global

marketplace practices.

New York, London, and Paris have historically been the top three global fashion centers, and

nexus for international retailing. Department stores originated on both continents at

approximately the same time, and continue to compete on all levels of the world stage. Although

similar in scope, individual cultural influences of each city impact daily business decisions. Each

metropolis provides a variety of different retailing experiences for the most comprehensive

student immersion at each location, and will afford them the opportunity to experience the

business aspects of all retailing platforms within that unique cultural experience. This course

uniquely combines a domestic travel component with an international travel component for

comparison of domestic and international markets and practices.

Course Design

1. HISTORY: This course will first provide a classroom foundation of global retailing history

and practice not featured in the current VMD or ID curriculum. One topic will be the

history of the department store in the USA and Europe, including a “long weekend”

domestic trip (1st leg of travel) component to New York City to visit flagship retailers

including Macy’s & Lord & Taylor, which will be tied directly to the European Study

Abroad Experience (May) trip for comparison and contrast assignments featuring

department stores Selfridges & Harrods in London, and Bon Marche and Printemps in

Paris.

The history of specialty craft shops will be explored both domestic and abroad, as these

types of retailers are epitomized in London by Oxford Street retailers, many under

conscription by Queen Elizabeth II and past monarchs. Small fashion boutiques will be

studied and experienced in both London and Paris. European shops selling and

merchandising specialty goods with emphasis on fashion and trend, and visual

merchandising demands and the salesmanship needed to market them, will be observed

and analyzed, including how to display perishable products such as candy and baked

goods. The historic development of fashion and the fashion industry with an emphasis

on the global influence of French / Parisian Haute Couture and fashion industry ties with

NYC will be studied, then experienced by visiting the same retailers in NY, London, and

Paris to analyze similarities and differences in the stores as presented by each culture /

marketplace. (i.e. Dior, Stella McCartney, Chanel.) Museums will be visited in all three

locations with a particular interest in observing and recording (sketching) how fashion

apparel and accessory artifacts are presented and displayed in conservator / museum

environments. This is especially pertinent for those students interested in museum,

collections, fashion house, or auction house careers.

2. CONSUMER PSYCHOLOGY & CULTURAL INFLUENCES: The course address the

psychological and physical space needs of the consumer (“comfort zones” or “space

bubbles”) that influence the design of circulation space in store design, impacting goods

per square foot and profit margins. In addition study will include how cultures and

changing societal norms / religious influences have impacted the presentation of goods

for sale in all three global locations. (i.e. how the influence of a growing Islamic

population of consumers have influenced the presentation of goods and services in the

traditional western metropolises of London and Paris). Students will visit all three cities

and observe typical shopping behaviors, boundaries and influences, presented by

perceived psychological comfort zones, and by the analysis of apparel and accessory

presentation. This will inform student understanding of how comfort and belonging affect

a store’s bottom line (profitability).

3. STORE DESIGN: Store layout and window displays will be analyzed reflecting evidence-

based design premises, building upon the previous topics. How store layout, window

design, and in-store visual merchandising and lighting has evolved historically, and how

societal norms, demands, and practices are influencing current product selection and

presentation methodologies in the USA and Western Europe. Comparing and

contrasting types of stores, and locations of the same store “chains” in all three global

cities, with visual analysis and visual record (photographs, and sketches) will provide

valuable insight into current practices and trending topics. Students will be provided a

physical tour by “WindowsWear” an online provider of digital store images, of different

store window types and techniques during the NYC travel component, in preparation of

baseline studies for analysis in London and Paris, and engage in a London

“WindowsWear” tour when in London. (Note: WindowsWear is in process of designing

and providing a Paris tour.)

4. PRACTICE. Pedagogical aspects of current retailing and merchandising practice (in-

store and corporate jobs) will be discussed both in the classroom, and while present in

each of the three global marketplace cities. Differences will be analyzed according to the

previous topics.

*HPU graduates currently practicing VMD and ID in NYC will join the students to mentor and

inform them of practical practice preparation methodologies during the NYC travel leg. This

intention was Beta tested during a recent VMD weekend trip to NYC, Jan 19 – 21. Students

visited the employer of recent VMD graduate Meredith Matsakis in Manhattan, where she

addressed the students about practice and toured them around her studio. The students

attending were enthralled and energized by her interface.

5. GLOBAL TRENDS. Pre-travel study and on-site immersion into the evolving global and

domestic retail business model and trends (on-line) to best inform our curriculum, keep

our teaching and subject matter current / cutting edge, and our skill set provided valued

and sought out by the global retail industry.

The specific features and benefits of this course would be impossible without experiential on-

site exposure. Cultural differences must be felt, heard, seen, and smelled, not just watched on a

screen. How people “react” to visual merchandising is deliberately planned by the store

designer and visual merchandiser, and if designed correctly, affects the behavior of the shopper

both physically and psychologically. The power of color, light, and merchandise characteristics

to draw people into a store is experiential, and these studies are both encouraged and

sanctioned by both CIDA and NASAD. The impact of window size, color, and the use of the

principles and elements of design, especially of scale and proportion to manipulate the shopping

behaviors and spending habits of global customers cannot be felt through a photograph.

Global retail merchandising “experience” on a student’s resume means “being there” to potential

employers. How our students react and learn from this course will best prepare them for the

rigors and demands of global and domestic business, and will significantly enhance their

portfolios and career opportunities.

Tentative NY/London/Paris Itinerary

NY Portion of Trip: Long Weekend Early February: All students enrolled to attend.

(Contact Hours indicated in parentheses)

Day Logistical Details / Agenda Academic Topics Covered

Friday Travel to NY WW Tour Discussion of tour (1)

-Window design: WW tour NYC -Customer perceptions of shopping experience

Saturday Lecture (1) Visit Dior and Louis Vuitton (1) FIT Fashion Museum Customer Observations (1) Tiffany’s (1) (Dinner with Alumni)

-Haute couture business operations -Store design -VM/Fashion History -Jewelry Display - Food Display (Realities of Practice)

Sunday Visit Macy’s and Lord & Taylor (2) Return Home

-Retail History /-Consumer Behavior / Domestic Department Store Design

Abroad Portion of Trip

Day Logistical Details / Agenda Academic Topics Covered

1 Travel to London Review London Itinerary (1)

Heathrow

2 Victoria and Albert Museum (2) WindowsWear Tour Discussion of tour (1) Harrods (2)

-History of Fashion -Visual Merchandising - Dept. Store # 1

3 Buckingham Palace Gift Shop (1) Oxford Street: “By Special Appointment of the Queen: Royal Warrants” (2) Fortnum & Mason (1)

- Specialty Store # 1 -Royal warrant historic shops -Department store # 2 (Possible meeting with Prince Charles on organic retailing)

4 Stella McCartney Boutique Dior (1) Discussion of luxury brands (1) Top Shop (1)

-Couture industry -Comparison to NYC location -Mass market retail (Cultural)

5 Wallace Collection Museum (1) Selfridges (1) Follow up lecture and Store Critiques – Round 1 (2)

-Museum (house collections) -Dept. Store # 3 – speaker regarding store design

6 British Museum (1) Window Tour Discussion of tour (1)

-World class museum display -WW tour London

7 Lecture – nontraditional retail spaces (2) Arts/Crafts/Open Food Markets (1) Hotel Décor (1) Milliner

-Local culture and unique retail atmosphere -Hospitality design (compare to retail) -Specific English fashion accessory (hats) history and design

8 Travel to Paris Review Paris Itinerary and Critique Store Projects – Round 2 (3)

-Eurostar (Chunnel) crossing

9 Le Bon Marche (2) BHV Marais (Bazar de l’Hotel de Ville) (1) Discussion of how architecture and retail merge (1)

-Department store # 1 -Department store #2 -VM and Retail History -French architecture

10 Dior’s House (1) Le Louvre (2)

-Haute Couture design, history, and business operations. Informing the design of Dior NY, London, Paris showrooms - Paris premier museum display

11 Eiffel Tower (1) Champs de Elysees (1) French retail discussion (1)

-Haute Couture shops along the boulevard

12 Consumer Demographics discussion (1) Chanel The Rue St. Honore (2) Store Project Critiques – Round 3 (2)

-French couture industry – meet with speaker on haute couture industry -Regional shopping districts -Consumer demographics

13

Regional shopping districts by consumer (1) Louis Vuitton Le Palais Royale (1)

-French couture industry -Regional shopping districts -Consumer demographics

14 Printemps department store (1) Galeries Lafayette Haussmann (1) Wrap up lecture and activities (2)

-Department store #3 -Department store #4

15 Travel Home

Day Agenda Cultural Activities

Academic Assignments

Objectives Contact Hours

NY Portion of Trip: Long Weekend Early February: All students enrolled to attend (Contact Hours indicated in parentheses)

Friday Travel to NY

WW Tour

Discussion of

tour (1)

5th Avenue

Department

Store Shopping

-Window

design: WW

tour NYC

-Customer

perceptions of

shopping

experience

1,6,7 1

Saturday Lecture (1)

Visit Dior and

Louis Vuitton

(1)

FIT Fashion

Museum

Customer

Observations (1)

Tiffany’s (1)

The

Metropolitan

Museum of Art

FIT Fashion

Museum

-Haute couture

business

operations

-Store design

-VM/Fashion

History

-Jewelry

Display

1,5,6,7 4

Sunday Visit Macy’s and

Lord & Taylor

(2)

Return Home

-Retail History

-Consumer

Behavior /

Domestic

Department

Store Design

1,5,6,7,8 2

Abroad Portion of Trip

1 Travel to

London

Review London

Itinerary (1)

1

2 Victoria and

Albert Museum

(2)

V&A Museum -History of

Fashion lesson

1,2,3,5,6,7 3

WindowsWear

Tour

Discussion of

tour (1)

-Window

Design

-Visual

Merchandising

3 Buckingham

Palace Gift Shop

(1)

Oxford Street:

“By Special

Appointment of

the Queen:

Royal Warrants”

(2)

Fortnum &

Mason (1)

Buckingham

Palace

-Royal warrant

historic shops

-Specialty Store

Design and

Visual

Merchandising

1,2,3,5,6,7 4

4 Stella

McCartney

Boutique

Dior

Discussion of

luxury brands

(2)

Top Shop (1)

Windsor Palace -Couture

industry

-Comparison to

NYC location

-Mass market

retail

1,2,3,5,6,7 3

5 Wallace

Collection

Museum (1)

Selfridges (1)

Harrods (1)

Follow up

lecture and Store

Critiques (2)

Wallace

Collection

Museum

-Museum

design

-historic

department

store design

- Store design

critiques

1,2,3,4,5,6,7,8 5

6 British Museum

(1)

-British

Museum and

High Tea

-Dinner at

traditional

English

restaurant

1,2,3,4,5,6,7 1

7 Lecture –

nontraditional

retail spaces (2)

Arts/Crafts/Open

Food Markets

(1)

Hotel Décor (1)

Milliner

Open Markets

Claridge’s Hotel

-Local culture

and unique

retail

atmosphere

-Hospitality

design

(compare to

retail)

-Specific

English fashion

accessory (hats)

history and

design

1,2,3,5,6,7,8 4

8 Travel to Paris

Review Paris (1)

Itinerary and

Critique Store

Projects (2)

Dinner at

traditional

Parisian

restaurant

-Paris review

- Store design

critiques

4

3

9 Le Bon Marche

(2)

BHV Marais

(Bazar de

l’Hotel de Ville)

(1)

Discussion of

how architecture

and retail merge

(1)

-historic

department

store design

-hospitality

design

-VM and Retail

History

-French

architecture

1,2,3,5,6,7,8 4

10 Versailles (1)

Le Louvre (2)

Versailles

Le Louvre

-Gift shop retail

design (Paris

premier

museum

display and

Palace of

Versailles gift

shops)

-historic

architecture and

visual

merchandising

1,2,3,5,6,7 3

11 Champs de

Elysees (1)

French retail

discussion (1)

Eiffel Tower -Haute Couture

shops along the

boulevard

2,3,7 2

12 Consumer

Demographics

discussion (1)

Chanel

The Rue St.

Honore (1)

Store Project

Critiques (2)

-French couture

industry – meet

with speaker on

haute couture

industry

-Regional

shopping

districts

-Consumer

demographics

1-8 4

13 Regional

shopping

districts by

consumer (1)

Louis Vuitton

Le Palais Royale

(1)

“Neighborhood

hopping”

-Regional

shopping

districts

-French couture

industry

-Consumer

demographics

1,2,3,5,6,7,8 2

14 Printemps

department store

(1)

Galeries

Lafayette

Haussmann (1)

Wrap up lecture

and activities (2)

-historic

department

stores

1-8 4

15 Travel Home

50

This course is designed to fulfill the following Accreditation standards required for the Dept. of Home Furnishings & Interior Design by the Council for Interior Design Accreditation (CIDA) and the National Accreditation of Schools of Art & Design (NASAD).

CIDA 2017 STANDARDS (Accredited in 2007):

Note: “Awareness” means students have been exposed to the topic as witnessed through assignment and lecture evidence, “Understanding” requires evidence be shown through exams, and projects. “Ability” requires use of the entire design process as evidenced in complex upper level studio courses.

Standard 4: Global Content: Interior designers have a global view and consider social, cultural, economic, and ecological contexts in all aspects of their work.

b. Student work demonstrates understanding of how social, economic, and cultural contexts inform interior design.

Program Expectations: The interior design program provides:

d. exposure to the current and relevant events that are shaping contemporary society and the world.

e. exposure to a variety of cultural norms

f. opportunities for developing multi-cultural awareness. (Examples could include opportunities to study abroad, cultural exchanges, or community-based projects that expose students to cultural and / or economic diversity.)

Standard 5: Collaboration: Interior designers collaborate and also participate in interdisciplinary teams.

Intent: This standard ensures graduates are able to work in teams and recognize the value of integrated design practices. Graduates are prepared to maximize their effectiveness in leadership roles or as contributing team members.

Students have awareness of:

a. the nature and value of integrated design practices

b. the terminology and language necessary to communicate effectively with members of allied disciplines.

c. technologically-based collaboration methods

Students understand

d. team work structures

e. leadership models and the dynamics of collaboration

Examples could include aligning individual personality traits and skills with leading or contributing roles on a team and team work that involves both inter-dependent and independent focus. Could include engaging in multi-disciplinary team projects and / or involving experts from other disciplines. Disciplines may be within or outside of the built environment.

Standard 6: Business Practices and Professionalism: Interior designers understand the principles and processes that define the profession and the value of interior design to society.

Students have an awareness of the

b. impact of a global market on design practices. This refers to the global market for design services and how that impacts practice. Also refer to the Global Market Essay of the CIDA website (www.accredit-id.org) under Faculty / Programs, Accreditation Process / Policy and Procedure.

c. breadth and depth of interior design’s impact and value

Students understand

h. professional ethics and conduct (domestic and international)

Examples could include business development, brand management, financial management, risk management, and human resources. Examples could include intellectual property, copyright issues, conflict of interest.

Standard 7: Human Centered Design: Interior designers apply knowledge of human experience and behavior to designing the built environment.

This standard insures graduates identify, analyze and apply information … to devel0p a successful response to user needs and to promote health and wellbeing.

a. The impact of the built environment on human experience, behavior, and performance.

c. Methods for gathering human centered evidence

Student work demonstrates the ability to

d. Analyze and synthesize human perception and behavior patterns to inform design solutions.

e. apply human factors, ergonomics, and universal design principles to design solutions. Examples could include precedent studies, case studies, surveys, observations, peer-reviewed literature, and focus groups.

f. apply way-finding techniques to design solutions (store circulation)

Standard 8: Design Process: Interior designers employ all aspects of the design process to creatively solve a design problem.

c. identify and define issues relevant to the design problem.

e. synthesize information to generate evidenced=based design solutions

f. explore and iterate multiple ideas

g. design original and creative solutions

h. students understand the importance of evaluating the relevance and reliability of information and research impacting design solutions (real research vs. Google / HGTV etc.)

k. exposure to methods of idea generation and design thinking (cultural differences & practices)

Standard 9: Communication: Interior designers are effective communicators.

a. distill and visually communicate data and research (international differences)

b. express ideas in oral communication (differs by culture and country)

c. express ideas in written communication (global practice requirements)

d. express ideas developed in the design process through visual media: ideation drawings and sketches

e. apply a variety of communication techniques and technologies (www, blogs, social media) appropriate to a range of purposes and audiences.

f. The interior design program provides opportunities for students to develop active listening skills in the context of professional collaboration. (lectures and speakers abroad)

Standard 11: Design Elements & Principles

(Elements: form/mass, shape, texture, color, line. Principles include proportion, scale, balance, harmony, unity/variety, rhythm, emphasis (focus).

a. students understand the elements and principles of design, including spatial definition and organization.

b-d. Apply them in 2 and 3-d project solutions. Must be evidenced in space planning, display design, and window design.

Standard 12: Light and Color: Interior designers apply the principles and theories of light and color effectively in relation to environmental impact and human wellbeing.

a. Students are aware of the environmental impact of illumination strategies and decisions.

b. Students understand the principles of natural and artificial lighting design.

d. Students competently select and apply luminaires and light sources

h. Student works demonstrates understanding of color principles, theories, and systems

i. and color in relation to materials, textures, light and form

Student work demonstrates the ability to appropriately

j. select and apply color to support design concepts

k. select and apply color to multiple design functions

Examples include composition, symbolism and associations, preferences and responses, practical and pragmatic considerations, historical precedence and market trends. (retail stores)

l. use color solutions across different modes of design communication

Standard 16: Regulations and Guidelines: Interior designers apply laws, codes, standards, and guidelines that impact human experience of interior spaces.

a. Students have awareness of the origins and intent of laws, codes, and standards. (international, national, local)

h. Industry- specific regulations and guidelines related to products and materials

j. barrier-free and accessibility regulations and guidelines

NASAD

(Accredited F2017)

Standard 3: Essential Competencies, Experiences, and Opportunities (in addition to those stated for all professional degree programs in Sections VIII.B. and C).

a. Ability to conceive of and design for interior spaces, incorporating and integrating the knowledge and skills listed in 3.b. through j. below.

b. Understanding of the basic principles and applications of design and color in two and three dimensions, particularly with regard to human response and behavior. Design principles include, but are not limited to, an understanding of basic visual elements, principles or organization and expression, and design problem thinking.

c. Ability to apply design and color principles in a wide variety of residential and nonresidential projects. (retail)

Requires an in-depth knowledge of the aesthetic and functional properties of structure and surface, space and scale, materials, furniture, artifacts, textiles, lighting and acoustics, in ways that pertain to the function, quality, and effect of specific interior programs.

f. Ability to hear, understand, and communicate to the broad range of professionals and clients…Capabilities with technical tools, conventions of rendering and representation, global measuring systems (*), and systems of projection, including perspective, are essential. Competence with technologies applicable to interior design is also essential. The ability to work on a team is essential.

h. Acquisition of collaborative skills and the ability to work effectively in interdisciplinary or multidisciplinary teams. (practice)

i. Functional knowledge of the history of art, architecture, decorative arts, and interior design, including but not limited to the influences of work and ideas on the evolution of interior design practice. (includes history of fashion and store design and artifacts).

m. Experience in applying design knowledge and skills beyond the classroom is essential. Opportunities for field research and experience, internships, collaborative programs with professional and industry groups, and international experience are strongly recommended. Such opportunities to become oriented to the working profession should be supported through strong advising.

*Classroom activities and all travel components will be tied to these standards.

5. Faculty Members’ Qualifications

Mrs. Cathy Hillenbrand – Nowicki:

University Travel Experience

2016: Assisted in designing / planning an on-site Interior Design sustainability course for Rome immersion with a colleague from East Tennessee State University (Dr. Kristi Julian, Associate Professor of Interior Design, fellow CIDA Accreditation Site Visitor, and member of IDEC’s South Region). Accompanied Dr. Julian and her students on a 30-day Beta Test summer study trip to Rome during the month of June 2016. Side trips were taken to Bonn – Cologne Germany to meet with international colleagues at Bonn-Rhein-Seig University in Bonn (Professor Regina Brautlaught and Provost Jurgen Bode) to finalize and participate in a SKYPE module for the course between German and American students doing a team project, and to meet with international business leaders at the corporate headquarters for Solar World of Germany. (Herr Michael Schmidt, designer and installer of the Vatican solar array). This in preparation for a site visit to the Vatican Solar array atop the roof of the Vatican City Pope Paul VI Audience Hall, granted through special permission of his Holiness Pope Benedict XVI, and by official written invitation of the Governor General of the Vatican. The tour was personally conducted by the head of Vatican Technical Services as requested by Pope Benedict.

A side trip was taken to Venice, Lido, and Murano, for planning future student trips relating to Venitian glass, mirrors, and other interior design and store accessories. While in Murano, special permission was given by Sen. Mattia Vianello to observe 3rd generation Venetian glass blowers in the workshop of the Linea Murano Art Sri showroom, one of whom had instructed famed glass artist Dale Chilhooley while he was studying glass fabrication in Murano. Professor Nowicki was approached by Dr. Julian because of her previous travels to Rome, Florence, and the Amalfi coast, and ETSU could not provide funding for Dr. Julian to travel to Rome to research her proposed on-site sustainability course.

2013: Proposed, designed, and lead the HPU Maymester trip INT1234 “Principles and Elements of European Design” with Dr. Elizabeth Dull. 12 students traveled to London & Paris, with connection through the “Chunnel”. Outstanding trip.

2008-2010: Accompanied students on overnight bus trips to NeoCon East in Baltimore with Professors Huff and Sisk, and to curricular destinations in NC and VA.

2010: While Interior Design Program Coordinator, traveled to Shanghai China and London during May and June at the request of the Provost to explore potential study abroad / student exchange partnerships. Was accompanied by Study Abroad Coordinator Kelly Norton to American Intercontinental University, London (Now Regents University) and Oxford. Held meetings with administrators and professors at AIU. Spearheaded first exchange (2 students) in 2011.

Note: Mrs. Nowicki forged a relationship with the chair of Interior Architecture at Regent’s College in London, while visiting on Provost’s business in 2010. Regents, previously American Intercontinental University, features collaboration with various London retailers for VMD internships and job experience, and also contains a “cutting edge” Fashion Design and Visual Merchandising program. One of their graduates (Christian) won “Project Runway” in the USA while I was visiting London. We would propose to visit the campus and meet with some of the

students should time permit. Regents also has contacts with Paris retailers, and takes their students to Paris for retail and merchandising study.

Was accompanied by Dr. Eliz Dull to Shanghai for exploratory meetings with Donghua University’s Chinese Government officials, and representatives of the leading Chinese furniture manufacturing families and local Communist authorities, to discuss establishing a student exchange program with HPU and Donghua for a proposed major in product and furniture design. At this time no US universities were partnered with Chinese universities, and High Point being the global hub of residential furniture design and management was felt to be a logical choice. Path was not pursued by Dr. Qubein. (An Italian University soon partnered with them).

In graduate school at Virginia Tech, lead student trips to Monticello and Mt. Vernon, Fallingwater and Kentuck Knob. Personal travel to Athens, Santorini, London & Countryside, Paris & vicinity, Florence, the Caribbean, Germany, and extensively domestically.

While in Interior Design practice for over twenty years, traveled to NeoCon contract furniture Expo in Chicago bi-annually for business.

Practice Experience: Visual Merchandising Design:

1980’s & 90’s: Assistant Display Manager (VMD) for a chain of 8 ready-to-wear stores in freestanding and mall locations throughout Pittsburgh, PA metro area. (J.M. Balter & Company, doing business as “Jaison’s”). Responsible for window display, store display, and all display fabrication and display fashion coordination. Worked with ladies’, men’s, shoe, jewelry and accessory buyers, and administration in both NYC purchasing (garment district) and in Braddock, PA corporate headquarters.

Catalog Showroom Department Manager, Pittsburgh, PA. “Service Merchandise” Catalog Showrooms” of Nashville, TN. Responsible for all hiring, firing, and training of full time and part time departmental sales personnel, as well as all in-store display setting, fixture setting, and plan-o-gram execution.

Visual Merchandiser: Miller & Rhodes Dept. Store, Richmond, VA. Responsible for all window and in store display for men’s department. Coordination and display of men’s fashions. Work with men’s buyers and VMD store personnel.

Display Coordinator, Best Products Catalog Showrooms of Richmond, VA. Responsible for the main showroom design and display for 250 catalog showrooms coast to coast. Designed custom merchandise displays with major retail manufacturers (Oneida, AudioVox, GE) for displays used in all Best and JC Penney stores. Designed and executed all Plan-o-grams in a mock showroom on-site at corporate headquarters in Ashland, VA. Worked with product manufacturers and major display fabricators including DCI and Frank Mayer & Associates of NYC and Milwaukee, WI. to design all main showroom product displays in various materials using various manufacturing techniques. Prototyping. Calculated profit per square foot for merchandise space allocation of product mix purchased by 40 buyers. Worked daily with Best Administrators, the VP of Merchandising, and 2 Buying Directors, traveled extensively to do market and competition research, and to instruct store personnel in plan-o-gram installation. Worked with store designers to layout stores and select store finishes for all new showrooms.

Conferences & Accreditation site visits: Have traveled to and presented at national conferences for 10 years for IDEC, CIDA, and EDRA. (Toronto, Coeur d’Alene Idaho, Baltimore,

Buffalo, Grand Rapids, Indianapolis, New Orleans, Ft. Worth Texas, Tallahassee, FL, Miami, FL, Atlanta, Chicago, Denver, Savannah, Orlando, Pittsburgh, Buffalo, Cedar Falls, Baton Rouge, Memphis, Nashville, Richmond, Charlottesville, Newport News, Charleston, Ft. Myers to name a few.)

Interior Design: Piedmont Triad since 1995. (MSID 1993, Virginia Tech)

Contact Design practice. Owner, MasterPlan Interior Design and Consulting, Inc. since 1996

Account manager / designer for Herman Miller, Kimball, Steelcase, and Knoll showrooms. Sales and customer service in addition to design, with a $1.5M annual sales goal in Piedmont market.

Dr. Victoria Brown

University Travel Experience

2018: Helped create, plan, and will co-lead a student-based trip to New York City with four other faculty members and 16 students. On this trip students will participate on a walking tour of one of the city’s most elite and prestigious retail neighborhoods in order to examine and get a behind-the-scenes look at how and why window displays are created. We will also be visiting several museums and a variety of retail platforms (i.e. flagship stores, department stores, specialty chains, food markets, etc.).

2009-2017: Traveled across North America for academic conferences, including traveling to locations such as Santa Fe, NM; Vancouver, BC; St. Petersburg, FL; New Orleans, LA; and St. Louis, MO.

2009: Attended the YMA Fashion Scholarship Gala as an adjunct instructor at UNCG to honor and support UNCG’s undergraduate students who excelled at fashion design or merchandising and who were competing for a YMA scholarship.

2008: Created, planned, and led twelve students on a fashion merchandising tour of New York City. I was the only faculty in attendance on this trip, and found and reserved a week’s worth of fashion, retailing, and visual merchandising tours with a fashion-related travel agency in NY. We attended a fashion designer’s studio, the Color Association of the United States, a digital textile printing facility, menswear company corporate office, Glamour magazine headquarters, and a handful of other fashion and retail related sites (ex. milliner, furrier, accessories showroom, etc.).

Visited New York City several times on personal trips and have explored most facets and neighborhoods in the greater NYC area. Visited several countries in Europe, including Germany, Austria, Italy, Belgium, and two separate visits to London. Practice and Academic Experience: 2016-2018: Have taught as an Assistant Professor at HPU in the area of Visual Merchandising Design, specifically teaching courses in Branding, Materials and Textiles, History of Fashion, VMD Studios, Merchandising, Merchandise Allocation and Buying, and Introduction to the Fashion Industry.

2007-2016: Taught as an adjunct at UNCG and NC A&T in fashion-related programs, specifically teaching courses in Visual Merchandising, Global Textiles and Apparel Industry, Social Psychological Aspects of Fashion, Textiles, Design Principles, Quality Analysis, and Culture, Human Behavior, and Clothing.

2005-2007: Worked as an assistant manager at a national women’s clothing chain and was in charge of all floor set changes. Also traveled to other stores within the Southeast to implement changes and set up new stores.

2003-2006: Worked as a bridal consultant at a local bridal boutique and created all window and floor displays for the store. Also worked in sales, vendor relations, custom fittings, and was in charge of daily store operations.