Weidemann 1370 pdf

Accessible design is a subset of UD. UD considers all human-environment conditions, especially those that typically are overlooked. While accessible design often is noticeable in a stigmatizing way, Universal Design blends in with the mainstream. This occurs when respondents want to cast themselves in a positive light, or they want to respond in the direction they perceive to be desired by the investigator. In addition to the higher than expected extent of incorporation of UD curricular elements into architectural education, the study also found that perceived attitudes of administrators, faculty, and students toward UD were more positive than the existing literature implied.

Almost half of all individuals responded that they felt their students, faculty, and ad- ministrators had at least somewhat positive attitudes toward UD. The results showed that attitudes that are more positive are strongly corre- lated with a positive presence of UD in the curriculum and higher levels of understanding of the discipline.

Again, this value is higher than expected based on course searches, literature reviews, and the newness of this area of research and ield of study. An overwhelming majority of individuals felt that, in order to become more relevant both in their schools and in architectural education in general, UD should be better integrated into coursework and curricula.

Based on this response, the next overarching question is how faculty and administration of architecture programs can be encouraged to incorpo- rate more UD-related materials in their courses and studios. Phase 2: Qualitative follow up to survey with faculty and administrators While the survey showed that many accredited schools of architecture in the U. To explore this further outside the purview of the survey, a number of U. These faculty members were selected from survey responses where faculty members identiied themselves or were faculty known to the research team.

They represented departments var- ying in degree of incorporation. The following material presents the ind- ings from this approach. UD content and faculty responsibility In many cases, UD content has been the responsibility of one or two faculty members within a department, and is not a ixed component of the curriculum.

In other cases, UD content is required, but remains the charge of one or two instructors. This is an introductory course that exposes, informs and acculturates the first year students to the various aspects of the built environment. I use an experiential teaching and learning method.

These students find this topic new, and are very open to learning about UD in this setting Grant, At times, these professors who teach UD courses also are designated as studio critics who evaluate work in other courses from a universal design point of view. Architecture professor, Dr. Arvid Osterhaus serves in this role at Iowa State University: I developed a graduate elective course on inclusive design, which also is open to advanced undergraduate students.

It fills up every year. We do a lot of hands-on work around campus and share the results with university facilities planning staff. UD content and faculty interpretation Associate Professor Lynne Dearborn from the University of Illinois Urba- na-Champaign describes a common discussion between faculty mem- bers regarding the role of UD.

Students in this program are introduced to accessibility issues in their junior level design studio. According to Dearborn: There is debate among the faculty about the use of the concept of Uni- versal Design, and so accessibility is not always addressed using the lens of Universal Design.

In short the debate is as follows: One side be- lieves that Universal Design is an appropriate mechanism to begin to get students to understand that this is about more than just meeting basic accessibility criteria.

It is a conceptual stance about designing the environment to facilitate the lives of as many individuals as pos- sible and making the environment enabling as opposed to disabling.

As I understand it, this side feels that this reduces the specificity of architectural design to address particular physical, cognitive, and sensory needs of specific groups Dearborn, Dearborn adds that she is developing a new required undergraduate course titled The Environment and Global Health Delivery of UD content Many programs do not have speciic courses, but infuse UD content throughout their curricula where it becomes the responsibility of many professors.

For example, Michael Hagge, departmental chair at the Uni- versity of Memphis writes: In the Department of Architecture, we believe universal design is an essential element of effective, meaningful design.

While we are more likely to provide specifics on universal design in courses such as Con- struction Documents, Human Factors, and so forth, we teach our stu- dents that all design architecture, interior design, urban design, etc. We also teach our students to avoid creating handicaps for people lack of adequate ramps, lack of trun- cated domes or other demarcation devices at danger points, lack of lever door hardware, lack of accessible toilet rooms, and so forth. Enrolled students analyze physical, sen- sory, and cognitive disabilities; race and ethnicity; gender; class; and age using theories and principles related to universal design.

Subsequent to this course, students are expected to incorporate inclusive goals in their studio work, including the comprehensive studio sequence. At the graduate level, the program offers a Master of Architecture — Inclu- sive Design degree, which focuses on research and design that enables and empowers diverse populations. This is the only formal architecture degree specializing in UD in the U. Afiliated with the Center for Inclu- sive Design and Environmental Access IDeA , the program addresses diversity, social justice, social participation, and human performance in a series of studios that are constellated with theoretical and technical seminars.

In addition, UB offers a Master of Science in Archi- tecture — Inclusive Design degree, a program for students without an undergraduate degree in architecture. This new degree allows students to develop the knowledge and skills required to conduct research in UD.

Inluence of the National Architectural Accrediting Board The wide range of approaches to universal design education relects the various approaches and foci of U. Architecture administrators and faculty members take on UD in much the same way that they would take on required NAAB criteria—individual schools decide if it is part of their curricular mission, and, if so, how it should be addressed.

However, several items are related to the principles and goals of universal design. The UD goals of body it, comfort, awareness of critical information, understanding use, wellness, social integration, personalization, and cultural appropriateness are inherent- ly imbedded into the criteria.

Referring back to the online survey, this might be another reason for the higher than expected presence of UD in architecture curricula Steinfeld and Maisel, This leads to several questions not addressed in the survey, but worthy of further exploration.

If universal design concepts are taught in accredited programs, is it important to deine them using UD terminology or branding?

Fur- ther, does UD terminology help or hinder the inclusive components of architectural education? How speciically do programs take on UD issues, and what essential elements are missing? If so, then what is the role of UD proponents? If not, should UD issues be established as essential elements of architectural ed- ucation?

Clearly, additional research is necessary to learn more speciics about what UD components are being taught and how they are being taught. Even more important are studies on what students are learning about UD concepts and whether or not they are able to apply these concepts in architectural practice.

In addition, studies about the usefulness of cur- rent UD terminology in architectural education are critical, especially given the long-standing confusion about the various terms connected to universal design. However, this content does not necessarily represent the policy of the Department of Educa- tion, and you should not assume endorsement by the Federal Govern- ment.

Also, we would like to particularly thank all of the architecture faculty and administrators who responded to the survey and provided invaluable insight into the state of universal design education in archi- tectural programs across the United States.

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