Karlson, Roger William2015-03-232015-03-232014-12https://hdl.handle.net/11299/170744University of Minnesota M.S. thesis. December 2014. Major: Design. Advisor: Dr. Stephanie Zollinger. 1 computer file (PDF); vi, 59 pages, appendices A-B.Assignments that require multiple design solutions can be a formidable task for first year interior design students. The curriculum for these interior design students requires them to generate multiple solutions for any design problem. This study looks at interior design students' intellectual development to see if intellectual development influences their ability to be persistent in the curriculum, demonstrated by completing the first year of college. Perry's Scheme of Intellectual and Ethical Development, as determined by the Measure of Intellectual Development, and Duckworth's Short Grit score are the instruments used in this study. Participants were 15 second semester interior design students. Each completed Angela Duckworth's Short Grit Survey and Essay A of the Model of Intellectual Development. The collected data was analyzed using ANOVA and Correlation tests. Initial findings suggest a weak negative correlation, and no statistical relation between the two variables. However, the limitations to the study warrant further examination.enDesignThesis or Dissertation