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Boston, MA

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Polly Welch, editor

Adaptive Environments
Boston, MA

MIG Communications
Berkeley, CA

No part of this work covered by the copyright hereon may be reproduced or
used in any form or by any means — graphic, electronic, or mechanical, including
photocopying, recording, taping, or information storage and retrieval systems —
without written permission of the publisher.

Strategies for Universal Design Education has been produced through the
Universal Design Education Project, a program of Adaptive Environments
developed in cooperation with the Center for Accessible Housing (Raleigh, NC):

Elaine Ostroff, Executive Director
Soni Gupta, Project Coordinator

This book is also available in alternate formats: Braille, audiotape, large print,
and diskette. For these formats, copies of this book, or additional information
on the Universal Design Education Project, contact:

Adaptive Environments Center
374 Congress Street, Suite 301
Boton, MA 02210

This document has been designed and published by:

MIG Communications

1802 Fifth Street

Berkeley, CA 94710-1915

(800) 790-8444; fax (510) 845-8750

David Driskell, Managing Editor

Tony Pierce and Anne Endrusick, Cover and Page Design

Renate Alexander, Production

Stuart Easterling, Production Assistant

Library of Congress Catalog Card Number 94-073139
ISBN 0-944661-23-8

Table of Contents

Foreword (work in progress)
Preface (work in progress)
Acknowledgments

Activity Matrix

Part One
Chapter 1

Chapter 2

Introduction (work in progress)

Universal Design

Evolution of the idea
Distinct from accessibility
Why the concept is needed

History of the Movement to Design for All People

Post-war climate
Building codes
Medical advances
Civil rights
ADA

Chapter 3

Universal Design in Professional Education

Gerontilogical Society of America

Lifchez/Berkeley/Exxon project

Cohen/Milwaukee

AEC and CBFE

Accreditation

Chapter 4

The Universal Design Education Project

Inception

Development

Projects

Future Direction

Part Two Project Case Studies

(contributing authors to be clarified and identified for each chapter)

Chapter 5

Chapter 6

California Polytechnic State University —
San Luis Obispo, CA

College of Architecture and Environmental Design

Iowa State University — Ames, IA

Departments of Landscape Architecture, Architecture,
An and Design

Table of Contents continued

Chapter 7 Kansas State University — Manhattan, KS 31

College of Architecture and Design

Chapter 8 Louisiana State University — Baton Rouge, LA 41

Department of Interior Design

Chapter 9 Massachusetts Institute of Technology — Cambridge, MA 45

Department of Architecture

Chapter 10 Miami University — Oxford, OH 53

Interior Design Department

Chapter 11 Michigan State University — East Lansing, MI 63

Department of Human Environment and Design

Chapter 12 North Dakota State University — Fargo, ND 77

Apparel, Textiles, and Interior Design

Chapter 13 Norwich University — Norwich, VT 83

Department of Architecture

Chapter 14 Pratt Institute — New York, NY 89

School of Architecture, Department of Interior Design,
School of Art, Department of Communication

Chapter 15 Purdue University — West Lafayette, IN 101

Landscape Architecture Program

Chapter 1 6 Ringling School of Art and Design — Sarasota, FL 111

Department of Interior Design

Chapter 17 State University of New York at Buffalo— Buffalo, NY 119

Department of Architecture

Chapter 18 Texas Tech University— Lubbock, TX 141

Department of Landscape Architecture

Chapter 19 University of Michigan — Ypsilanti, MI 147

College of Architecture, College of Art

-ov

Chapter 20 University of Missouri — Columbia, MO 165

Department of Environmental Design

Chapter 21 University of South Florida — Tampa, FL 173

Architecture Program

Table of Contents continued

Chapter 22 University of Southwestern Louisiana — Lafayette, LA 181

Collaboration between Interior Design, Architecture,
and Interior Design

Chapter 23 University of Tennessee — Knoxville, TN 193

Interior Design Program

Chapter 24 Virginia Polytechnic Institute and State University — 209

Blacksburg, VA

Interior Design Program

Chapter 25 Virginia Polytechnic Institute and State University — 217

Blacksburg, VA

Department of Landscape Architecture

Part Three Reflections (work in progress)

Chapter 26 Institutional Dimensions of Curricular Change na

Levels of intervention

Challenging values, introducing new values, and

building on existing values

Communication strategies

Linking to professional practice

Chapter 27 Critical Methodologies na

Using consultants

Empathic and experiential techniques

Others

Chapter 28 Next Steps na

Appendix (work in progress)

Bios of participants

Bibliography of resources

Acknowledgements

Strategies for Teaching Universal Design was edited and produced under an ADA
Voluntary Compliance grant from the Public Access Office of the U.S. Department of
Justice.

It was produced in close collaboration with the faculty from the participating
schools in the 1993-94 Universal Design Education Project. The Universal Design
Education Project is a program of Adaptive Environments, developed in cooperation
with the Center for Accessible Housing. It was funded in part by the National
Endowment for the Arts, NEC Foundation of America, NYNEX Foundation, JM
Foundation, and the Public Access Office of the U.S. Department of Justice.

Adaptive Environments staff who led and coordinated the project and production
of this book were:

• Elaine Ostroff, Project Director

• Polly Welch, Editor

• Soni Gupta, Project Coordinator

Strategies for Teaching Universal Design has been published by MIG
Communications:

• David Driskell, Managing Editor

• Tony Pierce and Anne Endrusick, Cover and Page Design

• Renate Alexander, Production

• Stuart Easterling, Production Assistant

VII

Digitized by the Internet Archive

in 2012 with funding from

Boston Library Consortium Member Libraries

http://archive.org/details/strategiesforteaOOwelc

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Part Two Project Case Studies

The case studies on the following pages are presented here for review by participants in
Adaptive Environment's "Designing the Future: Toward Universal Design " symposium
on November 16 and 1 7 in Boston, MA, and others involved in the Universal Design
Education Project.

Production of the final document remains in progress, namely Parts One and Three.
In some instances, production issues related to the Part Two case studies are not yet
resolved and have been noted accordingly.

California Polytechnic State University — San Luis Obispo, CA

College of Architecture & Enwronmental Design

Educating Others About Universal Design

Proposal

We proposed to build on the insights and materials from the course that Paul
Wolff has taught over the last twelve years, "Towards a Barrier-Free Environment," to
develop a new seminar on universal design. The purpose of the new seminar would
be to give students an experiential introduction to the theoretical, social, psychologi-
cal, cultural, legal, and ergonomic issues related to designing for diverse users.

Team members:

Brad C. Grant

Associate Professor
Paul M. Wolff

Professor Emeritus
Michael Shannon

Teaching Assistant

A critical component of our seminar was to use participatory and collaborative
methods, an approach we reinforced by forming a collaborative teaching team with
diversity of age, race, and ability. If universal design is responsible design for all peo-
ple, then the current concept should be expanded to include cultural and gender
issues. The seminar would include the active participation of a diverse client and user
population, including persons with various disabilities, people across the age span,
and people of ethnic and cultural minorities.

We planned the seminar to promote the understanding and application of univer-
sal design as an integral issue within the context of the typical design studio at all lev-
els of the curriculum. There would be no special project for this class; the holistic
principles of universal design would have to be applied to whatever project was chal-
lenging the student in his or her current design studio. The class would be directed at
architecture and landscape architecture students in their second through fifth years.

A second part to our proposal addressed the need to reach beyond the seminar to
expose the issues and principles of universal design to the widest possible multi-disci-
plinary audience of the College of Architecture and Environmental Design, including
students, faculty, and practitioners. We proposed a Universal Design Awards Program
as an opportunity for students across the school to participate in the UDEP. The
awards program was intended to promote and reward design excellence in the appli-
cation of universal design principles.

Activity

We predicated the course on the notion that students would learn the most about
universal design if they had to educate others about the subject. The first third of the
term gave the class an introduction to universal design — its philosophy, its implica-
tions, and specific information regarding people with differing abilities. We developed
assignments that would encourage students to explore the ramifications of diversity:

Strategies for Teaching Universal Design

Chapter 5: California Polytechnic State University

• Interviewing children, seniors, underrepresented community members, or per-
sons with disabilities to reveal their views of the community environment.

• Collecting "print ads" of "people who are different" as the basis for discussion
of advertising stereotypes of age, gender, cultural background, and disability.

• Simulating mobility and sight impairments with wheelchairs and blindfolds.

• Participating in a Department of Architecture event — a diversity panel compris-
ing people with disabilities and people of African American background.

• Wearing colored dots on their foreheads and organizing themselves into simi-
lar color groups to discuss issues of difference.

• Taking class field trips to recently constructed buildings around campus to
assess the extent to which they were universally designed.

During the remainder of the term students selected audiences with whom to share
their new-found knowledge and awareness and developed suitable activities and pro-
jects. The necessary research and preparation for this was, in itself, a valuable learn-
ing experience for the students. The projects included:

• "Human performance sculptures" that posed in public spaces to promote
awareness of discrimination and bring attention to universal design issues.

• Visits to several elementary schools to lead third and fourth graders through a
series of exercises illustrating the concept of universal design

• A slide presentation on universal design to be used in other classes in the col-
lege of Architecture and Environmental Studies.

'&*

A survey of College of Architecture and Environmental Studies faculty to deter-
mine their knowledge of and attitudes towards universal design.

Scripting and production of an educational video on universal design.

Video documentation of the course, including student projects and evaluations.

'Educating Others About Universal Design"

We also organized a school-wide design competition open to individuals or teams
of students in all five departments. There was no special project or program.
Students could submit their studio projects, showing how they had applied the princi-
ples of universal design. Faculty in all departments were asked to encourage their
students to submit their final design projects. UDEP grant money made possible cash
awards to the top entries. The competition announcement was a very detailed book-
let giving an overview of universal design, how its integration into design projects
would be judged, and the availability of students in the seminar to give assistance.

"Just because some-
thing looks like it's to
code, doesn 't mean it
actually works..."

Outcomes

The course was oversubscribed at forty-two students and drew students from
three disciplines — Architecture, City and Regional Planning, and Interior Design.
Originally, the video project had been the only planned product of the class. The
larger class prompted the instructors to develop a greater array of hands-on projects.
One student in the class was a wheelchair user and a number of others had less obvi-
ous disabilities. Sixty three percent of the students had some personal experience
with people with disabilities and thirty-one percent had experienced personal limita-
tions in the built environment. Forty' percent claimed to be familiar with univer-
sal design but only half of those students could describe universal design.
Sixty-four percent of the students claimed to be familiar with the American
with Disabilities Act, while only six percent could actually describe it.

Interviewing People with Different Perspectives. This exercise was
designed as a catalyst for class discussions. Students were expected to make
informed contributions to class discussions from their notes. The students where
assigned to meet with and interview someone very different from themselves.
They explored questions about perceptions of the environment and attitudes

Strategies for Teaching Universal Design

Chapter 5: California Polytechnic State University

towards people who are "different." This was an attempt to have students gain an
understanding of environmental design issues from perspectives outside of their nor-
mal experience. We wanted students to envision the environment from the perspec-
tive of children, ethnic minorities, seniors, or persons with varying abilities.

Analyzing Advertisements. We asked students to analyze current advertise-
ments and report to the class how "people who are different" are depicted. This
exercise was assigned to get students to explore how our society views or, in most
cases, hides people with disabilities, children, seniors, and ethnic minorities. Each stu-
dent came to class with a print ad or an excerpt from a TV commercial with a brief

written and graphic analysis. This worked well for class discussions and for

several students it was an "eye opener."

Color Dot Exercise, With all students' eyes closed, the instructors
placed a small colored dot on the forehead of each individual. The students
were then instructed to open their eyes and without verbal communication
arrange themselves in groups by dot color. Each student had to rely on oth-
ers to identify his or her color and to locate the right group. This exercise
proved to be a powerful stimulus for a discussion on belonging, identity,
and difference.

©*£*.. 55T

Several activities had a public dimension and brought visibility to the
class and its content:

Human Performance
Sculptures: Cal Poly
students explore issues
of age discrimination
(top) and racial atti-
tudes (bottom).

Human Performance Sculptures. Students developed scenarios to
represent the problems of being different that they had explored in class.
The scenarios included an elderly person looking for a job, an interracial
couple getting married, a person in a wheelchair trying to cross a curb, and
an obese person trying to sit in a very small chair. In public places in San
Luis Obispo, such as the Mall, the Mission plaza, and the student union
plaza, they posed as the characters in these scenarios, similar to street mime.
Leaflets were distributed to bystanders explaining how the human perfor-
mance illustrates some of the issues of universal design. It emphasized that
attitudinal barriers are the primary cause of physical barriers. The public's
reaction ranged from being very interested and engaged to ignoring the stu-
dents' performance. The local TV station featured the group in its nightly news spot.

Elementary School Visit. This was the best learning method of the exercises.
In order for the students to successfully teach ideas about universal design to young
children, they had to understand the issues themselves. They developed several exer-
cises appropriate to children such as a learning disability puzzle, a blindfolded walk,
and class discussions. The grade school teachers and children as well as our students
and teachers considered this exercise a hit.

"Educating Others About Universal Design'

Faculty Survey. A group of students developed and administered a
survey to approximately one hundred faculty in the College of Architecture
and Environmental Design. The survey was designed to reveal the degree of
understanding of universal design. The survey results indicated that our
faculty was not very familiar with universal design. There were problems
with the survey instrument and method that, unfortunately, invalidated the
whole survey. In the future students would consult with the statistics depart-
ment to insure proper surveying methods for valid results.

". . . to successfully teach
ideas about universal
design to young children,
[the students] had to under-
stand the issues themselves. "

School-Wide Competition. Over thirty students submitted designs in
all categories for the competition. This number was far fewer than the
number of registration forms received and a disappointment considering
the total number of students in the college eligible for the competition.
This may be due in part to the fact that students in our department histori-
cally have not entered a lot of competitions.

A number of students incorporated universal design into projects they
were already working on, including papers for other classes and thesis pro-
jects. Others wrote up their critiques of buildings on campus. A majority
of the entries demonstrated an understanding of the most obvious issues of
universal design. Only the winners reflected the more complete under-
standing of universal design outlined in the five criteria in the competition
program. The interior design students seemed to have the most difficulties
demonstrating their understanding of universal design.

The jury consisted of the assistant coordinator of Disabled Student
Services, a professor of architecture, and the three faculty for this course.
After lengthy and careful analysis of all competition entries, the consensus
of the jury was to award no first place, only second and third place, in
both the fourth/fifth year architecture category and the interior design cate-
gory. Third year architecture had two first places, a second place, a third
place and an honorable mention. The students seemed to have difficulty
documenting, representing, and demonstrating their understanding of uni-
versal design in the traditional graphic manner of architecture. The written
statements describing the entrants' intentions were essential to the jury
process.

We displayed the winning schemes in the College's main office, the usual display-
area for student work, and in a display of student work for the Architecture
Department's accreditation visit. The competition is worth repeating but needs greater
faculty support to make it more successful. The faculty needs to be more knowledge-
able about universal design and willing to encourage their students to participate.

Elementary School Visit;

Cal Poly students conduct
a blindfolded walk (top)
and discuss universal
design in the classroom
(bottom)

Strategies for Teaching Universal Design

Chapter 5: California Polytechnic State University

Reflection

Following are some of the reflections made by the three course instructors.

On the Value of Having Co-Instructors

The presence of three instructors at each class meeting was an opportunity for
interactive dynamics. The different life perspective of each instructor was key to con-
veying the multifaceted concept of universal design.

Although I had taught a related course, Towards a Barrier-free Environment, for
the past thirteen years, I discovered invaluable benefits from teaching with my two
creative partners, Brad Grant and Michael Shannon. In class we would frequently
discuss, debate, disagree with, or reinforce each other. (Wolff)

A student's critique of
the new recreation
building on campus
observed that the
fenced opening allows
short people and people
using wheelchairs to
view the pool below.

We discovered areas of universal design that we hadn't planned and were able to
continue with the strong enthusiasm and energy with which we started. We would
not have been able to attempt so many activities and course programs without the
collaborative involvement of three distinct teachers. (Grant)

On the Course Structure and Participatory Learning

The initial one third of the term was devoted to instructing the class on the perspec-
tive, philosophy, implications, and specifications of universal design. During
the remaining class time, students were challenged to design projects for
audiences of their own selection, with whom they could share their newfound
knowledge and awareness. The necessary research and preparation for this,
was in itself a valuable learning exercise for the students. (Wolff)

Several all-class activities were very successful, especially field trips to build-
ings which display varying degrees of universal design success, even though
recently constructed. The ability to see expensive failures, often costing many
thousands of dollars to correct, is a valuable tool for a new designer/architect.
By far the best group project was the elementary school visits, which we docu-
mented on video, and their grass roots, pure education, nature. I was per-
sonally thrilled to further substantiate what most of us know, that the time to
change discrimination is early in the lives of a new generation. As a person
who uses a wheelchair knows, children have a natural curiosity and not a
natural prejudice or avoidance — that is left to their parents. (Shannon)

'Educating Others About Universal Design'

The emphasis on participatory learning produced some fine projects, which can be
used in future classes. Primarily, however, it served to maintain a high level of
interest and involvement while encouraging students to design with greater empa-
thy and understanding for the rich variety of human behaviors. (Wolff)

On Universal Design Education

In many ways the concepts and ideas involved in universal design are debatable
and can be questioned. It was often difficult to have the class argue both sides of
the controversial issues as it can be with other new social/environmental issues. I
want, in the future, to create a universal design class that will debate all the issues
of universal design. (Grant)

As a person who came back to college after a serious automobile accident in 1987,
and has spent five years totally involved in promoting accessibility on many fronts,
each class section was also an opportunity to further erase the "line" that separates
persons with disabilities from the non-disabled remainder of the ivorld. In a very
short time, my wheelchair, braces, crutches or hearing aids were not really thought
of as other than the assistive devices they are. In this particular situation, they were
some of my strengths and perhaps tended to add a dash of validity to some of the
dialogue that became extremely important as the class progressed. It was natural
dialogue and curiosity which replaced pity and avoidance, both negative reactions.
(Shannon)

Evaluation

Students were asked to complete questionnaires after the class as an informal
measure of change to help the faculty determine whether the course had increased
the students' understanding of universal design and the American with Disabilities Act.
In response to a question on the impact of the course, students' comments included:
"New appreciation for other's perspectives;" "Understanding that universal design has
no limits;" "Universal design can be beautiful;" "Better understanding of what to con-
sider to ensure better design decisions;" and "Broader understanding of design for dif-
ferent people and cultures."

Students identified the field trips and the video production as the most effective
resources used during the class. They also gave strong positive feedback on the sim-
ulation exercises, use of consultants, and games.

Strategies for Teaching Universal Design

Chapter 5: California Polytechnic State University

First place urinner in
the universal design
competition.

It is important to emphasize that this course mill continue to be offered — although
probably without making the video. It will continue because an understanding of
universal design is an essential component in helping to eliminate discrimination
in our architecture and because it can contribute to the creation of a more
humane environment for the twenty-first century. Universal design means that we
will become a less separate, more integrated society; we will be empowered to be
competent in dealing with the physical world; we will be enabled toward greater
interaction in the workplace, as well as, social, professional, commercial and recre-
ational settings. This dynamic experiment has shown that just as attitudes influ-
ence design, design can also influence attitudes. (Wolff)

"Educating Others About Universal Design'

The foreword to a
Through this course, paper written by a

I came to realize that the only way that I can ever hope to make a change student in the class.

is to hove an idea of what a person
who must deal with physical barriers
encounters on a daily basts,
t had a taste of that reality and
I found it to be an eye opening experience.

I do not know how it feels to be stared at,

to have to spend most of my physical energy to just go from one class to another.

To have both physical and attitud'tnal barriers placed on me every minute of my life.

To be told that I can only enter a restaurant through the kitchen.

To be excluded from experiences as simple as playing in a park,

To not be given the opportunity to Bve freely,

to be limited,

to be segregated.

Sure we can retrofit,

we can apply standards,

We might even be able to create aesthetically pleasing designs.

But, we can not forget the users,

because we are aB users.

We will age, we might even lose our sight or hearing.

Some of us might use a cane, perhaps a wheelchair.

so, we as designers and planners

must stop taking the ideal 30 year old abled body man as a prototype.

We must stop assuming that building a barrier-free environment stifles

the imagination and creativity

and take it as a challenge.

Perhaps through courses such as this

minds wiB be opened,

attitudes swayed and ideas generated

It might create new thoughts,

perhaps it wiB make people think a Bale harder and a little deeper.

It might help to bring about unity into our society

But, most ofaH,

it will enBghten and increase our sensitivity for all the individuals

who might not get around on two legs,

or who use their hands to see, read and speak.

It might just be as simple as respecting all people.

I came to the reaBzation that

sometimes the higher our eye level the lower our outlook

and that at times it is possible to see more clearly when staring into darkness.

Strategies for Teaching Universal Design I I

Iowa State University — Ames, Iowa

College of Design

NOTE- Unfortunately, this case study, representing an extraordinary level of effort,
was received after the deadline to send materials to the publisher. Therefore, ive were
unable to edit and format it prior to the conference. We will do so for the final copy.

Proposal

The purpose was to strike indelible impressions through the use of mutually rein-
forcing awareness modules that increase in intensity over time. The goal was to make
universal design thinking an automatic part of the design process. The procedures
would be documented on video tape as reference materials for improving instruction
and to perpetuate the activity throughout the inevitable change of instructors. The
videotapes would be shared with other institutions to enhance their efforts. The pro-
gression of the modules from lesser to greater intensity essentially parallels the experi-
ences of persons with disabilities as they leam to adapt to the designed environment.
The modules are to be infused in courses in three departments over the fall and
spring semesters.

The products would include project statements, sample design results, critic com-
mentary and video taped highlights of the process.

The Accountability and Integration modules will actively involve people represent-
ing a range of individuals across the life span. The Coordinator of Students with
Disabilities at Iowa State University is a woman with quadriplegia who uses a motor-
ized wheelchair. A practicing landscape architect in Ames, Iowa, has restricted mobili-
ty requiring the use of crutches. Alben Rutledge, a professor of landscape architecture
at ISU, has recently undergone surgery for the replacement of both hips.

These first-time participants will also help identify others with disabilities who
might become involved in future projects. Thus the human resource pool should
grow and recharge itself continuously throughout the long term.

Team members:

Mark Chidister

Associate Professor and

Interim Chair, Department

of Landscape Architecture
Albert Rutledge

Professor of Landscape

Architecture
Arvid Osterberg

Associate Professor of

Architecture
Robert Harvey

Professor of Landscape

Architecture
Fred Malven

Associate Professor of

Interior Design
Harlen Groe

Graduate Assistant

Activities and Reflections

UNFORMATTED TEXT FOLLOWS—

Strategies for Teaching Universal Design 1 3

Fall 1993

Landscape Architecture 284, Introduction to Landscape Architecture

Professor Mark Chidister

The focus of this course with respect to the UDEP project has been to increase students
consciousness of people with disabilities and the need for designers to be knowledgeable of
and sensitive to a wide range of populations. Consciousness was one of four levels of the
Awareness Modules developed by the Iowa State team. The specific goal of the course
was to increase awareness of the widespread presence of people of differing abilities, what
it means to be a person with a disability, what language to use when referring to a person
with a disability, introduce the concept of Universal Design, and introduce students to the
Americans with Disabilities Act.

It was hoped that the result of the videos shown, lectures given, and discussion would be
an awareness of the need to design for disabilities, inoffensive language, and an
understanding of Universal Design and the Americans with Disabilities Act

At the outset of the semester I distributed a Personal Profile for students to fill out (a copy
of the profile was included in the first report). The stated intent was to help me get to know
the students better and to get a sense for how much they knew about the topics we would
cover during the semester. Embedded in the profile were several questions relating to ADA
and Universal Design. Sixty students filled out the profile which served as a kind of pre-
test. I found that half of the students had prior, first-hand contact with people with
disabilities. Almost three-quarters of the students had prior, first-hand contact with the
elderly. Very few were familiar with the term Universal Design (17%). However, when
asked to describe what the term meant, none of the students were able to articulate a
definition that was even close. Quite a few more of the students had heard of the

Americans with Disabilities Act (33%), although, still less that half. When asked to
describe ADA, most of those who stated familiarity with ADA were able to convey some
sense of understanding the term. A full print out of responses to the pertinent questions
follows in the second part of this section.

The post-test was the exam on this portion of the course which followed the presentation of
material by two-and-a half weeks. A review session for the exam was held a few days
prior to the exam where much of the material was reiterated. Fifty-eight students took the
exam. A full copy of the exam follows in the second part of this section.

The exam indicated a fairly good ability to recognize definitions of Universal Design and
the Americans with Disabilities Act. For both concepts, a full defmition was printed on the
examination (questions 21 and 24) and students were asked to fill in the concept which the
defmition described. Almost ninety percent were able to accurately identify the definition of
Universal Design (88%). The same percentage were able to pretty closely identify the
definition of Americans with Disabilities Act, although only 19% use the full, correct title
for the act.

The question that was most revealing and satisfying for me (question 26) was one in which
students were asked to assume that they were the project designer on a multi-family
housing development and recreation area that was designed in the true spirit of Universal
Design. They were then asked to state how they would refer to people who cannot walk,
see, hear, etc. in their verbal presentation of the project to a client group. The responses,
with a few exceptions, were consistent with the guidelines set out by Paul Longmore in his
short paper titled Unhandicapping Our Language Longmore's paper was part of the
material provided by the Center for Adaptive Environments at the onset of this project. I
was pleased that students were beginning to use language in a manner that was sensitive to
the people involved and that many were sensitive to design issues related to people with
disabilities, i.e., not singling them out in homogenous disability groups or assuming that
people with similar disabilities necessarily want to live together.

The broader attempt I made was to not isolate ADA or Universal Design as a stand alone
topic but to integrate it into the larger discussion of designing for people who are different
than the designer. This includes differences of ability, race, and social, economic, and
geographic, background. I also attempted to integrate the material into the discussion of
Sense of Place, which includes the criterion of access ( in broad terms) to places.

The real test of whether any of this material made an impact will come next year as they
prepare ideas for dwelling, educational, work, and recreational environments.

The idea of asking students to fill out a personal profile was stimulated by this project.
Also the material for talking about designing for people with different ability levels was
gready enhanced and refined by the materials prepared and assembled by the Center for
Adaptive Environments. The videos used were essential in a course of this type to begin to
understand and empathize with people who are different that they are. In that sense I
believe the experiment in LA 284 was a success to the extent that this course can contribute
toward individual understanding of and sensitivity to designing for people with disabilities.
If I could isolate the one area for improvement that would make a major impact in the
course, it would be to have a well documented case study of a complex environment that
fulfilled the goals of Universal Design. A case study with outstanding illustrations for
classroom use would help make the concepts more real to students and make the connection
between the idea of Universal Desisn and its tangible realization.

LA 342 Intermediate Landscape Architectural Design I

Principals: Albert J. Rutledge, Professor, Department of Landscape Architecture
Jeffrey Benson, Landscape Architect (private practice)

"Oh, didn't I tell you? The representative user group all have disabilities."

Procedure

This studio (16 students) is the first studio (1 of 6) in the undergraduate professional
program. It lays significant groundwork in the development of problem-solving skills.
The subject type is typically "housing"; problems typically emphasize land analysis, land
use allocation, concept development and articulation, 3-dimensional space formation,
vehicular and pedestrian circulation as well as open space system planning. The solution
expectation is a good cut above the beginner's level, but still short of an all-inclusive
professional job.

It's an excellent place to form sustaining design habits.

Given the attention of the studio to site planning fundamentals, universal design principles
could not be permitted to dominate the course. Rather, it was decided to introduce students
to both the ADA and universal design considerations near the end of the semester when,
ostensibly, students had become somewhat confident in their general problem solving
abilities and could more productively digest an extraordinary "play in the game plan".

It was decided to do so by shock effect. Hopefully, this a technique would make such an
indelible impression that universal design considerations would become a habit
"overnight".

Ironically, the striving was to make something ordinary by introducing it in an
extraordinary way.

The selected project is described on the attachment: an in-town housing development in
which social factors were introduced as design determinants, specifically the phenomenon
of "neighboring". Students were told to work toward a preliminary solution presentation to
a "representative user group" for the purpose of providing an experience in testing ideas on
potential users before moving into the final solution stage. Nothing further was said about
the group. It was correctly assumed that they would imagine a traditional representation.

One half hour before the students were to pin up their work for inspection by the
representative users, the faculty casually mentioned (see the italics above) that the group
comprised:

1 . An Iowa DOT transportation specialist who is also deaf, plus his daughter who
would sign for him.

2. A computer specialist who is also blind.

3 . The University coordinator of services for person with disabilities who is also a
paraplegic who uses a motorized wheelchair.

4. An 81 year old retiree who lives alone in an apartment.

5 . A practicing landscape architect who also uses hand crutches to walk.

Students knew the landscape architect as their occasional studio critic addressing
their work according to his wealth of professional experience. However, he
would now react from the perspective of his disability. (The client group was
assembled by the landscape architect with the assistance of the University office
for persons with disabilities.

Upon this announcement, a great sucking sound was heard in the studio and it wasn't jobs
going down to Mexico.

The students pinned their work on the wall. They explained the vitals to each guest as the
guests circulated around the room and gave their reactions.

A round table discussion was held to offer general impressions and for the students to ask
specific questions.

During the next studio session, faculty lectured on the Americans With Disabilities Act,
drawing particular attention to The Enabler Model as the paradigm to replace the "average
person". Two videos were also shown to complete the background picture of the students'
task:

1 . A lecture from the UDEP conference on the political history of the ADA by Chris
Palames.

2 . The Lawrence Halprin video "Taking Part: a workshop approach to collective
creativity" showing interns in his studio experiencing disabilities prior to
designing a public space sensitive to the needs of persons with disabilities.

Two weeks remained in the project. Students were directed to incorporate insights gained
from the presentation experience. They were also to prepare a sheet demonstrating the
attention their plan paid to universal design. Expectations were modest (students were to
demonstrate simply one aspect of universal design sensitivity in their work) - but we hope
telling as a forerunner to fuller attention as general expectations of expertise increase in
higher level studio courses.

Reflections on Results

While this student body was merely average in their skill level for this stage in the
curriculum, they were considerably above average in maturity and desire to leam. The rude
announcement of the user group was met with stunned silence. The class had pulled an all-
nighter. They had psyched themselves up to address one group. Another very, very
unfamiliar group was now at hand. Perhaps the periodic presence of the class critic using
crutches had put them somewhat at ease among people with disabilities. Regardless, most
thoughts turned quickly to formulating new approaches.

How does one explain a design to a blind person, for instance? "Easy," one student said
after the fact. "We used points of the compass as our frame of reference."

The discussions were animated during the circulation period. Students seemed relieved to
have discovered an easy rapport. The client group helped the atmosphere, of course. They
talked directly about the project in terms of providing for persons with their disability.
They seemed interested in the work and excited themselves to be a part of the learning
process.

Neither students nor clients had problems opening up with questions and answers during
the round table finale. Insights gained included learning how blind people memorize a site
(including the utility of landmarks) and how disorienting curving or zigzag pavements can
be; how grade change ought not to be abrupt, rather gradual to help one acclimate to newly
called for gait, the importance of opportunities for casual contact with other people; how
traffic lanes should not be interjected between an auto parking stall and one's destination;
how desirable is the scattering of recreations amenities throughout the site, as opposed to
centralizing them in one place.

Students demonstrated notable sensitivity to universal design notions in the final work.
Most came forth with at least one substantial feature. See the attached example of student
work. Positive features identified in critique included:

1 . Decentralized recreation amenities distributed throughout the site.

2. Convenient and highly accessibility parking lots with drop-offs even more
convenient to housing units.

3 . Mixture of dwelling types to maximize integration of residents.

4. 6'-8' walks (also walks of varying widths) to accommodate wheelchair passage.

5 . Much attention to way finding: 90 intersections, marked by attention-catching
features x tree canopy treatments, pavement makers and other distinct
landmarks along pedestrian ways. "Sensory landmarks" were also employed -
acoustical art, fragrant flowers, etc.

Negative aspects identified in critique centered mostly on confusing circulation patterns
including unnecessary multiple entries, confusion often aggravated by misleading
"environmental cues." See the attached example of student work and note, for instance, an
entryway that begins as a boulevard suggesting a major collector artery, but soon peters out
into a back entrance to a parking lot.

Most universal design features were simply responses to the ideas verbalized during the
preliminary session round table. But at least the kids were listening. And more
importantly, trying.

Whether there be lasting impressions and particular payoff in professional practice where it
really counts, who can say. It appears thought to be a good start.

Next Step

While projects in LA 342 stayed at what might be termed "organizational scale", e.g.
1"=100', 1"=5-', LA 343, the next studio will permit greater detail to be addressed, the
projects perhaps starting at 1"=40', down to perhaps 1"=10'. LA 342 played with
concepts and general layouts. LA 343 will add construction detailing.

Two universal design-focused projects are imagined. Both will stress the need to make
universal design concessions an unconscious-appearing part of the development . . . truly
integrated in the scheme. Project One will be a step and ramp complex which will be
approached as landform sculpture. A scale model will result. The design period will be
proceeded by a disability role playing experience conducted by a professional disability
awareness group. Project Two will be an urban civic space. As opposed to LA 342's

hospital used in the initial sketch problem. Phase I involved research and development of a
program document for each project.

The research, program document, and the other class experiences provided the background
for the design work during the remaining weeks of the semester. Students, working in
two-three person teams, spent five weeks working on developing a design concept for their
selected area. This project required the comprehensive design of a setting of moderate
complexity and employed substantial direction from faculty. A preliminary peer review
was held October 1 1 to provide direction for more detail concept development

The major critique incorporated a variety of jurors: representatives of the hospital and the
Ames Alzheimer's support group, faculty with elderly parents in assisted living or dementia
care units, interior design faculty, architecture faculty who actively work in the health
care/elderly area. This four hour session on October 28 was video taped. Again it was
clear that the application of universal design principles, as well as other legal requirements
or social concerns, were not sufficiently or consistentiy integrated into the design concept
solutions.

Four team projects that were generally strong, but that contained serious problems, were
selected as examples. To make the point of design accountability, a mock trial format was
used to emphasize the personal responsibility of the designer for the impact of the design
decisions. This includes satisfying the intentions of the Americans With Disabilities Act as
well as codes and other areas of professional liability. This simulation was based on the
Moot Court used at Arizona State University (Di Cicco & Reznikoff, 1992).

During class on November 15, the Story County sheriff (a graphic design faculty member)
appeared to deliver summons to four interior design teams to appear in court the next class
meeting (November 17). Each summons was for a different complaint, including one for
failure to comply with Americans with Disabilities Act. Prosecutors and defense attorneys
were named on each summons, so that every student was involved in a case. When the
sheriff left and the students recovered from their shock, the moot court procedures were
explained and the remainder studio time was used to prepare for both sides of defense in
the trails. One faculty member acted as advisor for the defense and the other faculty
member acted as advisor for the prosecutors.

On trial date, a large room was organized with tables for the defense and prosecution, a
witness stand (red chair), table for the judge, and chairs at the back of the room for
visitors. Chairs were placed in three for the larger group of students currently not part of
the defense or prosecution to act as the jury. The court was called to order by the bailiff,
the judge in his black academic robe appeared, and witnesses were sworn in using the
design bible, Time Saver Standards for Interior Design. The use of expert witnesses from
the college and community was encouraged and several faculty served this purpose. The
proceedings were video taped.

Students were given an opportunity to refine their design in the two weeks of class after the
mock trial. There was considerable energy and involvement involved in understanding
codes and issues of social responsibility. Projects in some cases were totally revised. At
this point students were working in the Accountability Level; they were involved in the
conscious application of universal design principles, health and safety standards, and other
issues related to program requirements. About two-thirds of the students elected to
complete this final phase of the project on their own; the other third of the students
continued in their design teams, but developed refinements, details, and some working
drawings for their entire project.

modest expectation of attention of universal design, full attention will be expected in this
work.

ARTID 465

Activity

Using three of the four levels of awareness teaching modules (consciousness, engagement,
and accountability), ArtID 465 Interior Design Studio V tried to provide a means of main-
streaming universal design. It addressed upper division students who had not previously
focused on issues of universal access and use. The intent was to integrate Universal
Design principles into most aspects of practice, rather than being viewed as add-on
requirements or a code compliance annoyance. Universal Design was one of five current
issues that were researched and layered onto other design considerations. The other issues
were: health and safety, socially responsible design concerns. A major educational goal
for this course was to establish student accountability and documentation for design
research and design decision making.

It was assumed that the senior students had sufficient background with universal design
principles to be beyond the Consciousness and Engagement levels. So, the awareness
module focus of this course was to be on the Accountability Level. To verify (pre-test)
student background and to set the stage for a larger scale project, students were given a two
week-long sketch problem: a small entrance lobby for a county hospital. The project was
assigned the first day of class (August 23). Each team was assigned an environmental
component on which to focus in developing their concept. They were required to use the
P.A.Th.Way.S. method or similar technique for documenting their accountability. The
results of this sketch problem (presentation, September 8) indicated that only one out of the
ten groups actively addressed universal design issues. This required course adjustment to
integrate components of the first two modules (consciousness and engagement levels) into
the course.

The next class meeting (September 13) addressed the Consciousness Level (becoming
aware of what it means to be a person with a disability). This was achieved by indirect and
empathic exposure through viewing a video, Designing Environments for Everyone by
Lawrence Halprin, and follow-up discussions. [This videotape was shown to all of the
sophomore and junior interior design students as well.]

On September 29 Lynn Paxson, Assistant Professor of Architecture, presented an
overview on the importance of dealing with socially relevant issues. Students visited
Green Hills, an excellent local extended care and assisted living facility, in Ames on
September 27 to interact with the residents and staff.

The Engagement Level (experiencing disability) was achieved through direct exposure by
having each student assume disabilities. Welcome to my World, an experiential workshop
was led by Robert E. Jeppesen, Executive Director for the Central Iowa Center for
Independent Living (CICIL) on September 22. Students experienced several disabilities
(sight, dyslexia, impair limbs, speech, mobility, hearing) and interacted with the President
of CICIL, who is a quadriplegic. A lively question and answer session was part of the
workshop. [All sophomore and junior interior design students participated in two
additional sessions of this workshop.]

During this time, students were working as a class team on Phase I of their design project:
half worked on a dementia unit; half dealt with an assisted living wing in the county

v»

The semester culminated with a two-hour informal critique of the projects, which was
video taped. Many of the initial jurors reviewed the projects, supplemented by an
expanded group of graphic design and architecture faculty. Because of time restraints, the
final annotations of the projects occurred on the first day of studio for the spring semester.

Reflection

The approach of using modules provided flexibility within the studio to adjust to the
student level of knowledge. After the first sketch problem, it was clear that the first two
levels must be addressed, before any expectation of achieving the third level of
accountability would be possible -- even though the students were seniors and supposedly
had been involved in barrier free design in previous courses.

The mock trial was an excellent active learning technique. Students felt that they
understood their legal, as well as moral responsibility after preparing for and going through
the trail process. They felt that some of the citations would be better placed after they had
done more developed drawing and drafting, but agreed that they had a heightened
awareness and interest in the issues, including ADA and universal design. From the
extensive use of guidelines and code books in the final two weeks, the faculty would agree
that a sense of accountability had been realized by most students.

Like so many concepts and ideas presented in the education process, universal design will
not stick with one exposure. Progressive intensity in the depth of information and diversity
in the populations as students progress through the design curriculum - or even through a
single course - is needed to produce the results needed: practicing professional designers
who view universal design as a standard of practice, rather than a legislated, add-on
requirement.

If the modules are appropriately distributed throughout each curriculum, the concept of
universal design will become an integrated part of every aspect of design education so that
universal design concepts will be integrated into students design values.

REFERENCES

Di Cicco, D.B. & Reznikoff, S.C. (1992). Moot court: demonstrate and evaluate design
competencies. Research Resources: 1992 IDEC International Conference Proceedings,
21-24. Equal Employment Opportunity Commission (EEOC) and the U.S. Department of
Justice (USDOJ), (1992, October). American With Disabilities Act Handbook.

* Federal Register (1991, July). American With Disabilities Act Accessibility Guidelines
(ADAAG).

*Mace, Ron, Graeme Hardie and Jaine Place (1991). i Accessible Environment; Toward
Universal Design,! in Design Intervention: Toward a More Humane Architecture, edited by
Preiser, Wolfgang, et al. New York: Van Nostrand Reinhold.

Lusher, Ruth Hall (1988, February). iDesigning for the Life Span,i in The Construction
Specifier.

United States Department of Agriculture (USDA) (1992, October). Design Guide for
Universal Access to Outdoor Recreation, draft.

2./

United States Department of Justice (USDOJ) (1992, January). The American With
Disabilities Act, Title II, Technical Assistance Manual.

*Reznikoff, S.C. (1989). Specification for Commercial Interiors, Revised Edition. N.Y.:
Whitney Publishing.

STUDENT READINGS

* in reference list above denotes student readings
additional readings included:

* iUnhandicappted Our Language! compiled by Paul K. Longmore

* iFact sheet 6: Definitions: Accessible, adaptable, and universal design,! Center for
Accessible Housing.

* Guidelines for reporting and writing about people with disabilities, Third edition (1990).
The Research and Training Center on Independent Living.

*i01der People -- Where is Home?! (Winter & Spring 1989). Design and Construction
Newsletter, Vol. 5, Number 1 & 2. The College of Engineering, University of Wisconsin-
Madison.

*!Cutting Through the Red Tap of Codes Research,! The ASID Report. (March/May
1989). Terri Long, ASID.

REVIEW OF THE FALL SEMESTER OF 1993
Arvid Osterberg

After a number of discussions with various faculty members in the Department of
Architecture, two approaches for the integration of universal design concepts into the
curriculum were selected for inclusion in the UDEP projects for the fall semester. Below is
a brief review of the results of the two approaches taken during the fall semester.

APPROACH NUMBER 1,

Integration of materials into Arch 240, Materials and Methods
(3 credits, 130 students)

Architecture 240 is a required course in the technologies area which is currently being
taught by Professor Bruce Bassler, a faculty member with extensive experience in
architectural practice, teaching, and research. The prerequisite for the course is completion
of the pre-professional program and admission into the professional program. The course
is an introduction to common architectural materials, their physical properties, and their
integration into light construction subsystems. The course includes materials on model
building codes, gravitational and climatic forces, and simplified methods of analysis for the
preliminary design of building systems.

During the semester Professor Osterberg gave a guest lecture on the subject of ADAAG
standards, as related to the course subject area of icodes and standards.! The lecture

isi-

included a portion of the iUniversal Designi video tape provided by the UDEP project in
order to raise consciousness and provide indirect exposure to the need for universal design.
The 90 minute lecture also included a portion of a video tape made as part of the ISU-ADA
project, which is a thorough and detailed study of the ISU campus currently being
completed under Professor Osterbergis supervision. The research study is being completed
to determine the deficiencies of 150 buildings and exterior spaces (parking, routes of travel,
building entrances, etc.) as defined by ADAAG.

At the end of the lecture, students were assigned (in teams of two) specific locations to
analyze, as per ADAAG. Teams of students were assigned several different locations in
and near the College of Design for analysis. Each team was required to measure and record
ADAAG deficiencies using sketches and notes on a form that was specifically prepared for
the exercise. Several of the exercises were video taped during the exercise for later analysis
and use. Each project was reviewed and graded, and examples have been included herein.

Overall reaction to the exercise by students and their instructor was quite positive.
iConsciousnessi (level 1) was raised through the lecture and the two video tapes shown
during the lecture. Additionally, iengagementi (level 2) was vicariously achieved through
hands on measuring and scrutiny of the ADAAG standards. iAccountabilityi (level 3) was
achieved throughout the evaluation and grading of the studentis drawings and notes. The
fourth level of iintegrationi was not attempted as part of this exercise.

APPROACH NUMBER 2

Integration of universal design concepts into architectural design studios at various levels

Informal input was made into several architectural design studio projects that included
issues of human needs relating to universal design concepts. The iUniversal Designi video
tape provided by UDEP was used on several occasions. At the beginning of one design
studio project in Architecture 201, (taught by Professor Lynn Paxson) students were
required to complete isensitivityi readings from Raymond Lifchezfs book, Rethinking
Architecture, and other selected readings. Following the readings, there were several in-
class discussions covering varying issues relating to accessibly and universal design.

Overall reaction to the integration of universal design concepts into architectural design
studios was positive. However, results thus far have not been consistent from one studio,
(and instructor) to another. The iconsciousnessi level (level 1) was raised in some studios
through the use of video tapes and sensitivity readings and discussions. iAccountabilityi
(level 3) was also achieved, to a limited extent, through comments made by students and
faculty members during project reviews, and by the evaluation and grading of the studentis
designs and drawings. However, overall accountability was difficult to measure, because
of the high number of students and faculty involved at various levels of architectural design
in the curriculum.

iEngagementi (level 2) and the iintegrationi (level 4) were not attempted as part of the
approach to integrate universal design concepts into architectural design studios during the
fall semester of 1993.

Spring 1994

Only four of the team members, Al Rutledge, Arvid Osterberg, Fred Malven, and Dorothy
Fowles, taught spring semester courses in which the principles of Universal Design were
integrated. I, Mark Chidister was involved with full time administration and not in the

classroom last spring. However, I wanted to put down my thoughts on the overall project
and the impact it has had on my teaching. Those thoughts follow:

My involvement with the UDEP project did not grow out of a long-standing research
agenda on accessible environments. In fact, I knew very little about the Americans with
Disabilities Act or Universal Design before the project. Two years ago I attended a half-
day session on Universal Design held at the annual meeting of the American Society of
Landscape Architects in Washington, DC Elaine Ostroff, Susan Goltsmann, and Joe Mead
were three of the five speakers. Their presentations solidified the importance of UDEP and
the need to integrate material on universal design into design curricula. Following that
meeting, I encouraged several of my colleagues to join me in submitting a grant proposal.

Receipt of the grant was, however, somewhat humbling. We could no longer talk, we had
to do something. The experience of confronting how one can incorporate the principles of
universal design into curricula was a valuable one. It has dramatically changed my
approach to teaching. The project was the vehicle for me to come up to speed on the
requirements of the Americans with Disabilities Act and the principles of universal design.

I also became convinced that the Iowa State teamis original concept of integrating the
material into many courses at several levels of intensity proved to be the best approach for
our situation. We did not want a stand-alone course that might make it easy or tempting for
a student to compartmentalize the information. We wanted them to confront the
information in several different venues to reinforce the message: designing universally is
something you do on every project. I think the message is beginning to get across.

The funded project is now over, but the work continues. There are several residual
activities that are direct outcomes of UDEP. Since the projectis ending, I have participated
in a panel discussion of the Universal Design Education Project at the annual meeting of the
Council of Educators in Landscape Architecture. The panel also included Elaine Ostroff,
Susan Goltsman, Jean Stephens Kavanagh, Dean Bork, and Bemie Dahl. This fall I will
be giving a presentation on Universal Design at a park planning conference attended by
individuals from Iowa municipalities. At Iowa State, the team is planning to conduct a
panel presentation of the topic for our colleagues. This will be part of the Department of
Landscape Architecturefs lecture series. Iowa Statefs extension landscape architect, Julia
Badenhope, is in the fmal stages of planning a continuing education conference for Iowa
practitioners. The topic will be Universal Design. Next fall, Iowa State is hosting the
Council of Educators in Landscape Architecture annual meeting. We are beginning to
explore how to continue the dialogue at that conference. Finally, I will be returning to full
time teaching next year and the experience gained and materials provided by this project
will be forming a major part of the studios I will be conducing. There are probably more
that lim not aware of.

In summary, the project was very valuable for my development as design instructor. It has
provided me with the information, tools, and ideas to deal with the subject of Universal
Design in both the introductory courses I teach and studios. We all appreciate the efforts of
the Center for Adaptive Environments and their willingness to let us participate in the
project.

LA 343 Intermediate Landscape Architectural Design II

Principals: Albert J. Rutledge, Professor, Dept. of Landscape Architecture, ISU,
(Instructor)

Robert Shibley, Professor, Dept. of Architecture, SUNY, Buffalo and
national consultant to the Universal Design Education Project (Critic)

"No, it is not an option. You will meet the 5% minimum grade requirement. Think of it as
an adventure."

Activity

This studio occurred in the semester immediately following LA 342 where the ADA and
universal design considerations were introduced by "shock effect" (see the 342 presentation
elsewhere in this report). Most of the same students were involved.

As opposed to LA 342, which addressed primarily large scale (li = lOOi +/-) site planning
problems, LA 343 focused upon small scale problems (l'=10" +/-) where hard form
expression and design detailing distinguish the work.

As implied on the attached problem statement, the underlying idea of this project was to
discourage the though of universal design as an obtrusive add-on; rather it was stressed as
a creative challenge ... the creative challenge ... the way you earn your keep.

A small park on a sloping site between two commercial buildings was to be designed as a
place to stop as well as a place to move through. On-grade access was to be provided to
the commercial buildings approximately halfway into the park. No grades could be steeper
than 5%. The immediate solution was to zigzag the full length of the park several times in a
series of narrow hair-pin walks. This would not be permitted on one simple count alone:
the results would be a self-conscious statement of addressing the needs of persons with
disabilities - a totally utilitarian work at the expense of everybody's aesthetic sensibilities.
Moreover and most important, such a self-conscious treatment was argued as an offense to
the dignity of persons with disabilities. Better to have a sensitively integrated scheme
which would appear as a normal part of the design composition.

Students were to treat the site as one sculptural unit, handling the grade requirements with a
butter knife as opposed to the easier way out - with a blunt machete.

To ensure a focus on the necessity of a maximum 5% grade, the studio was equipped with
two wheelchairs. Every students had to use a chair on all ventures out of the studio room
for the full studio period (to go to the bathroom, get a Coke, meet a friend, buy vellum at
the in-house College store, etc.).

The fmished work was presented to Bob Shibley, in town as a happy coincidence to
discuss the administration of the UDEP project per se.

Reflections

Simply put - the class turned out some of the finest design work I can remember at this
level of expectation. Many "personal bests" as well as a number of exceptional, goose-
bump generating pieces.

Most of the students in the class having been through the "shock" orientation to ADA
during the first term, they took to meeting the 5% requirement as a matter of course.
Having met the requirement with classy results (reinforced by having a national leader in
the field (Shibley review the work) advances the possibility of them automatically taking a
universal design posture in professional work to come.

Interestingly, another studio at the same level did the same project. They were simply
urged (as opposed to required) to meet the 5% grade standard. Most did not.

During the 1994 summer, one student having had both studios, wrote of his landscape
architectural internship with the United States Forest Service. His first task was to suggest
ways of making facilities comply with ADA standards. The other interns in that office
from other schools responded to the assignment with varying ways of saying "Huh?". The
ISU student went easily to work.

Aftermath/Next Steps

The same approach for LA 342 and 343 will be taken during 1994-95 with a different batch
of students. The 1993-94 group took to the work readily. We will be paying close
attention to the influence on the new classes and compare results.

Intermediate Landscape Architectural Design II: LA 343
A I Rutledge

BURNETT PARK
(Site as Sculpture)

"De plane, boss, de plane . . "

As a testimony to the notion of universal design, create a "non self-conscious" integration
of steps, ramps and plateaus for Burnett park (including the east building rear landing) that
negotiates the grade change between the parking lot and Main Street. Your system must:

provide at-grade access to the plaza entrances to Lucullan 's and Gifted Hands as well as to

the rear landing of the east building. (You may change the present rear landing scheme to

incorporate it more fully into the park.)

provide outdoor eating/sitting space.

fit into its context.

meet ADA technical standards as well as conventional ergonometric standards (riser-tread

ratios, sitting heights/widths, etc.) where appropriate.

Your work will be perceived primarily as a composition of planes (base, vertical, overhead)
manifested as pavements, walls, railings, screens, and pergolas. Your design should
significantly utilize the aesthetic effects of natural light.

Required

A model constructed with beige-colored illustration board at l/8i = lf-Oi, showing all the
detail possible at the scale needed to express your concept.

Maintain existing building facades and entrances (including those reachable only by
stairways). Eliminate all existing plant material (including the near vicinity along Main
Street).

Evaluation for project grade (20% of course grade) will pay particular attention to:

Zto

Design composition, especially the rhythmic quality of the sculpture. Model
craftsmanship.

Time Line

Wed, Feb. 16 Assigned w/ ADA special requirement. Prepare base data. Initial site
examination

(including grades)
Fri, Feb. 1 8 Conclude initial site exam if needed. Site visits to experience the place to be

on-going throughout the life of the project
Mon, Feb. 21 Produce concept (paper and cheap material study model)
Wed, Feb. 23 Produce concept (paper and cheap material study model)
Fri, Feb. 25 Produce concept (paper and cheap material study model)
Mon, Feb. 28 Concept due/present (study model)
Wed, Mar. 2 Produce finished model
Fri, Mar. 4 Produce finished model
Mon, Mar. 7 Produce finished model

Wed, Mar. 9 Finished model DUE. Present/discuss beginning 9:00 a.m.
NOTE: Friday, March 1 1 Progress report on major project 2 DUE in form for discussion.

ArtID 167— Interior Design Foundations

BACKGROUND-

ArtTD 167 is the introductory studio course for all interior design students.
Effective this past year, it is the only applied studio taken by students prior to their
screening for selective admission into the Interior Design Program. As such, it is
an ideal site for initial exposure to "universal design" issues. These influenced
course planning in several ways:

1 . Professional Identification with Universal Design. The course is charged
with helping clarify the student's understanding and functional definition of
their proposed field of study. In this capacity, the course described the
facilitation of individual rights to access and use of the built environment as an
inherent responsibility of all design professions. Activity and success related
to universal design intentions was cited as a probable source of professional
gratification, positive identification and satisfaction with the field.

2. Project Emphasis on Universal Design. An awareness of fundamental
human factors concerns in interior design- with an emphasis on universal
access and use- was a stated objective of the course. Every project included a
stated expectation that consideration of universal design issues must be evident
in process work accompanying the final submission. Two projects (Projects 3
and 6) included universal access and use as priority project goals.

3. Focused Application of ADAAG. The Americans with Disabilities Act and
Americans with Disabilities Act Accessibility Guidelines (ADAAG) were given
particular attention. All students were given a copy of the ADAAG and
selected sections were highlighted for coverage by examination. One session
was devoted to the refinement of a small-scale public amenity (a public
telephone) by careful examination, interpretation and application of the
ADAAG.

4. Universal Design as a Critical Dimension. Although universal design was a
stated priority for only two of seven projects, juries for all projects were

instructed to address important access and use issues. Universal design came
to be seen the student's implied responsibility.

KEY ACTIVITIES-

Although the semester was punctuated by regular attention to universal design, four
key activities were pivotal in establishing student sensitivity to the issue:

1 . Central Iowa Center for Independent Living (CICILV In the third week of
the semester, all students participated in simulations of several disabilities.
Sessions were staged by the staff of the Central Iowa Center for Independent
Living, based in Des Moines, Iowa. They were held in Iowa State
University's College of Design building. Students participated in:

a. Simulated sight impairment using goggles and glasses which fogged
and/or distorted vision. Students negotiated the building with the
assistance of peer(s). They were asked to note problems associated with
high contrast lighting (including direct glare of the sun), low color
contrast, objects projecting into space, signage, uneven floors, etc.

b. Simulated sight loss, using blindfolds. Again, students walked
through the building accompanied by peer(s) who helped note problems
similar to the above but with a special emphasis on way finding.

c. Loss of fine motor control, using tape to immobilize hands. Students
were asked to perform manual tasks, including the operation of a variety
of building controls and hardware.

d. Loss of mobility. Students were asked to move through the
building in a conventional wheelchair, stopping to use features such as
elevators, drinking fountains, public toilets, fire stair landings, etc.

The session attracted an unusually high level of student participation and
enthusiasm. Students engaged in personal and group experimentation beyond
the basic parameters established by CICIL. One evidence of the success of the
program was voluntary adoption of similar simulation techniques by students
explore the universal design requirements of projects later in the semester.

2. Wheelchair-Guided Tour of Campus Interiors. Soon after the CICIL
program, students participated in a walking tour of significant campus
interiors. While the purpose and emphasis of the tour was on technical,
operational and aesthetic subjects, two Iowa State University students who use
wheelchairs (who were not design majors) agreed to accompany the tour.
Their parenthetical reference to access and use features from their perspective
proved to be highly successful. They effectively established universal design
as an appropriate "overlay" for discussions of many other types of design
concerns.

3 . Vestibule Project. One of the interiors visited on the above tour was a
centralized student lounge and information center called The Hub. For their
third project of the semester, students were asked to redesign a small vestibule
in this building. The space included a public telephone which was poorly
designed for use by any user but was particularly ill-suited for use by persons
confined to a wheelchair or using other form of mobility aid.

The small size of the space and the unavoidable demands of the
dysfunctional telephone forced students to deal with technical criteria related to
universal design. After participating in a highly structured analysis and
redesign of a conventional public telephone using ADAAG criteria, students
applied the process independently to the project at hand. There were at least
three significant outcomes:

a. Reinforcement of universal design as a priority issue was fostered
by first-hand experience of students, e.g. their use of the phone and other
features of the project site while simulating confinement to a wheelchair.

b. Confidence in dealing with universal design was bolstered by
successful use of technical criteria, such as the ADAAG.

c. Recognition of universal design as a source of creative insight. This was
achieved by encouraging use of functional features (such as phone
stations redesigned for efficient use by mobility impaired) as driving
influences on broader aesthetic and technical decisions.

4. Winnebago Project, The final project of the semester focused on conceptual
design of a large-sized motor home (recreational vehicle) suitable for use by an
aged adult population. The project was a joint project of Iowa State University
and Winnebago Industries of Forest City, Iowa. Criteria included
accommodation of the broadest possible range of potential owners and users.
Compliance with the ADAAG was encouraged as a goal. There were at least
three significant outcomes:

a. Reinforcement of universal design as a priority issue was provided
by a tour of current motor homes at the manufacturing facility. This gave
students a chance to evaluate issues of universal access, use and safety in
a setting for which such goals may previously have seemed unwarranted.

b. Exposure to an expanded range of universal design options. The
unconventional (i.e., automotive) nature of the project caused students to
explore problems less commonly encountered in building interiors- slight
level changes, unusually compact functional areas, requirements for multi-
functional space use, problems of restraint while in motion, etc. From
discussion, it was clear that students were developing an ability to
generalize solution concepts and apply them across differences in setting
types- specifically, they were able to apply building concepts to a vehicle
and vice-versa.

c. Awareness of the designer's role as an agent of change. This was
reinforced when students witnessed the enthusiasm with which industry
sponsors greeted concepts which might better adapt their product to the
large population of functionally disadvantaged users.

CONCLUSIONS-

The semester demonstrated the value of beginning sensitivity and exposure to
universal design at the earliest possible moment in a student's professional
development. The previous semester's work with senior interior design students
would suggest a degree of "unlearning" is sometimes required before upper
division students can begin to internalize universal design issues. Introduced in the
first semester, universal design concepts seem to supplement (rather than displace)
other elements of the student's value structure.

Beyond forming a basic sensitivity to universal design, several freshman
participants in this project came understand universal design processes as potential
creativity tools. This rather sophisticated view seems to offer the promise of even
higher levels of attainment among upper division students in the very near future.

A review of continuing activities for 1994-1995
Arvid Osterberg

Following the successful integration of UDEP materials and universal design philosophy in
the Department of Architecture in the 1993-1994 academic year, the following approaches

for the integration of universal design concepts into the curriculum are continuing into the
1994-1995 academic year. It is interesting a note that the continuation of the approaches
described below have not been actively promoted by the UDEP representative (Professor
Osterberg). Instead, continuation of these activities result from the success of the UDEP
last year.

Below is a brief description of the approaches taken during the past year that are continuing
during the current academic year.

Approach Number 1

Integration of materials into Arch 241, Materials and Methods (3 credits, 130 students)

Architecture 240 is a required course in the technologies area which is currently being
taught by Professor Bruce Bassler, a faculty member with extensive experience in
architectural practice, teaching, and research. The course is an introduction to common
architectural materials, their physical properties, and their integration into light construction
subsystems. The course includes materials on model building codes, gravitational and
climatic forces, and simplified methods of analysis for the preliminary design of building
systems.

During the fall semester Professor Osterberg will give a guest lecture on the subject of
ADAAG standards, as related to the course subject area of codes and standards The
lecture will include the universal Design video tape provided by the UDEP project in order
to raise consciousness and provide indirect exposure to the need for universal design. The
90 minute lecture will also include a segment from a video tape made a part of the ISU-
ADA project, which is a thorough and detailed study of the ISU campus recently completed
under Professor Osterberg's supervision. The research included a comprehensive
inventory of building and site deficiencies on campus dealing with parking, routes of
travel, building entrances, accessible routes, and other issues as defined by ADAAG.

During the lecture, students will be assigned (in teams of two) specific locations to analyze,
as per ADAAG. Teams of students will be assigned different locations for their analysis
than last year. Each team will be required to measure and record ADAAG deficiencies
using sketches and notes on a form that was specifically prepared for the exercise. Selected
segments of the video tapes exercises completed last year will be shown to the students in
order to more effectively communicate what the exercises are all about. A composite video
tape is currently being prepared for this purpose. Completed projects will be reviewed and
graded by Professor Bassler and his teaching assistants.

Reactions to the exercises completed last year was positive. It is evident that consciousness
(level 1) was raised through the lecture and the video tapes shown during the lecture.
Additionally, engagement (level 2) was vicariously achieved through hands on measuring
and scrutiny of the ADAAG standards. Accountability (level 3) was achieved through the
evaluation and grading of the students drawings and notes. The fourth level of integration
was not attempted as part of this exercise, but it now becoming evident in the design studio
projects completed by these students.

Approach Number 2

Integration of universal design concepts into architectural design studios at various levels

Informal input will continue in several architectural design studio projects that include
issues of human needs relating to universal design concepts. The Universal Design! video
tape provided by UDEP has already been requested by several studio instructors, and will
be put on reserve in the College of Design Reading Room.

In a design studio project in Architecture 201, taught by Professor Lynn Paxson, students
will be required to complete isensitivityi readings including sections from Raymond
Lifchezfs book Rethinking Architecture and other selected readings. Following the
readings, there will be in-class discussions covering varying issues relating to accessibly
and universal design.

Overall reaction to the integration of universal design concepts into architectural design
studios continues to be positive. However, accountability is difficult to measure because of
the number of students and faculty involved at various levels of architectural design in the
curriculum. Consciousness has definitely been raised at all levels, and is becoming
increasingly evident in design problem statements and interim and final design reviews.

New approaches for the 1994-1995 year

Integration of universal design concepts into other courses

Another way of integrating universal design concepts into the architecture curriculum is by
enhancing existing design elective courses. Professor Osterberg plans to do this by
working individually with faculty members who teach the design elective courses. This is
especially important in achieving engagement (level 2), and accountability (level 3) for
upper level students, as a variety of design elective courses and taken by graduating seniors
and graduate students.

New course on universal design

Professor Osterberg is currendy teaching a new course entitled Architecture 471, Design
for All People The class includes students majoring in architecture, interior design, art and
design, and design studies. Students are currently working in teams in researching issues
related to Universal Design. In the second half of the semester, students will choose
individual research topics on issues related to Universal Design and will be asked to
complete research reports on their selected subjects. See attached syllabus for an overview
of the course.

Department of Architecture Iowa S ^ate

University

Syllabus for Arch 47 1

Osterberg

Design for all People

Fall Semester 1994, TR 11:00 a.m. - 12:30 p.m., 206 Town Engineering

Course Description

Architecture 47 1 is an elective course that is open to students in architecture and related
disciplines. Design is neither a prerequisite nor a required pan of the course, which covers
principles and procedures of universal design in response to the varying ability levels of
users. Students assess and analyze existing buildings and sites to understand standards
and details of accessibility of all users, including visually impaired, mentally impaired, and
mobility restricted users.

Course Objectives

?t>-4

To develop an in depth understanding of important issues related to the field of accessibility
standards and universal design. To be able to interpret the intent and requirements of the
Americans With Disabilities Act (ADA) and the ADA Accessibility Guidelines (ADAAG).
To gain insights regarding the relative roles of government organizations, voluntary
agencies, and private sector involvement in the accessibility movement.

Course Outline

Students complete assigned readings and participate in seminar discussions on current
issues important to the topic. Students work in discussion groups to address selected
issues and complete both group and independent research projects.

Format

The course consists of seminar discussions and field studies covering the subject of
accessibility standards and universal design. The course is open to undergraduate and
graduate students.

Projects and Evaluation Criteria

Independent study and corresponding research report, An Empathic Approach to Building
Analysis (term project - 50%), other assignment(s) (25%), seminar contribution (25%).

Text

The Accessible Housing Design File, by Barrier Free Environments, Van Nostrand
Reinhold, 1981, and compilation of selected readings.

Jo-b

Kansas State University — Manhattan, KS

College of Architecture and Design

t»

Breaking the Myth of Modernism

Proposal

Kansas State faculty proposed an interdisciplinary, multi-faceted approach to
teaching universal design values and strategies. This approach assumed that to
understand lifespan design, students would not only need to acquire knowledge, but
also to reinforce the application of that knowledge in studio, including peer recogni-
tion of highly aesthetic universal design responses. Three activities were proposed:
the creation of resource modules for use in class, a Universal Design Awareness
Week, and an awards program for excellence in universal design.

Team members:

Madlen Simon
Assistant Professor of
Architecture; Coordinator,
Year I College studios

Lyn Norn's Baker
Professor ofArchitecture;
Director, Center for Aging

Larry Garvin
Professor ofArchitecture

The project was implemented differently than it was originally conceived due to
limited funding and changes in faculty responsibilities. Universal design was inte-
grated into the syllabus of one section of the first-year design studio by a faculty
member who was relatively new to the issues. The original UDEP faculty grantee
served as a mentor and advisor to the project. The first-year studio was selected
because of interest from its faculty, the ability to involve students from all four profes-
sional curricula, and the importance of introducing a universal design philosophy as
early as possible in the students' course of study.

Activity

The first year design studio enrolls students who intend to pursue architecture,
landscape architecture, interior architecture, and interior design. Students pursuing
any of the first three professional curricula are in the College of Architecture and
Design; those pursuing interior design are in the College of Human Ecology. Twenty-
nine students enrolled in the studio section. Universal design was not mentioned
prior to studio enrollment.

Universal design concepts were introduced in the spring semester studio, which is
an introduction to serving human needs through design. The students have already
had a semester of basic design principles. The spring semester studio includes two
design problems: a chair design and a pavilion design, both based on fragments
from Modern Movement architects.

The studio was team-taught by two faculty and a graduate assistant. The faculty
were particularly well-suited to teach a pilot section on universal design. One is the
coordinator of the Year I Studios for the College-, the other has served as the KSU

Strategies for Teaching Universal Design

Chapter 7: Kansas State University

The chair design problem
helped introduce the basic
philosophy and concepts of
universal design.

campus architect, working extensively on campus accessibility issues. The
UDEP faculty grantee served as a resource person and visiting critic.

The educational objectives for the first-year studio are to explore funda-
mental topics, including spatial definition, spatial order, massing and form,
envelope and enclosure, and interaction of color. The projects also provide
opportunities for addressing related issues such as design decisions and the
factors which influence them; design archetypes and precedents; significant
buildings, landscapes, and interiors and their designers; design processes;
and work habits, attitudes, and values. The first problem, designing a chair,
is shared by all first-year studios, taught by nine faculty and two graduate
assistants. The second project, designing a pavilion, is often approached
differently by each instructor. The challenge was to adapt these existing
problems to incorporate universal design concepts. The instructors' strategy
was to allow students to explore design issues without specifically requiring
consideration of universal design, and then requiring students to reconsider
and re-investigate their projects with universal design in mind.

Universal design concepts were introduced into the first project, the
design of a chair, near the end of the three-week project. Each student was
asked to design and build a full-scale cardboard model of a chair to suit his
or her requirements. The review of these chairs initially focused on the
ways in which each chair fit the unique needs of the designer. The faculty
then introduced a variety of different users into the review process, includ-
ing people who were young, old, large, small, and differently-abled with
respect to the environment. These consultants sat in the chairs and discussed their
reactions with the students. The intent of this portion of the studio was to heighten
awareness of and sensitivity to "the other" as well as the self as user, and to highlight
the philosophy and basic concepts of universal design.

For the remainder of the semester, students worked on a problem that had previ-
ously been used for studios in Year I. It was developed from a sequence written by
Madlen Simon and her colleagues at Temple University in 1992 for a first year studio
program coordinated by Professor Judy Bing. Students were asked to design a pavil-
ion incorporating a fragment from a well-documented piece of Modem architecture.
The pavilion was expected to accommodate a variety of simple indoor and outdoor
spaces where individuals, couples, and small groups could gather and socialize. The
program did not define specific requirements for these spaces. Students were asked
to complete drawings and construct a model of the pavilion for review. No specific
expectations about universal design were mentioned in the first phase of the project.
The final phase was an opportunity for a universal design '"intervention and

re-investigation.

'Breaking the Myth of Modernism'

Outcome

Chair Problem. Designing and building a cardboard chair is a hands-
on, full-scale experience in which each student explores his or her own
particular needs for dimension, comfort, function, and aesthetic pleasure.
After the class reviewed the chairs for how well they fit their designers, a
group of guests arrived to re-review the chairs.

The guests included a woman with visual limitations and her infant son,
a seven-year-old boy, a ten-year-old girl, a woman with mobility problems
due to severe arthritis, an older woman, an obese person, and a very tall
male college student. They circulated through the studio trying out chairs
and discussed with students how the various designs facilitated or ham-
pered their own sitting experiences. The guests responded enthusiastically
to the wide range of solutions the students had generated. Their criticism
covered a range of needs outside the personal experience of a vigorous
group of nineteen year olds. The guests were sensitive to issues such as
proportion, height, back support, back angle, presence of arm rests, stabili-
ty, and suitability for various tasks performed in the sitting position. Unlike
faculty, they tended to emphasize the good attributes, rather than the defi-
ciencies.

The majority of the students were interested in learning more about
their chair designs. Only one student appeared completely resistant to
learning from this situation. He insisted that his chair was primaiily a visual
object and not designed to offer comfort to himself or to anyone else. The
guests were particularly interested in the aesthetic properties of the chairs,
which reinforced for students that universal design includes aesthetic experi-
ence as well as functionality and accessibility.

Pavilion Problem. For the remainder of the semester, students were asked to
design a pavilion in a park-like setting that provided a variety of indoor/outdoor
spaces in which individuals, couples, and small groups could sit. The pavilion project
was divided into three phases: extending a building fragment into a pavilion;
researching and documenting the four houses that served as sources for the fragments;
and re-investigating the design, using the perspective of universal design. The first
phase of the problem statement was to engage in analysis and manipulation of histori-
cal precedent in a variety of media, using four fragments of houses designed by archi-
tects from the Modern Movement. Since the program had been developed for other
educational objectives, none of the houses was chosen with universal design criteria in
mind. The four houses were:

Guests of different ages,
abilities, and sizes helped
review the usability, com-
fort, and aesthetics of the
students ' chair designs.

Strategies for Teaching Universal Design 33

Chapter 7: Kansas State University

Frank Lloyd Wright's Goetsch-Winkler House

Rietveld's Shroeder House

Louis Kahn's Esherick House

Richard Meier's Shamberg House

§&!§?> & ,

Students developed a pro-
ject based on a fragment of
Modern architecture, and
then re-explored the project
to incorporate universal
design.

The first two weeks were spent introducing students to the con-
cept of design language and, specifically, four different languages of
form-making. They were given plans, sections, elevations, and
axonometric views of a fragment of one of the Modem houses.
This phase had an element of mystery because students were asked
to extrapolate a whole from a part, a system from its elements, a
language from a phrase — with no other information than the frag-
ment drawings. Students worked in teams of two, making model
studies in different materials and exploring how the fragments could
be manipulated using the basic design principles introduced in their
first semester.

Having gained some understanding of the elements and ordering principles of
each design language, the students designed pavilions by extending the spaces of his
or her own fragment into a new form, using the language of the fragment. This strat-
egy of investigation distanced the student from designing by personal preference and
separated the activity of form-making from the association of familiar images with
familiar activities. This problem served as a jumping-off point for beginning students
entering a new world of possibilities. At the conclusion of the design phase, students
moved into a research mode. Working in four teams of five to seven members, they
documented the houses from which the fragments were drawn as another means of
understanding the design languages.

The formal introduction to universal design principles came after students had
completed their designs for the pavilions. Paul Grayson, UDEP advisor, made a slide
presentation illustrating how universal design can be applied to design. The students
seemed exceptionally attentive and interested in the presentation because of its coin-
cidence with a lecture by Japanese architect Hiroshi Hara. Grayson showed a num-
ber of examples of universal design from Japan.

After the presentation, students participated in an informal review with Grayson to
consider how well their projects responded to the concept of universal design, an
impetus for students to recreate their pavilions. At the end of the session, we intro-

"Breaking the Myth of Modernism"

duced the next phase: to transform the Pavilion models to incorporate prin-
ciples of universal design and to promote accessibility as an aesthetic expe-
rience. Students were asked to focus on "entering" as an activity important
both functionally and symbolically to the building as a whole. This exercise
gave them the opportunity to evaluate critically how well the language of
iModernism supports universal design, and how this design language might
be reinterpreted. The students clearly were convinced of the value of uni-
versal design principles, as evidenced by their effort to identify many alter-
natives to monumental stairs, multiple level changes, pipe railings, and other
icons of Modernism.

The students were, however, highly resistant to the idea of changing the
models into which they had poured so much time, energy, and ego.
Eventually, even the most resistant of the students began to modify their models.
Some of the designs improved significantly as a result of applying new principles. As
students focused their attention on the range of different modes by which people
enter buildings, they produced more clearly delineated building entrances. By the
conclusion of this phase of the Pavilion project, students were no longer claiming that
"you could slip into the building anywhere," but had clearly defined the entrance as
an event in the experience of the Pavilion.

Paul Grayson critiques a
student's pavilion from a
universal design perspective.

Dee Strickland, working with Frank Lloyd Wright's Goetsch- Winkler House, had
designed a pavilion that relied on a flight of stairs for access to the second floor,
lacked a primary entrance, and suggested no preferred route to the stairs. After
Strickland overcame his reluctance to tamper with his finished model, he added an
elevator adjacent to the stair and redesigned a balcony to become an entrance canopy-
that shelters visitors. Improving the entrance in keeping with Wright's design language
gave Strickland's pavilion the frontality it had been lacking.

Shirley Beaner's pavilion, using a fragment of the Rietveld's Shroeder house, fea-
tured a stair that wrapped around and up to the second level. Beaner considered
replacing the stair with a ramp and was shocked to discover the length of ramp
required to reach the second floor. Like Strickland, Beaner chose to offer options for
vertical circulation, so she provided an elevator in addition to the stairs.

This exercise in re-thinking requirements, re-defining goals, and re-designing a
product was useful to students in forming their understanding of the design process.
It helped students accept the model as a process tool rather than a precious product.
The most popular response to the universal design challenge was to add an elevator.
A few students incorporated ramps into their designs, but generally experienced diffi-
culty in dealing with the length required. Some students worked with railing safety
and others dealt with wayfinding issues in terms of paving and floor materials. All of

Strategies for Teaching Universal Design 35

Chapter 7: Kansas State University

Sbitiey Beaner's Pavilion:

Before the application of
universal design principles.

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the students approached the problem by trying to retrofit their designs. None of
them extended the re-thinking process back to the parti. Perhaps the students need-
ed more time for this phase of the project and perhaps should have been required to
return to schematic design to address universal design criteria.

At the end of the pavilion design exercise, on completing their model revisions,
all students participated in an exercise in which they took turns using a wheelchair.
Teams of students navigated, assisted, and observed as they made their way around
the College of Architecture and Design, across the street to the K-State Union, through
the bookstore, cafeteria, restrooms, and back to class. Limited time pre-cluded simu-
lating other disabilities in this studio, but other opportunities exist in upper-level
courses for such simulations. When the students returned to studio, three guests
arrived for a review of the re-designed pavilions: the Tylers (a former police officer
who is a wheelchair user and his wife who assists him) and the director of Disabled
Student Services. The co-instructor for the studio, who had been campus architect
when ADA was implemented on campus, also contributed an important perspective
to the discussion.

'Breaking the Myth of Modernism'

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Shirley Beaner's Pairtlion:

After the application of uni-
versal design principles.

After an hour of first-hand experience using a wheelchair, students were keen to
talk and we had the most productive group session of the year. The direct physical
experience of inability seemed to help the students internalize what had heretofore
been a set of external ideas. This meeting evidenced tremendous progress in students'
understanding from the initial experience of "otherness" in the chair project. We had
been concerned that we were setting up a situation in which there would be tension
between students and the wheelchair user. Instead, the students responded well to
the consultants, who were able to help them translate their new experience into pro-
grammatic and design considerations in relation to the Pavilion models.

Lastly, in addition to providing crits of students' pavilion designs, Paul Grayson's
visit provided an opportunity for a public lecture and for meeting Human Ecology fac-
ulty members who are developing a universal design educational facility. The lecture
coincided with a required course for Year V students in architecture and interior archi-
tecture so that faculty and more advanced students were able to attend and benefit
from his visit. Faculty and graduate students had informal opportunities to interact
with Mr. Grayson at lunch and dinner. UDEP resource materials, particularly videos,
were used in the studio and in both the professional practice and the environment
and behavior classes in the fall semester.

Strategies for Teaching Universal Design 37

Chapter 7: Kansas State University

Reflection

Should we have introduced a wide range of client needs at the outset of the pro-
ject or focused on a particular client or user group as we entered the design process?
By doing so, we would have missed an important step in the learning process. The
concept of otherness may be understood best if presented in relation to the self.
Designing for oneself gives the designer a necessary measure against which to under-
stand the needs of others. The chair exercise helped students understand their own
needs in relation to the range of human needs. In the initial review of the chairs, the
students observed that the elasticity of young bodies compensates for design deficien-
cies in the chair. The reviewers, however, required a closer fit between their physio-
logical characteristics and the chair. The students learned that users are a varied
group, rather than a uniform entity. This experience also focused students' attention
more clearly on the specific functions of each part of the chair.

Reviews ivith consultants
helped translate the stu-
dents' simulation experi-
ences into programmatic
and design considerations.

This sequence of exercises introduced design students to the
aesthetic of Modernism, a language of form that is loaded with cul-
tural and political meanings. The concept of universal design
offered a new opportunity to critique Modernism. The Modem
Movement standardized the client and idealized human form, as
exemplified by Le Corbusier's Modulor Man. Where Modernism
promoted uniformity, universal design celebrates the diversity of
real life. Modernism was an exclusionary discourse; universal
design is inclusionary.

The wheelchair experience might have been incorporated into
the pavilion project earlier and expanded to include other kinds of
physical challenges. The experiential learning could have rein-
forced Grayson's presentation about the need for flexibility and accessibility in the
environment. Our timing worked well , however, because the wheelchair trip gave
the students a common ground for discussion with Toby Tyler. Tyler clearly appreci-
ated the students' receptive attitude and willingness to discuss their experiences, such
as being looked down upon at the information counter, traveling out of one's way to
use an elevator, entering a building by the service entrance, and encountering inac-
cessible restroom facilities. Over the course of the discussion, the students' comments
shifted from describing the difficulties they encountered to expressing their feelings
about the experience. One young man's description of his helplessness in the men's
room was a particularly poignant reminder that design can make the difference
between dignified self-sufficiency and frustrating dependency.

Very little of a design professional's work takes place on a clean slate. Most
design work consists of intervention in an existing environment. The heroic forms of
modernism often fail to accommodate universal design goals. As our culture learns to

"Breaking the Myth of Modernism'

appreciate diversity, our government has mandated equal opportunity in the uA ■ ^ w t + /, f •„rr

, - . . . /\YL important ICISk fQClflQ

environment. An important task racing designers today is to create eloquent r J

architectural language which can give expression to the range of human designers today is to Cre-

needs.

ate eloquent architectural

Lyn Norris-Baker, the UDEP grant recipient who had planned to imple- language which can give

ment the proposal, reflects on her modified role and the outcome of the (yrftrpssirm tn th f

project: " & J

human needs. "

This studio was my first attempt to teach universal design "indirectly" by
working with another faculty to integrate universal design issues into existing prob-
lem statements. As a resource person/visiting critic, I worked primarily behind the
scenes, with only periodic interactions with the students in the studio. The selection
of a first year studio including students studying for careers in a variety of design
disciplines allowed us to introduce universal design concepts at a formative stage in
students' philosophies of design, which both Madlen and I felt was important. If
these concepts are introduced later in students' programs of study, their design
philosophies and approaches to problem solving have become more established.

The existing curriculum shaped the idea of a "re-thinking, re-design " approach,
although it would probably not have been my first choice had I been structuring the
studio problem myself. It was more successful than I initially hoped, because allow-
ing students to design first "for themselves" highlighted the kinds of preconceptions
they brought to the design process. This concept was developed further when they
reconsidered their pavilion designs that had been created using a fragment of a
Modern house, representing a movement that focused on idealized human needs,
rather than the diversity that exists in reality. Thus many students confronted their
own and other architects' less-than-universal design approaches. The re-thinking/
re-designing aspects of the studio also provided great opportunities to teach them
about the nonlinear nature of the design process. In retrospect, more time was
needed to encourage students to really reconsider their responses, and not simply to
adapt them using a retrofit approach.

The visit by the advisor, Paul Grayson, was a great asset to the studio in terms of
engaging students in talking about universal design and presenting them with
excellent exemplars. Our students have a strong interest in Japanese architecture
(fostered by a summer studio opportunity as well as lecturers), which enhanced the
students' responses to Paul Grayson s presentation. The participation of the user

Strategies for Teaching Universal Design 39

Chapter 7: Kansas State University

groups in reviews and the experiences of disability made an impact on the students,
hut being able to have more continuity in these experiences would have made an
even stronger statement. It also was clear that just discussing universal design
issues and having the diverse user group review the chair project was not as power-
ful as having to deconstruct and redesign a project. It will he important to contin-
ue the emphasis and reinforcement of universal design concepts with these students
throughout the remainder of the curriculum.

Evaluation

Students completed pre-test and post-test questionnaires prepared by the UDEP
sponsors. Of the resources used in the course, students found the consultants and
the simulation exercise most useful to their understanding of universal design.

Many of the students, as evidenced by their evaluation comments, found that the
course had changed the way they view the built environment.

/ now understand that universal design does not mean designing for the handi-
capped. It is designing for the convenience of everyone.

Now that I am aware of the different aspects of universal design I will always look
to incorporate them into my design projects.

Universal design is for all people, not just the handicapped, and it can be integrat-
ed in the design with few changes to the intentions of the design.

As an architect, I need to be constantly aware of the entire public and respect
everyone's abilities, and not discriminate either consciously or unconsciously.

I now look at designs of everything in a very different way, one that looks at all
needs.

Louisiana State University — Baton Rouge, LA

Department of Interior Design

»*

Raising Awareness Through a Universal Design Symposium

Proposal

Louisiana State University's proposal for its involvement in UDEP was to develop
and teach a four-part workshop that would expose students to universal design issues
through interventions occurring over the course of a semester. Due to limited fund-
ing, the proposal was condensed into a single symposium. Initially, the topic of the
symposium was to be the Americans with Disabilities Act Accessibility Guidelines
(ADAAG). After the UDEP colloquium in Raleigh, NC, the topic of the symposium
was expanded from code compliance to the value of universal design.

Faculty coordinator

Nikki Joan Spencer
Associate Professor

Activity

The twelve-hour symposium was held during the first week of studio sessions in
spring semester 1994 and was attended by over one hundred interior design students
and faculty from LSU, as well as a number of local and regional design professionals.

The symposium's stated objectives were:

• Raise awareness among participants of the impact of design decisions across
the lifespan.

• Build a vocabulary and conversancy with universal design issues as well as an
attitude directed toward positive change.

• Develop a process of design response incorporating issues inherent in univer-
sal design.

Outcome

The first two sessions of the symposium were primarily informational and experi-
ential. UDEP Advisor James Mueller opened with a keynote address and exercises for
the audience that introduced the concept of universal design and demonstrated the
validity of universally designed solutions. During his presentation, students began to
internalize the challenges and identify usable solutions in the designed environment.

Strategies for Teaching Universal Design A I

Chapter 8: Louisiana State University

Participants' were encouraged to expand their definition of potential users of design to
include people with a variety of impairments.

/ realized that many different types of people can be associated with (but not
defined by) the term handicapped.. .not just those who use a wheelchair. I realized
that I have people with disabilities in my family and that I am disabled, too, by the
environment, based on the broadened definition of universal design. (LSU Interior
Design student)

The second session provided an orientation to and explanation of Title III of the
ADA and ADAAG. During this session participants began to understand the legal
requirements for compliance.

Student participants at the
design charrette.

Through discussion and expansion of material presented in the first ses-
sion, participants were challenged to move beyond the restrictive attitude of
simply "meeting code" to the potential for designing across the lifespan.
Students' reflections at this point indicated the beginning of a paradigm
shift — moving the problem from "them" to "us," away from "it's someone
else's problem" to "what can I do as a designer?"

Environmental obstacles are not only challenges for someone with an
impairment but for everyone. We as designers have created barriers in the
built environment, now we should use good design to remove them... success-
ful designs should work well for everyone! (LSU Interior Design Student)

The third and final session of the symposium consisted of a design char-
rette in which teams analyzed real-life situations, synthesized their findings,
and developed design responses that reflected universal design issues.
Student teams conducted on-site interviews with several building users who
have physical and visual impairments. Working in conjunction with student
consultants each team was asked to document existing concerns and devel-
op a proposal for change. In addition to learning from the consultants with
impairments, students had an opportunity to simulate a number of mobility,
strength, visual, and auditory limitations during the course of the site survey.

Expectations were realized when the students' proposals went beyond
code compliance and responded to the challenge of universal design. The
participants were very positive about the charrette experience. Mental,
physical, and emotional engagement and relating their observations and suggestions
to a consultant for validation were important experiences that reinforced the reality
and importance of the universal design concept.

'Raising Awareness Through a Universal Design Symposium'

Y*#AV<— '•

Student's sketch of proposal
for change at the entrance
to Allen Hall.

During the 'simulation' I realized that Allen Hall could not accommodate and sup-
port the activities of anybody... but especially people with disabilities. There were
design flaws and obstacles for every user. The charrette exercise made a difference in
the way I approach a design solution... incorporating concern for all users into my pro-
posals for change. (LSU Interior Design student)

Evaluation

The impact of the symposium was visible over the course of the semester. Design
responses in studio projects reflected increased student awareness and an understand-
ing of universal design issues. In addition to results of pre- and post- symposium
questionnaires, journal entries were monitored in several studio courses for reference
to the symposium's effect on design projects. Project evaluations at mid-semester and
final reviews were informally monitored for universal design content.

Based on the evaluation of semester project outcomes and verbal presentations,
each of the symposium's objectives was realized to some degree: vocabulary, aware-
ness of universal design as an issue, and its consideration as an integral pan of the
design process. The ongoing challenge is to continue emphasizing the concept that
"good design is universal design" in studio solutions.

Strategies for Teaching Universal Design

Chapter 8: Louisiana State University

The assignment of an experienced advisor, access to vocal advocates, availability
of a variety of audio-visual materials, and a sense of "mission" were essential compo-
nents to organizing and implementing the symposium.

Massachusetts Institute ofTechnology — Cambridge, MA

Department of Architecture

"The Bridge to Universal Design

Proposal

MIT's proposal began with a description of the entrance to the institution. This
served both to highlight the importance of reaching students who live and work in
this environment and to introduce the mechanism through which the project would
unfold.

Team members:

Leonard Morse-Fortier
Assistant Professor of
Building Technology

Wellington Reiter
Assistant Professor of
Architecture

MIT's front door is the entrance at 77 Massachusetts Avenue. Entering the build-
ing first requires ascending a long flight of stairs — a climb that is physically demand-
ing, and no doubt quickens the pulse and increases one's blood flow. One arrives in
the lobby of Building 7: the size of the lobby, the amount and quality of the light
within, and especially the reverberation of the large space are all physical aspects of
the experience of entry — an experience intensified by the exertion of the climb.
While the experience of entering this building will have different effects on different
people, the building and its entry seem to take themselves quite seriously, and the
person who has made the climb and walked through the doors will have little doubt
that this is an important place. Just as this passage is an important feature of the
building's architecture, it is one that is changed or denied to anyone who cannot
make the ascent, or whose sensory perception is different.

Len Morse-Fortier has a daughter with Down's syndrome. His personal experi-
ences motivated him several years ago to include an exercise on accessibility in his
Introduction to Building Technology course. The exercise asked students to spend
three hours in a wheelchair, making their usual MIT journeys. Although cast as a
technical exercise, the instructor expected students to acquire more than simply a
practical understanding of technical issues. They did. In addition to the assigned
observations about ramp slopes, handrails, curb cuts, and sight lines, students com-
mented at greater length and with deeper feeling about the emotional aspects of their
experience — expressing feelings of vulnerability5, dependence, and exclusion.

Morse-Fonier and Reiter proposed to increase the number of students being
exposed to universal design by introducing students in the Level I studio, both under-
graduates and graduate students, to the physical and physiological aspects of architec-
tural experience through experiential exercises and analyses of place experiences.
Two day-long faculty workshops were proposed to give the Level I faculty opportuni-
ties to confront the issues and develop appropriate strategies for engaging the
students.

Strategies for Teaching Universal Design

Chapter 9: Massachusetts Institute of Technology

illustration forthcoming

Activity

The first project in the Level I Studio, titled "Axis and Access," was executed in the
Spring semester, 1993. Students were asked to consider the architectural image most
frequently associated with the campus of MIT, the imposing Beaux Arts portico at 77
Massachusetts Avenue. The passage through this temple-like facade represents "entry"
into MIT at both the practical and ceremonial level. Yet for some in the MIT commu-
nity, the ritual of mounting the stairs, weaving in-between the huge columns, and
passing through the brass doors is impossible, witnessed only second-hand. Students
were asked to provide an architectural response that acknowledges the entire commu-
nity of users.

Students were asked to address the following questions:

• Is an MIT experience minus the daily passage through the primary threshold
of the campus necessarily less than, equal to, or possibly greater than the
same set of circumstances with access? Why?

• Could you quantify in detail all of the sensory components that constitute the
process of entry into this or any building? Based on what experience?

"The Bridge to Universal Design*

• What are the metaphoric and symbolic aspects of entry? What is a threshold?
A door?

The answers to these questions have ramifications not only for people with dis-
abilities but for architecture itself. Frequently lost in the stylistic or theoretical discus-
sion of contemporary architecture is the bald fact of its existence and our daily interac-
tions with it.

Students were also asked to reflect on whether the typical stair/ramp duality is an
architectural necessity or an ad hoc response to societal (and now governmental)
demands for equal accessibility. Are there other possibilities that would diffuse the
idea of two discrete paths? Is only one route a worthwhile objective? Should this
issue be played out on the primary facades of public buildings where many other
concerns are also competing for attention?

Following the UDEP colloquium, we made plans to integrate the topic of univer-
sal design into MIT's Level I studio in the 1993 fall semester. As Reiter was coordinat-
ing the studio for the fall semester, it seemed logical to include universal design as the
unifying theme. Unfortunately, changes in faculty responsibilities combined with
some faculty resistance made the universal design theme impossible. In one case, a
faculty member had already developed the studio problem around a different theme.

Strategies for Teaching Universal Design 47

Chapter 9: Massachusetts Institute of Technology

and in another case, the faculty member refused outright to weigh accessibility as
more important than any other "practical" concern, and commented that all such con-
straints were inconsistent with the pedagogical aims of that particular studio.

We developed a new proposal to offer a special exploratory course over MITs
Independent Activities Period in January 1994. We proposed a four-week, intensive
course in which students would revisit their fall-semester studio project with an eye
toward identifying barriers and their causes. In part, the course description read:

This course is not a clinic on how to adapt a building design to meet the require-
ments of the ADA. It is a design studio that explores the issues of access and inclu-
sion and introduces the principles of universal design into the design process. The
ideal outcome is not a building design that can be adapted to meet the ADA, but
one that so fully includes and accommodates individuals of all abilities that it
needs no adaptation at all.

No one signed up for the course. Many architecture students use the IAP to serve
unpaid internships in local firms, an investment towards securing future employment.
Nevertheless, we were disappointed.

We persisted for one more semester. In spring 1994, Reiter taught a studio on
"The Inhabited Bridge." This project explored a unique urban circumstance, the
design of a new bridge over the Seine in Paris connecting the new colossal
Bibliotheque de France and the opposite bank which features Frank Gehry's just
completed American Center plus a vast contemporary park now under construction.
A bridge at this location is a virtual certainty, a great deal of attention is being paid to
the idea, and the studio had the potential to play a role in shaping the definition of
the program. As the need for the bridge is born as much from ceremony as necessi-
ty, the bridge is more than just a simple crossing.

As part of the development of the project, we invited consultant Larry Braman, an
architect who uses a wheelchair, to spend an afternoon in the studio. He shared with
students his ideas about architecture, access, and circulation. Unfortunately, he was
unable to be present for final jury review of the projects. From the final review, three
projects were selected for further development. This development will take the form
of streamlining presentation graphics, providing high quality reproductions, and sup-
porting the inclusion of the projects in the final exhibition of competition entries at
the Pompidou Centre.

"The Bridge to Universal Design1

Outcome

The initial project dealt with the classical design of the entrance to MIT. As back-
ground for dealing with the implications of this problem, the students were asked to
attend a roundtable discussion with a variety of members of the MIT community for
whom these issues are a fact of everyday life. The visiting panel of consultants was a
particularly effective component: Gail, who has a sight impairment and a guide dog
named Laura; Paul, who is blind and uses a cane to navigate; and Scott, who uses an
electric wheelchair. Each panelist discussed buildings and access, confusion and clari-
ty. Paul commented that he loved architecture, that several of his friends are design-
ers, and that he welcomes the opportunity to discover the "idea" of a building. Scott,
talked about the issue of access and dignity, and told a story about taking his girl-
friend out to dinner. The students empathized with the feeling of trying to impress
someone when the restaurant has to let you in through the kitchen. Gail joked about
training Laura to find attractive men. C>verall, the consultants came across as people
first; their disabilities and the effect of these on their daily lives emerged through their
stories. Because the consultants were assembled and seated before the students
arrived, the students did not actually see how these particular folks get around until
after the discussion.

This experience with the consultants was overwhelming for many students. We
were surprised by the anger that they expressed. The anger seemed to stem from a
frustration that the built environment could be so cruel, but also from self-criticism: as
design students, they were frustrated by their own lack of awareness. The level of
emotional engagement suggested that the students would be likely to incorporate the
principles of universal design in their design work. However, the effects of this expe-
rience seemed to wear off rather quickly.

Over the course of the studio, students became very interested in the experiential
aspects of access. In response, we revised the requirements to exclude the proposal
of a built "solution." Instead, students were instructed to focus on the experiential
aspects of access, and to present their conclusions in any medium. Consequently, the
products of the experience included pamphlets, recordings, drawings, and essays. A
sampling of the written and graphic work is included here. One presentation includ-
ed a recording of the background sounds together with a narrative of the journey
from the student center across the street, up the stairs and into the building. Other,
irreproducible work included a percussion piece reflecting the intensity of the experi-
ence. Overall, student work was creative and diverse. Nevertheless, the exercise was
separate from the mainstream of studio design, and seemed marginalized.

Fully one year later, we incorporated the ideas of universal access into the main-
stream of a design studio and the results were much more gratifying, but paradoxical
as well. The program of the "Inhabited Bridge" was a museum for the 21st century.

Strategies for Teaching Universal Design 49

Chapter 9: Massachusetts Institute of Technology

Wi tl

The project required a synthesis of engineering, urban design, public
space, and museology. A detailed basswood model of the site was created
by the class and a high level of presentation quality was established as a
result. All reviews were conducted in a juried format and were almost
exclusively made-up of outside visitors. The pace was brisk, the criticism
pointed, and the atmosphere in the studio was very positive. Student work
included drawings and models at various scales and degrees of architectural
resolution. Collectively, these models reveal the paradox alluded to above,
and reflected upon below.

Reflection

For our initial exercise on "Axis and Access," the results were gratifying,
but the subject became marginalized. Although universal access had been
addressed within the studio, it was isolated from the mainstream studio
design work. The students were sensitized and enthusiastic, but the prob-
lem was too sharply focused and, therefore, marginalized. A full year later,
in search of a better way to introduce the subject into the studio, we were
much more successful. A graduate level studio engaged the topic of uni-
versal design through a semester-long project, designing an inhabited
bridge. Although not explicitly directed at the issue of accessibility or the
ADA, this design problem lent itself to discussions of universal design by
virtue of its site, building type (a pedestrian bridge), and focus on the idea
of public space. Although this approach was in direct contrast to the inves-
tigation of accessibility from the previous year, we chose it purposely.

In the course of developing the Inhabited Bridge studio, we felt that to
segregate the issue of accessibility from the general design problem would
marginalize the issue and miscast opportunities as burdens. Therefore, the
subject of accessibility was woven into the list of concerns along with many
others with which the students were required to grapple. One of a number
of guest critics, consultant Larry Braman provided architectural criticism
inextricably coupled with his unique perspective on access. As a direct
result of our attempts at seamless integration, the evidence of the studio
(models and drawings) may look suspiciously disinterested in the specifics
of accessibility. The work looks very much like the production that one
would normally expect from such a program and site. What this points out, in our
opinion, is the limitation of the media and not the seriousness with which the stu-
dents concerned themselves with the issue. Upon first glance, and without the bene-
fit of the give-and-take that was the daily hallmark of the studio, it may be hard to
decipher the works as being particularly attentive to the concerns of people with dis-
abilities.

'The Bridge to Universal Design"

First, of course, these projects were not developed to a level of detail that could
engage accessibility on an ergonomic level except in terms of access for wheeled
vehicles. Because of its public nature and scale, however, together with the possibili-
ty of wheelchairs, the project admits strollers, roller-blades, and luggage dollies (train
stations on either side of the river provide one excuse for making the crossing). As
the designs are further scrutinized, it may be possible to see that attempts to create a
fluid connection across the River Seine revealed themselves in the actual pedestrian
avenues, the various sight lines, and the formal expression of connection. In many
cases, the grade changes on either bank were handled with great ingenuity such that
an unimpeded, or even better, an inviting threshold was created without distinction
for shoes or wheels. This occurred, we believe, because the emphasis of the studio
was on the nature of the public realm and concerns of inclusion of all types of peo-
ple— both visitors and residents, economically privileged and homeless, able-bodied
and less so.

Our efforts in this studio were successful. However, that success must find its way
into the culture of our school, and this will not be so easy to accomplish. Our exer-
cise last year reached fifty students. In the recent studio, there were nine students.
We hope that the visibility of the projects will enhance their reputation with the rest of
the students, and we plan to meet with the entire studio faculty to discuss how uni-
versal design principles can be more fully included in the curriculum.

In closing, the following ruminations by Morse-Fortier emerged while grappling
with the difficulties of integrating universal design into design teaching:

Most design studios do not develop projects beyond basic massing and formal issues,
so the ergonomic issues of accessibility are largely irrelevant. Counter heights, door
hardware, and the finer aspects of universal design are meaningless at that scale.
In the typical architectural design studio, the only apparent accessibility issue
involves wheelchair access and stairs. By not acknowledging the large population
who have reduced ability, the issue of accessibility becomes marginalized. The
number ofpersom in wheelchairs seems small, and the perceived importance of
accessibility is weighed against the risks of breaking with architectural tradition.
Tradition usually takes precedence.

Building placement, level change, vertical separation, and even stairs themselves
are important componerzts of architecture that also pose potential barriers to acces-
sibility. It is hard to imagine the US Capitol Building without its front stairs, or on a
smaller scale, AITTs entrance to Building 7 without its own ceremonial threshold
flight. These formal features appear to clash head on uith the formal implications

Strategies for Teaching Universal Design 51

Chapter 9: Massachusetts Institute of Technology

of accessibility, and so it is understandable that the discourse on design considers
the argument for accessibility to be intrusive.

Presently, the architectural palette includes level change as a tool for delimiting
space. Unlike ceiling level shifts, color, texture, or even lateral shifts and partial
walls, stairs and the level changes they announce read clearly in plan. Student
designers are trained to develop their proposals in plan, and plans are submitted
for design competitions and for presentations to clients. Attempts at describing
architecture in experiential terms often fail when considering a proposal for
unbuilt architecture. Our ability to "experience" the proposal depends upon our
ability to infer from its plans something of the experience it promises. If that experi-
ence relies on moves outside of our traditions, or outside of what plans can convey,
then we are unable to "see" them, and the building proposal is likely to be judged a
failure.

When the ADA became law, like so many other laws, it was placed in the category
of difficult real issues that may interfere with the design studio pedagogy.
Structural considerations and energy issues have traditionally been accommodated
by designers after the fact, considered to be unimportant to basic design or aesthet-
ics. Accessibility, too, has been left until the end. Design proposals are reviewed as
they approach their final refinements. If accessibility issues are introduced, they
require a de-facto renovation or retrofit of the proposed scheme. By postponing dis-
cussion of accessibility until the final stages of design development, the barriers are
embedded in the fundamental objectives of the design, and the introduction of a
new value — accessible design — threatens the design proposal. Clearly, it is impor-
tant to understand how barriers are introduced to be able to address accessibility
at the earliest stages of design.

Miami University — Oxford, OH

Interior Design Department

>»

Infusing an Interior Design Program with Universal Design

Proposal

We proposed to infuse our program with the concept of universal design by
implementing two different strategies. First, we would specifically incorporate univer-
sal design into studios and courses at every level of the program. All students in the
program would be exposed to universal design by the end of the academic year and
would re-encounter the concept in at least one course in subsequent years.

Team members:

Barbara Flannery
Assistant Professor

Ken Special
Assistant Professor

Roberta Null
Associate Professor

Second, we proposed reaching across academic levels, disciplines, and campuses
by hosting a one-day universal design conference and one-day design charrette, and
by creating a universal design resource library for students.

Our teaching objectives were twofold:

• To increase students' sensitivity to the "whole person," an approach to age-
span and disability issues that gives equal consideration to social, psycho-
logical, and physical factors; and

• To make students aware of the full range of disabilities covered by the
American' with Disabilities Act, including mental, cognitive, and physical, and
of the individual variability within a given disability.

Our notion was that these strategies would break down students' stereotypes
through access to information, repeated exposure to issues, and opportunities for
application in design. This approach is consistent with the concept of repetition, con-
tinuity, and progression set forth by the Foundation for Interior Design Education
Research (FIDER), the accrediting body for interior design programs.

Activities

Six courses — five studios and one lecture course — were modified to include uni-
versal design issues. First-year students were introduced to the "whole person"
approach to design in the introductory studio. Sophomores, who already have a
required lecture course on design and human behavior that includes units on cultural
diversity, the elderly, and the ADA, explored application of universal design through a
class project.

Strategies for Teaching Universal Design

Chapter 10: Miami University

Universal design was also incorporated into the junior and senior studios with
progressively higher expectations for understanding and application. Projects at the
upper division included designing recreational vehicles and a recreational community
for people of differing abilities and across the life-span; designing a retail space which
conformed to the ADA; and a futuristic project that looked at both present and future
technological advancements affecting design. In a multi-story design project at the
senior level, one of the partners in the client firm was a wheelchair user.

During fall semester we also hosted a one-day conference on universal design fol-
lowed by a one-day charrette incorporating universal design into the redesign of a
university-owned conference center that was inaccessible.

Our objectives for these two events included the following:

• Involve students and faculty from several schools, representing a variety of
disciplines.

• Include many users with different perspectives.

• Have multiple perspectives represented by national and regional speakers at
the conference.

• Encourage students to apply their knowledge of universal design to a real
design problem that included interior design, architecture, landscape architec-
ture, and product design components.

• Stress the value of interdisciplinary approaches to universal design concepts,
including access to a broader range of specialties and areas of expertise,
access to a broader range of user needs through involvement of users, and
the creation of better design solutions.

We involved potential participants, including faculty, users groups, and students,
early in the planning process, which seemed to increase their investment and interest
in the project. We found that they, in turn, recruited others to take part. Involving
users in the project was an important objective for our project. We contacted on-cam-
pus student disability organizations and, as a starting point for community-wide user
groups, a local organization, Independent Living Options, in Cincinnati.

"Infusing an Interior Design Program with Universal Design'

In deciding where to hold these events we had to accommodate the activities as
well as to assure accessibility. We had two very different activities to accommodate — a
conference and a charrette. We needed auditorium seating with enhanced sightlines
for our mini-conference and a classroom with movable tables and chairs, well-
equipped with media (rear screen multiple projection, sound amplification, VCRs, etc.)
for the charrette. Access to the building from parking areas had to be considered so
that equipment and individuals could easily enter and special parking permits could
be obtained, if needed.

We debated whether to hold our charrette activity at the site of the subject space —
a university-owned log cabin used for retreats and small conferences. Because the
space was off-campus (posing transportation problems), small in size, and inaccessible
(which is why we selected it for the subject of our charrette design process), we
decided that it was not an appropriate location for the charrette. Because the space
was inaccessible, we also decided not to conduct a site visit that would exclude some
people. Instead, we took slides and photographs and made a detailed videotape of
the space. These materials, as well as building plans, were available to participants
during the charrette.

We selected three national speakers for the mini-conference
based on their expertise and the balance they would bring to the
program. They included Roben Anders (our UDEP advisor) of Pratt
Institute, Joe Meade of the USDA Forest Service, and Eleanor Smith
of Concrete Change in Atlanta. We used regional speakers to fill out
the program and provide additional perspectives in various areas of
universal design. Most speakers also served as facilitators or judges
during the charrette.

All participants received an information packet including: city
and campus maps, an agenda of activities, participation certificate,
evaluation forms, information about Miami University, handouts
provided by speakers, a bibliography of universal design resources, and Title II and
Title III highlights. We carefully considered how many universal design resources to
include, and decided to be selective. Our criterion was to include things that were
easy to read and directly usable for the charrette. For example, we did not include
the complete version of Title II in the packet; instead we selected a summary article
which charrette participants could understand more quickly.

r-.*.ii.

This unh-ersity-ouned
retreat and conference
facility was the focus for a
one-day design charrette.

Coordinating communication at an event for one hundred people involves every-
thing from signs to audio-visual needs to sign language interpreters. We took commu-
nication a little further. At the beginning of each day we presented an overhead of
that day's agenda. At the registration table, we had a large map showing the schools

Strategies for Teaching I niversal A

Chapter 10: Miami University

in attendance to enhance communication between participants from various universi-
ties. In the lobby we set up a browsing table with universal design literature.

Universal design literature
was available for browsing
by conference participants.

Our goals in marketing were to maximize diversity in participants
encourage representation from a variety of schools, let potential participants
know about the quality of the planned events, and focus on activities that
would be both fun, educational, and result in successful universal design
solutions. We aggressively marketed the events well in advance using a
variety of techniques with a variety of potential audiences.

We marketed to our own students by involving them in the planning
process and by encouraging early commitments from them to participate.
An upper division student from our interior design program went into all
studio classes to talk about the events, ensuring that all majors would know
about the events. We found that having an enthusiastic student promote
the events was an excellent complement to faculty efforts and increased stu-
dent participation. We also tied into presentations by universal design speakers at the
American Society of Interior Designers (ASID) Student Chapter meeting one week
before the events to foster interest in and momentum for the universal design confer-
ence and chanette.

We also marketed to colleagues and students in other disciplines at the university
by preparing a brief written announcement and invitation for students that focused on
the events' appeal for nondesigners. We developed a poster promoting the event and
got permission to post it across the campus; we contacted the university news bureau
to cover our events and to write a description for publicity; and we put both a pre-
event announcement and post-event story in the student newspaper.

Attracting a broad group of people from outside the university was very impor-
tant. We contacted area disability organizations to invite members and to encourage
participation. We were quite successful in this regard, and the several users at the
events who served as resource people proved to be a strong point in participant eval-
uations. We marketed to non-student design groups by sending large mailings to
members of the regional professional ASID chapter and to all interior design alumni
within a 100 mile radius. We marketed to other schools in a multi-state region using
personalized posters for each school and establishing a contact person at each school.
We found that it was very important to have repeated contact with the participating
schools.

We actively sought sponsors and donations to meet our budget. Herman Miller
donated universal design templates (which also made students aware that these items

Infusing an Interior Design Program with Universal Design**

are available) and Knoll donated architect scales. We also got sponsors for awards,
including Miami University T-shirts, drink squeeze bottles, and monetary awards.

Outcomes

Curriculum Enhancements. Students in four courses during fall semester were
engaged in learning about universal design. Because we wanted to expose students
to universal design principles in a direct way early in the program, we introduced sev-
eral activities in the Design and Human Behavior course at the sophomore level.
Students completed two questionnaires on universal design and persons with disabili-
ties, drew themselves with a disability encountering a barrier, and assessed two envi-
ronments for accessibility from a whole-person needs approach. Three weeks of lec-
tures were devoted to disability and lifespan issues.

Many students, when asked about what they would consider to be disabilities,
were able to list a wide range across all categories: sight, hearing, cognitive, and
mobility. They did not, however, reflect that breadth of knowledge in the in-class
assignment to draw themselves with a disability confronting an environmental barrier.
Sixty-four of eighty-six drawings (74%) showed a person in a wheelchair, and
the most common barrier was steps. Time was spent in class dis-
cussing the range of disabilities beyond mobility impairments. One
reason for the heavy use of the wheelchair image may be the pre-
dominance of the wheelchair icon as a symbol of disability on sig-
nage.

The project assessing the campus and community buildings
for appropriateness of use by people with a variety of disabili-
ties increased student awareness and was a useful precursor
to students' projects in the upper division courses.

Studio courses at the first year and upper division lev-
els focused on the specifics of the ADA, the technical and
graphic considerations of universal design, and a job site visit to inter-
view a university employee with a disability to receive first-hand infor-
mation on interior design issues. Through these experiences, students
were exposed to situations which many had not. up to this point, given
much consideration. The final presentations of design studio projects,
on the whole, reflected a marked increase in student awareness of the
importance of universal design — both in their drawings and their
presentations.

Students 'portrayals of
themselves with disabilities
encountering barriers.

Strategies for Teaching I nuersal Design

Chapter 10: Miami University

Conference and Charrette. For a 48-hour period in November, 1993, in
Oxford, Ohio, over 100 people came together to explore universal design. Participants
included students, design practitioners, and persons with disabilities who served as
consultants. Students attended from eight schools in the region. During the charrette,
on the second day of the conference, each of ten teams produced a design solution
to the charrette problem. Each team included students and at least one facilitator.
Consultants served as facilitators to the teams and as floating advisors, moving from
team to team to provide resources. This "floater" approach allowed each team
greater access to people with a range of disabilities. The mini-conference and char-
rette sparked a great deal of discussion, particularly at the closing session of the char-
rette. New perceptions, awareness, and surprise at the depth of design considerations
for universal design were topics of discussion.

The charrette design teams had a mix of academic levels (first-year, sophomore,
junior, and senior), majors (design and non-design), and schools. Each team decided
how to present its work, with the caveat that students rather than facilitators should
make the actual presentation.

Facilitators' assistance to the design teams varied according to the individual's
style and personality. Some fully participated in the development of the design solu-
tion: others served as resources only. One vocal facilitator presented the group's
work despite the explicit instructions.

"Infusing an Interior Design Program with Universal Design'

We developed evaluation criteria against which design solutions were
to be judged and gave them to the design teams at the beginning of the
chanette. The judges fine-tuned these criteria and allocated points to each
project.

According to the judges, the uniqueness of the winning team's design
solution was, in part, in the introduction to their design. The team focused
on the design concept, including a description of the feeling and atmos-
phere of the space they created. By giving considerable detail to the solu-
tion in the form of detail drawings, a floor plan, and a site plan, the team
greatly enhanced the judges' understanding of its design intent.

We documented the event for publicity and grant purposes. We used a
combination of techniques including videotaping the entire mini-conference
and selected portions of the charrette as well as taking slides and pho-
tographs of both events. To facilitate later display, each team mounted its
work on two foamcore boards. Having participants complete evaluations
was also part of our documentation. Since our event was two days long
and some participants attended only one day, we color coded pre-test and
post-test evaluations to allow us to easily separate them and to minimize
participant confusion. We felt that it was important to acknowledge all
event participants, and not just teams that won awards. Certificates of par-
ticipation were given to all attendees.

Reflection

The approach of infusing universal design concepts across the curricu-
lum is one we feel was successful and we will continue. Because we
talked about universal design in a positive and frequent way, student enthu-
siasm for the design conference and charrette was increased. We feel that
many students have embraced the concepts of universal design wholeheart-
edly, seeing universal design as an important and creative challenge. They
will continue to do so as practitioners in the future.

We learned a great deal from hosting two back-to-back events. Our
experience and insights are presented in a separate paper on organizing
design events to teach universal design.

The inclusion of consultants on the design teams in the charrette was
invaluable. They added a dimension that was both necessary and appreci-

Charrette team at work.

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Strategies for Teaching Universal Design 59

Chapter 10: Miami University

ated by the students who participated. We cannot imagine running such an event
without the consultants and intend to include more consultants in studio projects in
courses in the future.

In the future we would assign a student/staff person liaison to each speaker. We
felt that the conference would have proceeded more smoothly if a single person had
been assigned to take care of each speaker's needs, including confirming audio-visual
requirements and travel anangements. Although staff-intensive, having personal assis-
tants for each speaker would avoid miscommunications and oversights.

Securing the services of a sign language interpreter should have been
done well in advance of the event. Since we had not used a sign language
interpreter before, there were several surprises for us in the process. It
seemed logical that access for participants who are hearing impaired would
be provided through university resources in the same vein that physical
access is provided. We found out after budget planning that we would be
responsible for the cost of the interpreter. In the end, our division con-
tributed to the cost on a one-time only basis.

Because the event was long, more than one interpreter was needed.
Interpreting is intensive work and interpreters need to take breaks. We
were fortunate to have a gracious interpreter who carried on despite the
lack of backup. We also learned that lighting the interpreter is critical dur-
ing slides and other audio-visual presentations where room lighting is dimmed. By
providing the interpreter with an agenda and description of media, she would have
been able to identify unique requirements.

Making a parking plan well in advance is critical. Ground transportation became
a serious problem because of the lack of accommodation by the university and the
design of newer model cars. We were surprised to learn that lift-equipped university
vans could not be used for a university event. They were available only to Miami
University students for the purpose of attending classes. Even though they would not
be in use at the time we needed them, we were unable to make special anange-
ments for our event. One speaker who used a wheelchair could get into a large two
door car with a bench seat because of the wider door openings and seat configura-
tion. However, there are no two door cars in our university motor pool, nor were
any available at local rental agencies.

Infusing an Interior Design Program with Universal Design1

Evaluation

While pre-test and post-test data were collected for the design conference and
charrette, different evaluators were used in the various classes. Questionnaire results
from classes indicated that students were aware of the Americans with Disabilities Act
and had differing levels of understanding of universal design. We administered one
questionnaire with a series of True-False questions (N=134) and concluded that the
instrument was not particularly useful in assessing student knowledge. An open-
ended questionnaire (N=98) that we developed was more informative because we
were able to see that there was a great deal of variation in student knowledge and
interpretation of issues of universal design. Our questions included:

• Have you heard of the Americans with Disabilities Act? If so, what do you
know about it?

• What conditions are considered to be disabilities? How many people with dis-
abilities are there in the United States?

• List five of what you would consider to be the most important goals for
designing for people with disabilities?

• What specific design criteria do you already know about for designing for peo-
ple with disabilities?

•

What is universal design?

• What are the goals of universal design?

At the conference and chanette we were concerned about getting all participants
to fill out evaluation forms. We stressed their purpose and importance several times
throughout the events and still had a relatively low response rate. Our numeric evalu-
ation results were based on asking participants to evaluate the two days on a five-
point scale, with zero indicating "poor" and four indicating "excellent." The mean
score for the mini-conference was 3.6, with twenty participants responding. The mean
score for the charrette was also 3-6, with thirty-four participants responding. In spite
of low response rates, we feel confident that both days were successful. The few neg-
ative comments primarily focused on time issues, such as starting on time and allow-
ing more time for team interaction and the presentations at the charrette.

Strategies for Teaching Universal Design 6 1

Chapter 1 0: Miami University

In the written evaluation, two things were consistently rated as positive by the
participants. The first was the quality of the speakers. All three national speakers
were extremely well-received, with participants commenting on what they learned,
the excellent presentation styles, and the beneficial use of visual material. The sec-
ond consistent comment was the success of including people with disabilities as
speakers, resource people, facilitators, and judges. Many participants commented on
how much they learned, how helpful it was, and that it was enjoyable.

The following comments, in many cases reflecting the views of several partici-
pants, are drawn from the open-ended questions on the event evaluation forms.

This should be required of all design students. It's a great way of making people
aware. I hardly knew anything about ADA until yesterday. It has totally changed
my outlook about design, in a positive way.

The best part of the charrette was the opportunity to work with students from other
institutions, with physically challenged persons, and other professionals.

Even though this is a conference type experience, the reality of "stress" was still pre-
sent. This time, it was positive stress/

The best part of the mini-conference was being able to work with different people
and get input from different professionals, the subtleties that you usually don't
think about, and becoming more aware.

I got to learn lots of stuff from many different people. I got a chance to interact
with students from other schools and see how they do things. I learned so much
about universal design — we are exposed to it at school but only briefly and in a
limited amount.

Keep doing things like this. It gets info out to students. There is so much I learned
this weekend!

After several months of post-event reflection, we continue to believe that this
event was significant in its impact on participants — students, professors, professional
designers, and user groups.

Michigan State University — East Lansing, Ml

Department of Human Environment and Design

>»

Embracing Universal Design at All Levels of the Curriculum

Proposal

In Michigan State University's FIDER-accredited four-year interior design curricu-
lum, barrier-free design has been a component of courses since long before the adop-
tion of the Americans with Disabilities Act. During the 1992-93 academic year, in
response to this Act, guest speakers were brought into many of the courses to help
students identify the differences in the new requirements and the impact on design
practice. In 1993-94, the faculty wanted students to move beyond code requirements
and embrace the larger concept of universal design. The Universal Design Education
Project (UDEP) at Michigan State University focused on expanding existing curricular
and course content related to teaching universal design to specifically include issues
of mental and cognitive disability.

Team members:

Roberta Kilty-Padgett

Associate Professor
Lily De Leon

Visiting Assistant Professor

A note must be made about terminology. At Michigan State University the terms
disabled and disability mean incompetent or disqualified. These are considered med-
ical terms rather than civil rights terms. The preferred terminology for a person with
a disability is "handicapper," which denotes equal opportunity and equality in compe-
tition. Rather than referring to a person with a disability, the term "characteristic" is
substituted, as in "visual characteristic." While this usage is not accepted nationally,
nor consistently even in Michigan, students learned that terminology7 differs by state,
region, and nation and that they should use terminology appropriate to their audi-
ence.

Four objectives were identified for implementing this project. One was to intro-
duce the concept of universal design in courses at all levels, while building the infor-
mation base according to subject matter sequencing. This meant that interior design
faculty, in addition to the co-investigators, had to make a commitment to include the
concept in their courses as they deemed appropriate, which they did. They also had
to be able to access universal design information provided by Adaptive Environments.
The second objective was to develop and test instructional methods and materials in
design studios. The third was to document the process of integration, and the fourth
was to evaluate the impact and effectiveness of the approach, thereby facilitating
replication and improvement. The investigators did not want students to perceive
universal design application as a limited, one-time exercise, but as an ongoing, inte-
gral approach to all their projects and to their work in professional practice.

Strategies for Teaching Universal Design 63

Chapter 1 1: Michigan State University

Sequence of photographs
taken at approximately 5
minute intervals show the
initial approach of the
consultant to the student
team (View A), progres-
sion of discussion (Views
B and C), and the
increasing engagement of
participants (View D).

Activity

When dealing with innovation, it is difficult to know beforehand how and where
to introduce new ideas and techniques most effectively. Four courses were initially
targeted for integrating universal design across all levels of the curriculum. Three of
the courses were taught in the fall semester of 1993: HED 150, Interior Design
Drafting (for freshmen and sophomores); HED 342, Human Dimension and Interior
Space (junior level); and HED 442, Interior Design Residential and Contract I (senior
level). HED 840, Design Analysis and Programming (graduate course), was taught
during spring semester of 1994.

By its own momentum, this project perpetuated itself. When fall semester ended,
the investigators expanded the project in succeeding courses: HED 352, Interior
Design Synthesis II, where the residential context progressed into the
commercial/contract realm; and HED 452, Interior Design Synthesis III, in which stu-
dents pursued the design development of projects begun in HED 442. Only the four
initial courses are described in this chapter.

In the drafting course, HED 150, the concept of universal design was introduced
along with the application of code requirements. In HED 342 and HED 442, new
content included issues related to people with mental and cognitive characteristics in
commercial and residential living situations. Seniors had previously taken the human
dimension course without the content on people with cognitive characteristics. In
HED 840, students examined existing facilities for their use and meaning. The uni-
versal design concept was integrated into both the programming and evaluation
components. In all four courses faculty administered a pre-test and post-test ques-
tionnaire, developed by the UDEP sponsors, to document changes in awareness.

'Embracing Universal Design at All Levels of the Curriculum'

Anticipating that students might have difficulty accepting handicappers' participa-
tion in the studio, the investigators had planned to have students take lecture courses
on universal design before the studio encounter. This was not possible prior to teach-
ing the studio courses in the fall semester of 1993- Students knew at the beginning of
the term that handicappers would be present in the studio and discussions about ter-
minology and the meaning of universal design preceded the handicappers' involve-
ment. However, it takes time for people to overcome their initial discomfort. Body
orientation and eye contact are behaviors that can only be learned in the presence of
others.

Consultants were an essential ingredient to the project and included handicappers
and people with expertise in various characteristics. Selection of consultants was
aimed at representing a number of characteristics, including mental and cognitive.
Curriculum development proceeded in consultation with a representative from
Michigan State University's Office of Handicapper Services, with members of its
Student Advisory Board, as well as with the University's Retiree Service Corporation,
Office of Veterans' Affairs, and the director of Michigan's Council on Developmental
Disabilities.

The co-investigators divided the teaching responsibilities and each monitored a
part of the curriculum for course content continuity. Both worked on developing for
faculty use a centralized information source containing universal design guidelines.
Interior design faculty cooperated by sharing course syllabi and project descriptions.
They turned to the co-investigators for universal design materials.

Strategies for Teaching Universal Design 65

Chapter I I: Michigan State University

Interior design student
explaining her bathroom
layout to a consultant.

Outcome

HED 150, Interior Design Drafting. This is an architectural drafting
course. Its objectives are proficiency in mechanical drafting and architec-
tural lettering; understanding the various building components and how-
spaces are organized efficiently for human activities; and some barrier-free
and life safety codes. Starting in fall semester of 1993 and continuing in
spring semester, the course emphasized universal design for the first time.
Teaching responsibility in both semesters was shared with graduate teach-
ing assistants, who were also introduced to the universal design teaching
strategy.

The first assignment integrated the students' new knowledge about universal
design into lettering exercises, by interpreting information extracted from UDEP
resource materials. For an assignment on line weights, students drafted annotated
scale drawings of facilities such as ramps and toilet rooms. To learn about Metric
and English scales, students drafted a complete residential floor plan for a wheel-
chair user and detailed a bedroom space for two wheelchair users. An exercise trac-
ing different views of a wheelchair sensitized students to the importance of circula-
tion clearances and turning radii. Consultants did not participate at this level.

The pre-test, administered at the first class, indicated that most students were
able to define universal design. The definitions show a range of understanding as to
what universal design is:

Design that places cupboards, sinks, electric outlets, and knobs at heights conve-
nient to most anyone.

Design that must have certain numbers and types of barrier-free units — as in
hotels, apartments, etc.

Design based on the majority of the ivorld comforts.

Design to benefit all people, accommodating different needs for dijfereizt people.

Design that is able to change/adapt to meet needs.

[Design] that can be enjoyed by everyone, handicapper or not.

'Embracing Universal Design at All Levels of the Curriculum'

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interior design student
enrolled in HED 150, a
beginning level class.

Strategies for Teaching Universal Design 67

Chapter I I: Michigan State University

In the post-test, students demonstrated their broader understanding of universal
design:

The right of disabled persons to have proper needs fulfilled in all spaces.

...all buildings that are not residential have to be handicapper accessible.

Student negotiates a campus
ramp using a wheelchair
while another student
ohsenes and records the
event.

Most significant was the students' new awareness of the rights of handi-
cappers to use facilities and their realization that barrier-free access must be
in public spaces as well as residential settings. The cyclical process of
exploration, evaluation, and redevelopment in design problem solving
required the students to develop solutions that uniquely combined aesthet-
ics with accessibility.

Although some students found lettering exercises tedious at the begin-
ning, they considered the exercise to be very informative, particularly
regarding graphic symbols to indicate barrier-free access, space planning,
and furniture arrangement. Students' acceptance of repetitive lettering and
drafting practice grew as the course progressed and discussions made its
relevance clear. Students incorporated project materials in their reference
files as examples of an expanding graphic vocabulary.

HED 342, Human Dimensions. Taught in two lectures and one
studio meeting per week, this junior-level course addressed ergonomics and
anthropometrics. In the studio, students designed either a domestic food
preparation and dining area or a bedroom and bath area incorporating uni-
versal design values. In the first part of the studio project, students worked
cooperatively and individually to analyze the needs of a family group
whose statures represented the 97.5 and 2.5 percentiles — a 58.7 inch female
and a 74 inch male. Each student identified and addressed two additional
characteristics for which to design.

Following initial exploration of anthropometric data, the students com-
pleted awareness exercises and developed their first design solutions with
consultant input. They constructed scaled working manikins representing
the range of users and participated in several empathic experiences.
Students were not permitted to scrap their first solutions. Instead, they re-evaluated
and transformed their designs in response to new criteria that emerged from the
empathic experiences and from critiques. Working in teams, students evaluated their
decisions, critiquing clearance and reach patterns, equity in privacy and group accom-
modation, sequence and frequency of use principles and, to some degree, cost. They

"Embracing Universal Design at All Levels of the Curriculum'

used a scroll format to facilitate idea generation and communication and
constructed foamcore models to test solutions. Consultants played an
important role in the critiques and students responded to their presence
with appropriate presentation devices such as tactile models and drawings.

Final revisions were a team effort. While unusual, this was done so that
students would learn to apply the graphic ideation process in a group con-
text and to make the logistics of model making workable within the studio
setting. At the final critique, students presented selected projects and con-
sultants evaluated the scroll closures for universal fit.

One of the objectives of this course was to dispel students' stereotypes
by introducing them to people with cognitive characteristics. The investigators con-
sulted Gerry Mutty of the Michigan Council on Disabilities for advice. He advised
against taking students to an institution. The most positive approach, he suggested,
would be to invite specific individuals to the classroom and asked them to relate their
personal experiences and how the physical environment is problematic for them.

Student explains a residen-
tial design proposal in
model form to consultants.

Prior to input from people with cognitive characteristics, one of the
junior class design teams became interested in development of a time-out
room. While the actual practice of providing a time-out room is a rare
occurrence, used only in unique situations, the students' interest in design-
ing a time-out space persisted, even after hearing a presentation on cogni-
tive characteristics and meeting the consultant. In the process, students
learned important design considerations, including striving for simplicity
rather than complexity, providing restful spaces in terms of visual and
acoustical attributes, and providing order, whether or not the solution is a
separate space.

Students in this course were required to keep a journal about their
empathic experiences and their interactions with consultants. Excerpted
from a wealth of material are the following entries:

Consultant tests a univer-
sally designed scroll closure.

Our group used the green glasses today to give the effect of tunnel vision. It was very
hard to see. We found that textural surfaces helped us and it helped when there
was a change in the texture and great color change. People either ignored us or
were extra nice, such as the girl at the counter in the Union store. She placed the
candy in Sarah s hand rather than on the counter. It was especially hard to figure
out which candy was which. We also used the earplugs to resemble deafness. Tide
sound was muffled and we only understood bits of the sentences....

Strategies for Teaching Universal Design 69

Chapter I I: Michigan State University

Section of kitchen and
dining area was rendered
with puffy paint to make it
tactile.

DINING AND KITCHEN SECTION

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/ tf/so t/sed #?£ wheelchair. I never realized just how hard it is to manage in one.
My arms were killing [me] from trying to get up the many slopes and ramps, and it
was hard to keep a straight-line. It takes a lot of confidence and arm power.
People treated me differently. They got out of my way and ignored me like they
didn 't want to be near me or just smiled. The bathroom was very hard to use,
another place you need upper body strength and arm strength....

After weeks of interacting with client representatives, I feel I am much more sensi-
tive to the needs of people with disabilities. It amazes me how by lowering shelf
heights, or towel bars, or changing the direction of a door swing, designers can
accommodate a higher percentage of people. This project is teaching me to think a
new way. Normally, I would design an area and accommodate someone like me
— my comfortable reach, heights. ...I know now that "me" isn 1 average or normal.
I need to broaden my scope. I like this project because it is challenging my think-
ing. The representatives are very helpful in starting my thinking. The smallest sug-
gestion or problem can make such a difference in a design.

lighting has an impact on one with a cognitive characteristic. A good mechanism
to have are dimmers to control brighttzess. A time-out room is also a good idea for
people with a mental cognitive disability. This can include fish, music, reading
material, and/or pictures that emit a pleasurable scene. Also having the living
space organized in a manner where things stay the same so people with a cogni-

'Embracing Universal Design at All Levels of the Curriculum'

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tive deficit will not feel uneasy with things out of place and not know where things
are. Also color coordinating is very helpful. In the house there also needs to be
sound control. Excessive sound creates a problem and becomes overwhelming.

HED 442, Interior Design Residential and Contract I. This lectu re/studio class
emphasized programming and schematic development within a universal design
framework. It was an excellent vehicle for determining how well students would
apply the universal design concept while incorporating new information on mental
and cognitive characteristics. People with cognitive and visual characteristics were
guest speakers.

The end product for this course was a program document including design
schematics. Students' projects included a broad range of facilities: residential (bed
and breakfast) facilities, commercial including restaurants, an ecclesiastical project,
health care facilities, museum and exhibition spaces, and offices. Each student team
kept a weekly log for effective project management.

Three design exercises supponed development of the program document.
Students were asked to set themselves up as ten person design firms. In approxi-
mately thirty minutes, they developed a design philosophy using brainstorming and
role playing. Another assignment had students develop a corporate logo for their
small design teams of three to five people. Each team was required to design a sym-
bol that would represent the design team's image and would act as a locational
device. Among other requirements, the design had to have a strong three dimension-

Strategies for Teaching I 'niversal Design 7 1

Chapter 1 1: Michigan State University

al component that could be read easily through touch alone. Each design had to be
enhanced by a sound that captured its essence. When these were played at the pre-
sentation, the consultant with a visual characteristic was able to easily recognize and
comprehend two of the ten sounds.

In the first oral presentations, students were only partially successful in communi-
cating to the consultant with a visual characteristic. The first problem students
encountered was how to describe their work explicitly rather than pointing to draw-
ings and saying "over here" or "over there." Students learned to present using com-
pass points — North, South, East, and West — to describe visual materials in an image-
able way, to prepare tactile floor plans, to have problem statements printed in Braille,
and to key drawings sequentially in a tactile manner. The students' goal became pre-
senting their materials in a way that the person with a visual characteristic would
receive information at the same time as others.

Working model for logo in
HED 442 combines symbols
for the design process,
elements of classicism, and
a human figure that rotates
through battery operation.
It is accompanied by the
sound of a ticking clock.

About halfway through the semester the investigators distributed the fol-
lowing question: "Please describe the concept of universal design as you
see it. Has it changed since your experience in HED 342 last year? Has it
changed since the beginning of HED 442?" In the responses, one senior of
the twenty-five students responding still equated universal design with barri-
er-free design. The remaining 24 responses indicated an understanding that
universal design includes all people. Eight students clearly stated that their
concept had changed since the previous year. Seventeen stated it had
changed since the beginning of HED 442.

I see the concept of universal design as designing for the general public which
includes people of all sizes and with all characteristics. My outlook has
changed in that now universal design is not an option, it is a necessity. One
should not even question it — they should do it automatically....

Last year I learned the basics of universal design. To me, it is simply making an
environment usable for all people. I love the idea. It just makes so much sense. I
guess I can understand how current professionals may turn their noses up at uni-
versal design because it seems so constraining to them — having all sorts of new
clearances and considerations to abide by — it's more work. But what about all of
the people that past designs have disabled because they couldn't use a space to its
full potential? We were constraining ourselves. Universal design isn't about mak-
ing things more difficult to design. It is about making things more simple to use....

'Embracing Universal Design at All Levels of the Curriculum'

I guess the thing I've learned most this semester is how very necessary it is that we
listen, and hear, what people say about being disadvantaged by one's environ-
ment. Many new considerations have beeri added to my mental library. What
people want to be addressed as. What they need to be able to get full use from their
surrounding environments. I never thought about cognitive characteristics and
how drastically a space could affect someone with a cognitive characteristic. That
realization was very exciting for me. Also, one of the biggest problems I have is
when people (design students) make such an issue of handicapper accessibility. It is
important, I agree, but it is so overstated right now. It isn't an additional, "special"
consideration — it is the norm. . . designing for everyone....

HED 840, Design Analysis and Programming. This graduate-level course cov-
ered programming methodology for generating and collecting data to determine
design requirements in facility planning and management as well as design analysis to
determine congruence between people, environment, and process. Students exam-
ined existing facilities in terms of use and meaning.

Consultants did not participate because actual facility users were available to meet
with students. The graduate students applied universal design concepts in structured
assignments. They used analysis methods such as observation of physical traces and
human activities, focused interviews, photo documentation, and archival research.
Students evaluated an existing facility from two perspectives: a personal viewpoint
regarding building access and wayfinding, and a comparison of the facility to a set of
criteria, in this case the Americans with Disabilities Act Accessibility Guidelines
(ADAAG). This enabled students to appreciate some of the problems posed by physi-
cal barriers and to recognize the range of possible solutions while providing them
with a systematic approach to analysis.

They also developed environment-behavior hypotheses, based on the intent of the
ADA legislation, thus moving beyond code requirements. In the last assignment the
students used nonparticipatory observation techniques and met with a number of
actual users on-site over a period of time. On the post-test questionnaire, six out of
seven students explained universal design and the Americans with Disabilities Act
appropriately.

Consultant Participation- Eight people with specific characteristics, ranging in age
from thirteen years old to mid-eighties, were consultants to classes during the year. One
consultant had a cognitive characteristic. Five consultants had mobility characteristics
and used assistive devices ranging from wheelchairs to walkers. The two consultants
with visual characteristics had different kinds of experiences: being without sight since
birth and losing sight over time. Two consultants had auditory characteristics.

Strategies for Teaching Universal Design 73

Chapter I I: Michigan State University

Thirteen-year-old consul-
tant discusses ber personal
experiences negotiating the
environment with interior
design juniors.

People with particular expertise also served as consultants to the class-
es, including a lifespan coordinator for an intergenerational center, a cardiac
rehabilitation specialist, and a social worker whose child developed seizures
during infancy. A graduate of Michigan State University's interior design
program who is a practicing interior designer, advocate, and specialist in
barrier-free design attended lectures and studios at the junior and senior lev-
els. Her summary of the experience included the following:

As I conversed with the students, I felt very proud of their enthusiasm for
what I had considered. . . as a student, "criteria for a grade requirement."
Even though harrier-free and the human scale was encouraged. . . I did not
have the same excitement that has been conveyed and projected as I visited
the classroom. At first I thought maybe the excitement was biased when I would
converse with students, since I was in the classroom and possibly the comments
would be slight. However, as the semester progressed, it was obvious to me that the
motivation was within the students, and I have not heard of one negative attitude.
If only everyone had that enthusiasm.

The consultants stimulated the students to ask questions about how well different
environments worked for them as individuals. They were able to reach the students
on a personal level, developing rapport within an open atmosphere. Even though
consultants may not have felt they could contribute very much in terms of design, as
their classroom experience expanded they realized the depth and value of their
knowledge and contributions. They were eager to continue with the project during
spring semester. The thirteen-year-old was very nervous at being in a college class-
room. She overcame her initial apprehensions when the students put her at her ease,
and they thoroughly enjoyed working together.

Consultants learned to project themselves into the spaces designed by students.
An elderly couple in their eighties was so excited to be involved that they voluntarily
took measurements at home to give students accurate sizing information. During
junior critiques a consultant with a mobility characteristic and one with a visual char-
acteristic worked well as a team. At times one consultant's recommendation was con-
tradicted by another consultant. Each consultant provided guidance by identifying the
problem and the need, but resolving the conflicts was left to the students. An exam-
ple was hard versus soft flooring in the kitchen area. What would facilitate easy
movement for the wheelchair user might simultaneously become hazardous for the
person with a visual characteristic when spillage occurred. Some spirited interaction
with a consultant left one student remembering for life how to lay out a shower for
wheelchair users. This consultant enjoyed attending classes so much that he pre-
ferred being in the classroom to being in his office.

'Embracing Universal Design at All Levels of the Curriculum

During the fall semester the seniors seemed hesitant to engage in conversation
with the consultants on a voluntary basis. During spring semester work sessions with
consultants, scheduled in twenty minute blocks for groups of three to five students,
seemed to facilitate communication. It was not possible to objectively measure an
increase in the amount of interaction between seniors and consultants during spring
semester, but evidence of increased awareness appears in the work of some students.
The fact that all independent study requests came from seniors seems to demonstrate
that the universal design concept touched a number of individuals who recognized its
value and wanted to enhance their own experiences prior to graduation.

Juniors, however, seemed transformed by their contact with consultants, as evi-
denced by this typical journal entry:

I feel very fortunate to have been able to communicate and brainstorm with our
client representatives. I feel like I'm getting closer to actually designing something
that has purpose and could actually be used.

During the final critique in the junior class, the faculty asked the students whether
to keep the consultants. The answer was a resounding yes.

Reflections

It is clear to the investigators that experiential learning is an effective technique for
educating prospective designers about universal design that directly benefits everyone.
For the investigators, this experience was the most rewarding in their twenty-year
teaching careers. Surprisingly, the job of teaching took care of itself. The students
and consultants taught each other more effectively than an individual faculty member
could.

The investigators believe that without user involvement in the design process and
without the examination of human performance in the physical environment, the stu-
dents' level of awareness, understanding, and sensitivity as well as their sense of com-
mitment could not have developed so quickly. When student assistants met with the
UDEP advisor, they cited consultant participation as the most valuable aspect of the
courses. In the future, bringing consultants in for group sessions during lecture time
would encourage more equitable student-consultant interaction.

Strategies for Teaching Universal Design 75

Chapter I I: Michigan State University

" . . experiential learning is Faculty also participated in the focus courses, attending guest lectures

and student presentations. One faculty member who said she was uncom-
an effective technique jor fortable speaking directly to handicappers appreciated being able to attend

educating prospective critiques and learn from the consultants.

designers about universal Tq -mteg[aLXe universal design into the curriculum and professional prac-

desion. . . " l*ce> t^ie supP01* an<3 commitment of people outside academia is also

needed. A pool of "field" experts and user/clients who can enrich the teaching-learn-
ing experience is an indispensable resource.

Although the co-investigators had intended to develop a matrix of suggested pro-
ject categories as vehicles for teaching universal design, they realized very quickly that
universal design applies to all projects in addition to all people. Their focus changed
from trying to design problems that emphasized the concept to demonstrating that the
concept applies to all projects. In an ideal world universal design would not have to
be called out. Project parameters were specifically designed to incorporate universal
design criteria without labeling them as such. The investigators structured the univer-
sal design content to gradually develop in complexity appropriate to design studio
levels.

The co-investigators proposed to evaluate the effectiveness of these curricular
strategies. Pre-test and post-test questionnaires were administered to participating stu-
dents, consultants, and faculty, comparing levels of knowledge and awareness, opin-
ions regarding quality of experience, and the significance of courses in contributing
towards social-responsiveness. Human subjects' approval was required prior to
implementation of this project. Questionnaire responses are being analyzed. The
data would appear to support what is evident from the students' design work: stu-
dents' awareness, knowledge, and sensitivity to the needs of all people has grown
from this experiment.

The investigators are reviewing the content of lecture and studio courses to docu-
ment the degree to which universal design concepts are being incorporated over four
successive semesters. Student projects in specific courses are being analyzed for con-
tent to track participating students through upper design courses, to analyze the
degree to which their design solutions apply universal design concepts learned during
the experiment period, and to determine the success of the current teaching approach
compared to the year preceding the experiment.

North Dakota State University — Fargo, ND

Department of Apparel, Textiles, and Interior Design

"Three Projects forTeaching Universal Design Concepts"

Proposal

A primary objective of interior design educators is to sensitize students to current
issues that will have a lasting impact on the profession. By exposing interior design
students to real life situations and exploring innovative solutions, educators can suc-
cessfully prepare students to meet the challenges of the working world. Universal
design is such an issue.

The purpose of this project was to develop and implement universal design teach-
ing units in the course content of the second-year design process studio. Five units
were proposed, one to correspond with each phase of the design process —
research/programming, conceptual design, schematic design, design development, and
documentation. Each unit would address the issues of lifespan design through a
humanistic and holistic approach.

The challenge of this project was to integrate issues and concepts of universal
design into the curriculum at an early stage in the students' development. As this pro-
ject did not receive full funding, I tried to introduce and reinforce the concepts of uni-
versal design while completing the existing course requirements.

Faculty coordinator:

Shauna Corry
Assistant Professor

Activity

Universal design was introduced in the first sophomore studio course, Design
Process 1. Fourteen students were enrolled and the focus of the semester was resi-
dential design. This is the first environmental design course for interior design stu-
dents. In their freshman year they focus on abstract two- and three-dimensional
design problems and drafting skills, but do not engage in designing built environ-
ments.

The course description reads: 'Application of design theory and process to ana-
lyze and design environments. Emphasizes programming, schematics and design
development/' The two most important course goals were "to understand and apply
functional and human factors to interior environments" and "to develop an awareness
of and sensitivity to the theory of universal design."

A series of three major projects were developed to focus on one or more of the
course goals. Projects varied in scale and consisted of residential spaces. Each project

Strategies for Teaching Universal Design 77

Chapter 1 2: North Dakota State University

r — HeSCArN & c^L-A-fZ^bP ^"^

emphasized universal design and the students were asked to address this concept in
all phases of their projects.

Project 1: Analysis of a Problem Environment This introductory project
required the students to combine and apply their knowledge of anthropometrics,
proxemics. and ergonomics by analyzing a problem environment on the campus or in
the Fargo/Moorhead area. Each student chose a problem environment, one which he
had experienced and found to be uncomfortable. They analyzed the environments
for how people experienced the space in terms of function, accessibility, easy of use,
circulation, patterns . zoning, materials and aesthetics. The students were then asked
to redesign the space according to the needs of the users.

Project 2: Hygiene Facility. This project focused on residential planning with
an emphasis on universal design and the design process. The purposes of this project
were: 1) to study and research ergonomics and anthropometrics in a family bath-
room: 2) to introduce students to working with a client and designing to meet that
client's needs and wants; 3) to introduce students to clients who have sensory impair-
ments: and 4) to introduce them to all phases of the design process. The students
selected a client and conducted research on that client's disability. The designs which
developed were very sensuous and creative spaces.

'Three Projects for Teaching Universal Design Concepts'

£9£cAM?

Project 3: Lake Cabin Final Project The students were required to design a
living space for a client with a mobility impairment. Consultants with disabilities were
used extensively in this project: the consultant with multiple disabilities visited the
studio four times during the course of the project.

In addition to the projects, the students made two field trips: one to a residence
which was designed exclusively for two people with mobility impairments and anoth-
er to Easy Street, a rehabilitation center in St. Luke's Hospital. They also participated
in a sensitivity training workshop. Resources from the UDEP Colloquium were
extremely helpful to the instructor in preparing lectures and to the students as design
tools.

Outcome

During the course of the semester the students were introduced to and interacted
with eight consultants with disabilities and a family member of one consultant. They
also attended a seminar on growing up with a physical disability. The consultants
included an elderly couple; a couple with mobility impairments, both of whom use

Strategies for Teaching L 'niversal Design 79

Chapter 12: North Dakota State University

wheelchairs; a man who has a sight disability; and a woman who is mobility, speech,
and hearing impaired and was accompanied by her father.

The consultants generously gave their time, shared their experi-
ences with the class, and critiqued each student's work. The stu-
dents were, at first, hesitant and uncomfortable around the consul-
tants. After spending time with each other and asking questions,
the students, the instructor, and the consultants developed good
working relationships and friendships.

The students initially expressed some concerns about communi-
cating with the consultants. Two of the consultants had speech and
hearing impairments because of brain stem injuries. The students
asked to work with other consultants, people with whom they
could communicate more easily. At the seminar on growing up
with disabilities the students had spent time with three college students who were
mobility impaired to varying degrees and the class felt these individuals would be
easier to communicate with. I felt it was important for the class to be exposed to a
wide range of disabilities and did not recruit additional consultants.

Evaluation

According to the course evaluations, the students enjoyed learning about univer-
sal design and felt that by focusing on the concepts of universal design they were
able to develop valuable skills which will enhance the environments they design. It
is apparent from the post-test that student awareness of and sensitivity to universal
design issues increased. The following comments are from the UDEP questionnaires:

It helped me realize how limited by our surroundings we can be, and how effective
design can enable people of all abilities to use and enjoy a space.

That effective universal design provides afunctional and comfortable space, not
only for those with physical impairments, but for all users. It is not a hindrance,
but rather an asset to any project.

Universal design is unique and opens a whole new realm for design. I think it
opens up new possibilities instead of adding restrictions.

'Three Projects for Teaching Universal Design Concepts'

Noticing that although it [a built environment] may look fine, it may not work at
all, and as this is a democratic society, so should design be.

On college course evaluations when asked "What about this course did you think
was most valuable in helping you to learn?" the students replied:

The person-to-person contact with disabled people to understand their feelings and
abilities so that our understanding and knowledge for designing increased.

Universal design and sensitivity training.

Meeting with consultants and lecturers.

Participation in UDEP has been a positive experience for the students, the consul-
tants, and myself. This project brought together people on the NDSU campus and in
the community who had not been aware of the resources and skills each has to offer.
This successful project strengthened student awareness of universal design and fos-
tered community, faculty, and student interaction.

Strategies for Teaching Universal Design 8 1

Norwich University — Norwich ,VT

Department of Architecture

»»

Experiential Exercises for Teaching Universal Design

Proposal

Norwich proposed to integrate universal design into a design studio and seminar
course for third and fourth year students which would focus on housing issues, in
particular, shared housing for older people. A two-day design charrette would be the
focal point, involve local designers and consultants, and generate multiple solutions
for a real client. The focus of the project was modified in response to minimal fund-
ing and teaching assignments. Instead, universal design was introduced in the Human
Issues class and the concurrent second year design studio.

Faculty coordinator:

Elizabeth R Church
Assistant Professor

Activity

All of the second year architecture students at Norwich University participate in a
required lecture/discussion class entitled Human Issues in Design. In this class, stu-
dents are introduced to a wide range of topics including, but not limited to, how cul-
ture influences the built environment, sign/symbol/meaning, wayfinding, anthropo-
metrics, ergonomics, and universal design.

The concept of universal design is woven into the fabric of the Human Issues
course with a straight-forward agreement between the students and myself that all
people should be able to enjoy and participate in the designed environment. The
topic of universal design, the specifics of code issues and products, and developing an
understanding of needs specific to certain groups are initially addressed from several
points of departure: a lecture on universal design with slides; a video showing of
either Passion Fish or Waterdance- readings from Design Intervention (Preiser, Vischer,
White); a reading of Ray Carver's short story "Cathedral"; and an introduction to the
ANSI Guidelines (American National Standards Institute).

A design studio is run concurrently with the lecture class. In the studio setting,
universal design was addressed throughout each student's design process as they
addressed the design problem. It is understood that the buildings must be accessible
to the persons with disabilities and, if the design problem specifies a user group such
as children or older people, the student is responsible for tailoring the design to the
needs of this group as well.

Strategies for Teaching Universal Design 83

Chapter 13: Norwich University

Students complete an exer-
cise titled "Am I a
Renaissance Man or
Woman?" in which they
compare their own size
and shape to Da Vinci's
and Le Corbusier's ideal
human forms.

Outcomes

To supplement formal presentations on the topic, I asked the
students to participate in experiential exercises that, I believe, they
are more likely to remember than conventional lecture/discussion
and read/test formats. In one of the initial exercises, students com-
pared themselves to historic representations of human form. With
one student lying on paper on the floor, another traces the outline
of her body onto paper. This exercise is designed to promote stu-
dents' awareness that their dimensions do not fall readily into Da
Vinci's perfect human form, the well-known depiction of a man
whose outstretched body is contained within a circle and a square.
In the second half of the exercise, students tried to fit themselves
into Le Corbusier's Modulor Man — using the proportions he established from the
Fibonacci series. The outcome sought for in this class is the students' recognition that
there is no single formula for predicting or accommodating human dimensions. The
students also became aware that Da Vinci and Le Corbusier, as well as many other
designers and thinkers, have tied their design to the idealized dimensions and form of
a very small population, those figures who fit into the geometric or numeric formula
supported by a particular theoretical stance.

In another exercise, I borrowed four wheelchairs, four walkers, two pairs of
crutches, and four pairs of blackened sunglasses from the University's Nursing
Division and gave the students a shon orientation on how to use these items.
Although these second year students sleep in their dorms, eat in the cafeteria, and
attend classes outside the architecture building, they essentially live in the studio. By
making this equipment available during the evening hours when these students are
most likely to be relaxed and open to experiment and play, I offered these healthy,
able-bodied, nineteen year old students a chance to personally discover the issues of
universal design. The only caveat I placed on the use of the equipment was that nei-
ther the equipment nor the users should come to any harm; otherwise, the students
were free to roam the building and the campus. When I arrived in the classroom, stu-
dents regaled me with stories of who got stuck going from here to there, who could
not get to his dorm room, or who won the race around the quad.

To insure that all students had an opportunity to experience the use of the bor-
rowed equipment, I developed an in-class exercise requiring the students to travel in
and out of various buildings on campus using the equipment, collect information from
each of several locations, and record their findings.

'Experiential Exercise for Teaching Universal Design

Comments from Students Wearing "Blind-Sunglasses"

Being blind was a great experience — it sharpened my other senses so that I could
tell when the ground surface changed, when people walked by, and the smell of
food. I relied heavily on the edges of pathways, like curbs or bricks or grass, to get
myself here and there.

Carpets give no clues by texture like the tile floors do. I got around fairly easily
without the use of a stick — when I was in the architecture building — because I
know my way around. I guess what I learned most was to keep layouts simple and
easy to "read" with a stick, because chances are there is no visual memory.

Comments from Students Using the Wheelchair

The wheelchair was very tiring to me, especially since Sara and I had to
travel way out of our way to get to Cabot Building. The wheelchair was
a pain to be in because even just a step or threshold of 3" or 4" high is
hard to maneuver over. Doors are also hard to get through because they
are so heavy and handles are so high up. Even some of the slight ramp-
ing was a pain inside because it was carpeted.

Uphill sucked, as did the elevator in Cabot. It was very narrow and did-
n't stop flush with the floor. Also you become endangered of losing fin-
gernails in the spokes.

The main difficulty I experienced in the library was interfacing with the
person behind the desk.

In general I decided that the campus is not handicapped accessible. A
handicapped person would have to be a Special Olympics athlete to nego-
tiate this campus.

Bathroom is large enough if I'm alone.

The wheelchair is fun, but I wouldn 't want to be in it forever.

't?.A

-. " ■•./„>'■&

\uJimt performed a series
of tasks from iummg with-
in afue-foot Jul meter cir-
cle n navigating across

cart::

Strategies for Teaching Universal Design 85

Chapter 13: Norwich University

Students' presentations of
the Museum for the Senses.

In conjunction with the lecture course, second year students had a studio prob-
lem to design a Museum for the Senses. This fictional museum was to provide visi-
tors with an experience — educational or experiential — of each of the five human
senses. When the studio assignment was given, the students had just begun their
journeys around campus with blindfolds, crutches, and wheelchairs, so they were in
the habit of altering their perceptions of what once had been familiar to them — the
campus. To encourage students to draw from their own sensory abilities, I assigned
several exercises that stimulated heightened use of their senses. In one exercise the
students were blindfolded while listening to a passage of music, smelling various
objects, touching highly textured objects, and tasting food. Then they drew one of
the sensory experiences. In another exercise the students visited the site of the pro-
ject and drew a sensory map that was neither representational nor cognitive. Rather,
the map, called a "sensory observation map," was intended to record how each of the
senses influenced or was influenced by the site.

Reflection

Since all architecture majors are required to take the Human Issues class and I
have included this technique in the class for three years, the "Experiencing
Disabilities" exercise has become a bit of a tradition in the department. This year, as I
watched students navigate their way into a five-foot diameter circle taped on the floor

"Experiential Exercise for Teaching Universal Design

of the architecture building's foyer, I overheard many more
advanced students recalling memories of their own experiences
doing the same exercise. The campus' compact layout results in
many people bearing witness to the travels of students with blind-
folds and wheelchairs, a form of residual learning for others on
campus.

The level of engagement by the students in both the universal
design exercises in the Human Issues course and the Museum of
the Senses studio problem was gratifying. From my experience
with the exercises in the Human Issues course, I feel that the stu-
dents' experiential participation was more effective than classroom
discussions or a guest with disabilities recounting anecdotes from
real life. Likewise, the Museum problem called on the students' ability to isolate and
think about each of the senses, and consider each sense, in and of itself, as an oppor-
tunity to explore, learn, communicate, investigate, and be the focus of primary design
decisions.

A sensory observation map
drawn by a student experi-
encing bearing at the site
for the museum.

Strategies for Teaching Un iiersal Design 87

Pratt Institute— New York, NY

Collaboration between Architecture, Industrial Design, Interior
Design, and Communication Design

'Teaching the Teachers"

Proposal

The faculty at Pratt Institute proposed to take the idea of curriculum innovation
beyond the walls of their own institution. By conducting a series of Teach-ins, build-
ing on the 1960s precedent for responding to a crisis situation, they could address the
urgent need to raise the level of public understanding of universal design and to share
important information. Calling the effort Teach the Teachers, the faculty planned to
build on the curriculum materials for teaching universal design that they had already
developed in a previous year through funding from the J.M. Foundation.

The teach-ins would allow both faculty and consultants with disabilities to com-
municate their unique insights and experiences directly to those who need it most —
the teachers — thereby having the greatest impact on the long-term education of our
nation. Materials would be jointly prepared by faculty from five fields and five con-
sultants with a range of disabilities.

Faculty coordinator

Brent Porter
Associate Professor of
Architecture

Team members:

Bruce Hannah

Professor of Industrial

Design
Margaret Leahy

Assocarte Professor of

Interior Destgn
Joe Roberts

AssocJote Professor of

Communications Design

At the teach-ins, participants would receive a matrix of available resources and an
educational "tool kit" representing a range of interdisciplinary7 contributions from Pratt
faculty. The teach-ins would be limited to twenty-five participants and be repeated to
include as many teachers as possible from institutions of higher education in the New
York City region.

Activity

In the winter and spring semesters of 1994, two teach-ins were held at Pratt, the
second event building on the lessons from the first. One of the primary purposes of
the teach-ins was to engage participants' imaginations in the issue of universal design
and to encourage their use of the concept and available resources in their classroom
teaching. Each teach-in was a mixture of presentations by faculty and people with
disabilities who had specific expertise on some aspect of universal design, inter-
spersed with videos and slides illustrating the virtues of accessible design.

The faculty team invited professional colleagues with disabilities to be consultants
and to contribute to all aspects of the activities, from initial event planning to "taking a
walk" on campus and within buildings. Denise Ann McQuade, coordinator of the
New York City Transit Authority's Office of ADA Compliance and the person who was
instrumental in bringing about the city's disability code, has mobility difficulty and

Strategies for Teaching Universal Design 89

Chapter 14: Pratt Institute

Opening remarks by Bruce
Hannah, President of
CA.DRE., at the
"Universal Design Teach-
in, " Pratt Institute, January
14, 1994.

UNIVERSAL DESIGN: QUESTIONS DESIGNERS SHOULD ASK

Why design something that can't be used?

Why say something that can't be heard?

Why write something that can't be understood?

Why draw soiling thatch

Why 'budd ^ something that is inaccessible?

Why construct sonnethirgthatcar^^

Why paint something that is invisible?

Whyscuipt something that can't be fek?

Why bridge something that can't be crossed?

Who are designers designing /or?

What are designers designing?

When are designers designing?

How are designers designing?

Are designers making tife elegant for everyone?

How do the bkidtum off the lights?

How do tfie deaf listen to music?

How do the mute speak?

How do tfre paralyzed feel?

How do the tasteless taste?

Whose standards are standard?

Whose norms are nonnai?

Whose solution is universal?

Whose microcosm is worldly?

Whose exclusivity is inclusive?

"Teaching the Teachers'

BUT DESIGNERS WILL—

Build the BuMng!

Design the Design!

Sculpt the Sculpture!

Etch the Etching!

Draw the Drawing!

Draft the Drafting!

Paint the Painting!

Detait the Details!

Communicate the Communication!

Photograph the Photograph!

Film the Film!

Plan the Plan!

Color the Color!

Structure the Structure!

Texture the Texture!

BUT DESIGNER SHOULD ASK—

WHO iSTHE DESIGN FOP?

WHAT IS THE DESIGN PROBLEM?

WHEREWILLTHE DESIGN BE USED?

WHENWILLTHE DESIGN BE USED?

HOWWILLTHE DESIGN BE USED?

UNNERSAL DESIGN IS POSSIBLE IF THE ANSWERS ARE-

EVERYONE

UNIVERSAUTY!

EVERYWHERE

ALWAYS!

UNIVERSALLY!

Strategies for Teaching Universal Design 9 1

Chapter 14: Pratt Institute

uses a wheelchair. She has been an activist for independent living for twenty-four
years. David McFadden. curator of Decorative Arts at the Cooper-Hewitt Museum,
has a walking impairment and provided the team with his broad expertise in design,
publishing, and confronting New York City everyday. Stanley Wainapel, medical
director of Adult Day Services for the Jewish Guild for the Blind and associate profes-
sor of Rehabilitation Medicine at Columbia University, has a progressive vision impair-
ment. He helped the team understand the gulf between designers and the medical
professions. Milda Vizbar, an accomplished artist and advocate for muscular dystro-
phy, has difficulty walking. She was invaluable in reminding the team and the teach-
in participants that dialogue must be expanded between designers and people with
disabilities.

The first speaker of the teach-in, Bruce Hannah, "jump started" the dialogue with
remarks entitled "Questions Designers Should Ask'" (reproduced on a the following
pages). These are questions that had arisen during the planning stages for the teach-
in and reflect the collective voice of students, faculty- . and professionals.

A brief overview of the American with Disabilities Act gave all participants shared
knowledge of the federal law. A presentation of images, called "Looking for Mr. Grab
Bar," illustrated good, bad, and indifferent examples of universal design that came
from a year-long search for teaching materials. Examples of elegant products that
work for diverse users were drawn from a Universal Design course offered the previ-
ous year in the Department of Industrial Design (see photos on the facing page).
Other speakers were persons with disabilities who gave first-hand accounts of daily
encounters with the built environment, further illustrating the need for new solutions.

Outcomes

Faculty from six academic departments worked together to produce the teach-ins,
a major accomplishment at any school. These individuals are continuing to work
together to propose additional campus-wide efforts in the next academic year and to
introduce materials into their own departmental curricula. The consultants played an
important role in keeping the focus on users. Although the faculty probably needed
an opportunity to come together to solidify their goals and directions, consultant
Milda Vizbar reminded her fellow team members that the central goal should be to
bring those with disabilities together with designers in as many ways as possible and
as often as possible.

The preliminary task of creating a poster to advertise the teach-in became a
unpredicted opportunity for the organizers to confront the tension between design

"Teaching the Teachers'*

□

Universally Designed
Products: (A) Light Grip
Rechargeable Can Opener
by Mark Zaininger; (B)
Travel Hair Dryer by En-
Bair Chang; (C) Door
Handle/Lock Hardware by
Lutz Sauvant; and (Dj
Oral Hygiene Device by
Benson Kravtin.

and universal legibility. After many weeks of deliberation about the graphics and lan-
guage, the result for the initial mailing was appealing to designers but frankly was not
well-received by participants with disabilities (pan of the poster is reproduced on the
following page).

The high-gloss, white and orange poster, designed to command attention, pro-
duced glare for people with visual impairments. The deliberate overlapping of phras-
es on the poster was intended to draw people's attention to the role of graphics.
Instead, people had difficulty reading the poster. The multiple layers of letters — large
and small, light and dark, receding and advancing on the page — intended to convey
multiple meanings and even contradictions, was not understood. One of the consul-
tants, the physician with a visual disability, explained to the team that the terms used
by designers did not have the same meaning to physicians who treat people with
visual impairments. He noted that because the orange and white color did not offer
enough contrast, as red and white color would, the lettering was unclear.

Strategies for Teaching Universal Design 93

Chapter 1 4: Pratt Institute

The poster for the initial
mailing was orange, white.
and black with a high-gloss
coating.

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The teach-in events attracted fewer faculty than had been expected. Many of the
participants were people who already had some awareness of universal design.
Nondesign staff participated and added a breadth that was instrumental in expanding
the resources to be used in future teaching. Many faculty who did not attend have
design practices as well as teaching responsibilities and cited the attention they
already give to universal design in their professional work.

Some faculty hold a strong resistance to universal design but the team found that
attitudes are changing. It was particularly difficult to attract faculty from other

'Teaching the Teachers"

colleges and universities in the city, which had been part of the proposed
aim. Some of these institutions are developing their own programs in uni-
versal design. Further, the professional associations in which faculty are
members have conducted extensive workshops, lectures and their own ver-
sions of "teach-ins" in the New York City region. In fact, Pratt's Center for
Advanced Design Research (CADRE) assists professional and trade groups
in organizing training sessions for designers on universal design.

The shift at the second teach-in, directing the focus toward students as
well as faculty, was in response to suggestions from team members and fac-
ulty who participated in the first teach-in. The belief, confirmed by student
participants, was that teachers were more likely to engage the material if
they felt pressure from students who were informed of the importance of
universal design to their future as designers. The large collection of videos
which had been examined by faculty for the first teach-in were excerpted
to introduce students to the extensive resources now available on the Pratt
campus.

The second teach-in changed its strategy slightly by introducing a "char-
rette," a hands-on activity that gave designers an opportunity to experience
buildings and outdoor spaces accompanied by a person with a disability.
By specifically orienting the activity to students, greater participation might
be achieved. Over 190 students and faculty attended. At least three faculty-
brought their classes, integrating the charrette exercise into their design stu-
dios.

"Taking a walk" through the campus gave students the opportunity for
candid exchanges with persons with disabilities. Based on the practice of
Stephen Valentine, a Pratt professor who uses simulation of disabilities in
his design course, participants in the second teach-in were asked to re-
experience everyday environments. Participants took turns as escorts or as
users with disabilities similar to what was done in Valentine's class.
According to the nature of the actual or imagined disability, participants
respond to encountered environments. The escort or escorts reacted to the
response of the participant with disabilities and vice versa. When roles are
reversed, the dialogue is enriched. For example. Dr. Wainapel. who is visu-
ally impaired, became an escort and led a participant around Pratt's Main
Building, based on his degree of localized sensitivity and feedback at the
moment. Milda Vizbar, who walks with difficulty with a cane, "took a walk" outdoors
and noted the absence of benches located along sidewalks and the difficulty of find-
ing and using those that did exist.

^ m F.J: '

, — •

'Jsk

Students take turns simu-
lating hlinJtwss and feeing
escorts

Strategies for Teaching Universal Design 95

Chapter 14: Pratt Institute

Visually Impaired Users
Meet Visual

Professionals. A compar-
ison of how designers and
people with low vision
define the elements of
graphic design.

VISUALLY IMPAIRED USERS MEET VISUAL PROFESSIONALS

Those who have cataracts, diabetc corx&tons.
macular degeneration, retinitis pigmentosa,
glaucoma, rtermanopia or myopia.

Major criteria. „(norwnagnffication issues)

1. ILLUMINATION

amount of fight amiable and
the evenness of light

Those who are artists, designers and architects.

.{may include scale shifts tor effect)

2. CONTRAST \

high or tow contrast (cannot see
low contrasts) and the affect of the
distance between colors on the light
spectrum; the greater the distance
between colors —those approaching
blackness and whiteness- the better,

SATURATION: saturated or unsaturated;
brightly saturated may be better H tetters
or figures on a dull background which
does not produce glare.

SIMULTANEOUS CONTRAST

affect of one color on a second color may
be experienced if broad "contrast" difference

FIGURE -.GROUND

figure in relation to its background;
darker background with ighter letters
or figures Is better for visually impaired.

t. 1LLUMINANT, ILLUMINATION,
VOLUME, SURFACE and FILM
as ive*modes of appearance":
ILLUM1NANT: light source; sun-
light or artificial light
ILLUMINATION: quality of being

lighted by an illuminant
VOLUME: three-dimensional
SURFACE: two-dimensional
FILM: skyward, sky-view

2. CONTRAST

degree of difference between the

"inherent attributes " of "hue,"
"value" and "intensity;" i.e.

BU E: redness, bfueness or yeftow
ness or pigments; for light,
red-, blue- or greenness

VALUE: whiteness or blackness

INTENSITY: dullness or brightness;
includes SATURATION

SIMULTANEOUS CONTRAST:

property of all colors in which
one color is influenced by a
second color next to It, on it.
or around it

■FIGURE -GROUND

figura! relation to background

3. GLARE or GLOSS

{goal for minimum glare and gloss; ex.:
less shine on a surface; matte finishes;
low gloss varnish on piano, furniture or
paintings; use of non-reftectfve glass;
and avoidance of mirrored surfaces

3. GLARE as result of GLOSS "ATTRIBUTE"
(goal may lately be minimum glare)
GLOSS {artificial shine) among the
"Geometrical attributes " which include.
LUSTER {natural shine}, TEXTURE,
IRRIDESCENCE, VIBRATION,
SPARKLE. aiCKER, REFLECTION,
MIRRORED REFLECTION
"affect of movement as weft as relationship between
angles of the tight source, the objects surface and
the eye (See Hunt Measurement nf Aooearance.)

"Teaching the Teachers'

Louis Cespedes' proposal for
a new ramp prepared dur-
ing the cbarrette.

The consultants with disabilities had a strong effect on the student participants,
especially as it captured their imaginations in the Taking a Walk exercise. One stu-
dent proposed a deconstructivist ramp for the entry to Higgins Hall, home of the
architecture department. Another wrote an article in a student newspaper expressing
his frustration with the low turnout of faculty: "But, where were the rest of the facul-
ty? They were invited to attend, free, and that included lunch. I wonder how much
they know or care about universal design." A fifth-year architecture student conveyed
his growing awareness of the inaccessibility of much of New York City with a drawing
in which lower Manhattan is shown as unreachable canyons, mesas, and buttes.

Two outcomes from the teach-ins have the potential to reach many faculty across
the city who might never have been able to attend a teach-in.

First, the two teach-ins inspired the organization of the Pratt Universal Design
Resource Center where faculty and students can borrow videotapes, slides, books, and
other written material on the subject. The Resource Center is not an actual room but
rather an entity representing the cooperation between such existing resources as the
Pratt Library, CADRE, and the Multi-Media Center, which is part of METRO, a film
coop shared among two hundred New York City regional colleges and universities.
Faculty have suggested titles and assisted in procuring materials. The lending policies
already in place at Pratt support continued advances in media communication con-
cerning universal design and the sharing of vast resources among cooperating institu-
tions and campuses in the metropolitan area.

Strategies for Teaching Universal Design 97

Chapter 14: Pratt Institute

Second, what began as the development of a bibliography of films,
plays, poetry, and literature that address universal design, is leading to ques-
tions within the School of Liberal Arts and Sciences on language and writing
concerning universal design. At the first teach-in there was discussion
about the conect terminology to use in classes throughout the Institute. As
Professor Richard Perry put it, "We usually examine vocabulary which
comes out of context, but with 'universal design' the language defines the
context." To this end, how we write about universal design may indicate
our prejudices, misinformation, or learning. In the Fall 1994 semester, some
team members are forming a creative writing workshop for "keeping a jour-
nal" to examine the past year's activities concerning universal design.

The inaccessible canyons,
mesas, and buttes of New
York City.

Evaluation

While no formal evaluations were done, Pratt received a number of responses
from participants. One student had the following insights about the teach-in.

The results were shocking: most buildings are inaccessible to the physically handi-
capped, and what few accommodations are provided, such as elevators and ramps,
are more or less dysfunctional. Even more surprising was the reaction of the stu-
dents: instead of general apathy some people may expect from us, what we
received was some very constructive criticism and even a few well thought-out solu-
tions to the problem of accessibility.

One student submitted a design for a ramp leading from street level into Higgins
Hall, the architecture building about to undergo renovation. Some other students
worked collectively to design suspension ramps that could connect the mezzanine
levels of Higgins Hall to main floors. These efforts, combined with allocation of
funds which are actually available for just these purposes, would make for a much
more education-oriented environment, one in which your concern is which class
you want to take, not which classes you are able to get to.

Stephan Klein, a faculty member in Interior Design, attended both events and
described the important and difficult questions raised in his mind about the cultural
politics of universal design.

'Teaching the Teachers"

The question is, where do you go from here? . . . What happens when Universal
Design isn't good for business? How is Universal Design being transformed, how is
it being used, as all phenomena are when they enter the public sphere?

How will Universal Design effect aesthetic values? Will we need to change our val-
ues? Or, is a Universal Design aesthetic already being used to sell our products and
places even when these are not really universally accessible?

What are the limits to "Universality?" The definition of disability is, like most other
definitions, socially and historically influenced. As such, it is constantly changing
and under constant negotiation by conflicting interests. How is it changing? Is
Universal Design being used to simply maintain a status quo (despite its claims) or
can it be a force for significant social change? Is there underlying conflict between
an association of Universal Design with Modernism's claim to universality and its
failure to create a socially just world?

Does Universal Design conflict with the notion of diversity in design? And if so, does
it align itself with a "reactionary" rather than a "radical" Postmodernism (to para-
phrase Hal Foster)? Does Universal Design represent a challenge and an opportuni-
ty to bring diverse groups together towards meaningful social change? How can
Universal Design raise consciousness? Are we creating a Universal Design "canon?"
If so, what is it? Is this good or bad? Does this process really keep the disabled mar-
ginalized, defined as "other, " disempowered and unable to participate in the
process of change?

Strategies for Teaching Universal Design 99

Purdue University — West Lafayette, IN

Department of Landscape Architecture

"Engaging Universal Design Program-wide"

Proposal

Our objective was to implement a three-tiered approach toward universal design
education in the Landscape Architecture program:

• Create and implement a course in universal design awareness and application
that is a centerpiece of education for the design departments on campus.

• Integrate universal design application across the existing Landscape
Architecture curriculum.

• Export universal design awareness and application to other parts of the land-
scape architecture profession through the existing landscape architecture
internship program.

Activity

A pilot version of an eight-week, one-credit course, entitled "Design for Diversity"
was offered during the second half of the fall 1993 semester. Although the course
was planned and supervised by faculty from the Landscape Architecture program, an
attempt was made to attract students from the various design curricula at Purdue.

The course consisted of a series of two-hour lecture and discussion sessions
which featured Purdue faculty and guest speakers with expertise in various aspects of
universal design. All of the lectures had required reading, either in the form of class
materials or as handouts brought by guest lecturers. The presentations were video-
taped as a resource for future use. Several of the speakers had disabilities and stu-
dents found their insights particularly illuminating and challenging. In-class discus-
sions sprang both from the content of these lectures and from assigned readings.

In keeping with the philosophy that universal design must not be viewed as sepa-
rate from other design activities, the Landscape Architecture faculty attempted to incor-
porate these concepts across the existing curriculum. A template for making the nec-
essary changes to syllabi was given to faculty in the form of a faculty guidebook prior
to the 1993 fall semester. The guidebook made suggestions for incorporating univer-
sal design concepts into each course in the program.

Team members:

Bernie Dahl

Co-leader and Assistant

Professor
Frank Dunbar

Co-leader and Visiting

Professor
Philip E DeTurk

Associate Professor
Harrison L Flint

Professor
Donald J. Molnar

Professor
Gregory M. Pierceall

Professor
Virginia L Russell

Assistant Professor
Kenneth A. Schuette, Jr.

Adjunct Professor
Rob Sovinski

Assistant Professor
Rachel B. Ramadhyani

Student Assistant

Strategies for Teaching i niversal Design 1 0 1

Chapter 15: Purdue University

Purdue's UDEP Model

Goals in grey boxes were
either incompletely accom-
plished or are still in
progress.

SELF-CONTAINED COURSE
(DESIGN FOR DIVERSITY)

INTERDISCIPLINARY
ENROLLMENT

SPEAKERS/READINGS/
DISCUSSION

SENSORY AWARENESS
WORKSHOP

PRACTICAL DESIGN
APPLICATIONS

^rars^KUsi^

INTEGRATION INTO
CURRICULUM

ACULTY I

UCATION

UMH

INCLUSION IN
COURSE SYLLABI

PROJECT
CONCEPTING

CONSULTANTS WITH I
DISABILITIES IN THE
CLASSROOM I

DISSEMINATION TO
PROFESSIONALS

PREPARATION OF
GUIDEBOOK FOR U.D.

DISSEMINATION
I VIA CO-OP STUDENTS

mmmmmmmmamwmtqgmmm mw mam

SEMINARS/DISCUSSIONS
IN PROFESSIONAL FIRMS

HEIGHTENED
AWARENESS

i,nJi ffi ft Vii;i woi (WiBMHI i f- ~r n-fit M MBHMMBMI I > . WHOM *< ft

1 INNOVATIVE UNIVERSAL |
DESIGN SOLUTIONS

To meet the goal of exporting universal design to the larger professional commu-
nity, a Coop Guidebook for Universal Design was developed. The guidebook will
accompany student interns (those who have completed the Junior sequence) in their
year-long coop employment positions in both private and public design offices.
Faculty anticipate that the presence of the students and the suggestions detailed in the
Guidebook will lead to discussions and seminars within these work settings and that
the philosophy of universal design will be spread throughout the profession.

Outcome

As the centerpiece of the project, the Design for Diversity course was very suc-
cessful. The eight-week course was offered to all the design departments on campus
and any student already taking a full course load was able to add the class mid-
semester without paying additional tuition. Eighty-five students registered for the
class, including two interior designer majors, six graphic design majors, and two prod-
uct design majors. The balance of the class was landscape architecture majors.
Enrollment by nonlandscape students proved to be relatively low and more vigorous
attempts at campus-wide outreach will be undertaken in future years. Landscape
architecture faculty not only encouraged their students to enroll in the course, but
attended the lectures themselves.

102

'Engaging Universal Design Program-wide"

The series of guest lectures offered within the course was successful in
meeting the main objective of the class, which was to stimulate awareness
of the need for universal design application. Students were particularly
engaged by speakers who themselves had major disabilities and could
demystify7 topics which are ordinarily taboo in our culture.

The lectures were complemented by a sensory awareness workshop, in
which teams of two students simulated disabilities and followed a pre-
scribed route around the campus. One of the students used a wheelchair;
the other wore special glasses to simulate legal blindness. The five different
routes were purposefully selected to take student teams through a range of
easy and difficult experiences. Afterwards, each student reflected on the
experience by answering the following questions:

• What was your initial reaction to assuming an artificial disability?

• What was the most difficult or frustrating about being in a wheel-
chair?

• What was the most difficult or frustrating about being visually
impaired?

• What architectural barrier was the most bothersome?

• Did you encounter any attitudinal barriers? Explain.

• Did this experience heighten your awareness of disabilities? If so.
how?

Most noticeable in students' comments is a new awareness and better under-
standing of individuals with disabilities. In many cases, the language used in their
comments reflects a "we" rather than "they" approach. It appears that rapid changes
in attitude can be achieved by placing temporarily able-bodied persons in the position
of those who experience the physical environment differently.

Consultant who is blind
demonstrating tactile
appreciation of scultpure
during Design for Diversity
course.

Student usmg a wheelchair
accompanied by faculty-
simulating blindness as
part of sensory awareness
workshop.

The sensory awareness workshop, which many students viewed as a conceptual
turning-point during the Design for Diversity course, evoked the following comments.

Strategies for Teaching Universal Design i 03

Chapter 15: Purdue University

I felt alone. It was so frustrating being left out of conversations while our group
was deciding on which way to go. It felt like they didn 1 even see me , and I was
the one who was blind.

I suppose the two biggest [frustrations] were that I was unable to go where I wanted,
how I wanted, and someone had mapped out certain places I could go. I was
unable to use the bathrooms in many buildings. That's not just frustrating but
embarrassing.

The most important part is not to be made to feel 'special. ' If you are able to easily
use the entrance [in] the same manner that the rest of the public uses [it] you are
not made to feel estranged.

I feel you cannot design for disabilities until you experience it for yourself . In my
experience [with the workshop] there were countless things that I never would have
even considered otherwise.

I think that the saying, 'Put yourself in my shoes' is really a shocking statement
because you actually have to put yourself in the position to see what type of respons-
es you get from people and also what barriers you would encounter.

All in all probably the most frustrating barrier in a [wheeljchair is simply that the
minimum has not been achieved. What I mean by this is that it would be one thing
if it were a rough ride somewhere, but most places it is virtually impossible to get
to — even if it's signed.... By being able to design through the eyes of those who are
physically challenged I feel that it does not detract from my design abilities because
it simply makes the design stronger and able to be used by a greater number of the
population.

I think I realize now that minimum acceptable standards are not necessarily good
or easy or even comfortable.

Throughout our life, we will not always be as able-bodied as we are now, and per-
ceptions of people with disabilities need to change within ourselves so that we will
be prepared for our own disabilities.

104

"Engaging Universal Design Program-wide'

Students also commented on the Design for Diversity course, in general:

The best thing about this course was when the guest speakers had some sort of dis-
ability. It was interesting to hear their views on the problems of accessibility.

The class gave me the new perspective I've gained that has affected my whole life in
a very short time.

I realize how little professionals know about universal design. This course should be
a required facet of the design sequence.

Faculty expected that work produced in the Landscape Architecture classes taught
in the fall semester of 1993 would reflect the changing attitudes learned in the Design
for Diversity course. They hoped that, in the eight weeks that the course overlapped
with other studio activities, students would apply universal design to their fall semester
projects. In classes where physical design drawings or construction drawings were
the primary product, students were moderately successful. In classes producing plan-
ning documents or graphics, the connection to universal design was weaker. The
information presented in the Design for Diversity class could be particularly well-
incorporated into the junior level design project programming process.

Speakers for the Design for Diversity course visited other Landscape Architecture
classes as guest experts. Students in those classes learned a great deal from these
additional opportunities for interaction and discussion. Students and community resi-
dents with disabilities were not engaged as consultants for studio projects during the
1993-1994 school year. Their involvement would have provided feedback throughout
the design process and may be the crucial link between an intellectual appreciation of
the importance of universal design and its application in practical settings.

UDEP has continued to be implemented beyond the fall 1993 course offering.
The 1994 spring semester classes in Landscape Architecture were taught using the uni-
versal design approach. The results of those classes, coupled with the efforts of the
fall semester, will provide a fuller indication of the awareness gained by the students
in the Design for Diversity course. The Design for Diversity course will be offered
again during the second half of the fall 1994 semester.

The other ongoing portion of the project is the outreach effort by student interns.
Students are currently preparing a Coop Guidebook for Universal Design, a vehicle to
disseminate the concepts of universal design to professional practitioners. The
Guidebook draws upon a highly successful project undertaken by students in the
junior-level Site Construction class in the fall of 1993- The booklet describes the basic

Strategies for Teaching Universal Design 105

Chapter 1 5: Purdue University

objectives of universal design, outlines an approach to interviewing clients to elicit
unique needs, and offers suggestions for envisioning new design solutions.

Evaluation

At the time of the initial project proposal, the Landscape Architecture faculty was
in unanimous support of the project and in agreement with the importance of incor-
porating universal design across the curriculum. Although that support never
wavered, there was variation in the extent to which these concepts actually permeat-
ed the classroom and studio experience. While several faculty members highlighted
these concepts throughout their courses and articulated them explicitly at every
opportunity, others found it more difficult to modify their established patterns of
teaching. The following list of courses indicates how faculty incorporated universal
design into the fall 1993 curriculum.

IA 101 — Introduction to Landscape Architecture. The concept of universal
design was discussed and the Universal Design video was shown. The class met its
objective.

IA 116 — Graphic Communication for Landscape Architects. Although the
class does not specifically lend itself to universal design, sketch work opens the stu-
dent's eyes to seeing the world around them differently. The goal of enhancing stu-
dents' appreciation for the role of textures in universal design was not carried out.
The class minimally met its goals.

LA 166— History of Landscape Architecture. The thorny issue of design adap-
tation of historic structures and gardens was apparently not addressed. The class did
not meet its goals.

LA 216 — Landscape Architecture Design I. An introduction to the design
process (problem, analysis, and solution approach) is a part of the normal content of
this class. The class met its goals.

LA 316 — Landscape Architectural Design in. The class syllabus placed univer-
sal design in a central position. All projects drew on an awareness of universal
design concepts which were incorporated with sustainable design and environmental
considerations. The class met its goals.

106

"Engaging Universal Design Program-wide'*

LA 325— -Planting Design. Although the macro-scale planting design approach
used in this course does not specifically mesh with universal design solutions, two of
the group projects emphasized universal design in their final reports. Most important-
ly, the two projects, one for Zionsville, Indiana, and one for Shelbyville, Indiana, were
real projects with government clients. The class met its goals.

LA 346 — Site Systems IL This class included a major project in universal design.
The instructor developed a project which included writing individual user profiles of
the twenty-six workers at the client corporation. Twenty-four of the twenty-six had
some kind of permanent or temporary disability, ranging from a sprained ankle to loss
of limbs. Students interviewed the users with a standard set of questions and com-
piled the responses into a database which guided their design. The students handled
the programming effort well, but the resulting design projects were uninspired. The
class met its goals, but more potential could have been realized.

LA 4l6 — Urban Design. Two historic urban renovation projects were undertak-
en in Chicago, one of which was coordinated with teams of architects, sculptors, and
other designers. While the class was successful at incorporating universal design into
an urban setting, the scale of the design solutions was too large to permit specifics to
be visible.

LA 516 — Regional Design. The scale of the projects in this class was also too
large to address some of the details, but the concepts of universal design were includ-
ed in project discussions.

The success of the outreach to professional practitioners through coop students
cannot yet be assessed, as this effort is in its infancy.

Reflection

The activities encompassed by UDEP at Purdue during the 1993-1994 school year
have planted a seed which can be expected to bear increasing fruit in years to come.
Students in Landscape Architecture, particularly those who participated in the Design
for Diversity course, have undergone a momentous change in their attitude toward
issues of universal design. Concepts which felt somewhat awkward and foreign when
initially introduced became almost reflexive by the following semester, as the language
of universal design became more fully integrated into everyday parlance of students
and facultv.

Strategies for Teaching Universal Design 1 07

Chapter 1 5: Purdue University

Given the time constraints of the course and the expected diversity of the enroll-
ment, there was little opportunity to move from the general level of consciousness-
raising to the more specific level of design details. Although such activities might be
best addressed within the context of each program's studio design courses, student
feedback indicated some need to bring the explored concepts to a more practical
level. Students did suggest the incorporation into the course of more practical design
information and projects, thereby solidifying the link between theory and practice.
The placement of the course in the second half of the fall semester was unfortunate,
as students had little opportunity to put the principles learned into immediate
practice.

It is likely that, as time passes and the faculty's comfort level with the concepts of
universal design grows, the inclusion of these concepts in all aspects of teaching will
increase. The faculty guidebook, which recommended changes or additions to each
course, is a template for exposing students in increasing degrees to the concept of
universal design. It may have been overly optimistic to expect radical changes to be
made in all classes. A year later, however, some course syllabi still do not yet address
the concept of universal design. While some students are well exposed to both the
concept and the application of universal design, others are receiving little encourage-
ment to integrate the objectives of universal design into their thinking.

In studio design courses, universal design principles appeared to be most readily
incorporated at the stage of project concepts. Incorporating universal design into the
final stages of design appeared to be more challenging and less successful, at least
within courses taught in the fall semester of 1993- Universal design principles seemed
to "sink in" more fully by the spring semester, and they were stressed quite consis-
tently by both faculty and students in several spring core courses. Further faculty
education may be necessary to ease the introduction of these concepts into the well-
trodden grooves in which some courses are taught.

Pre-class and post-class feedback from students in the Design for Diversity class
indicated a marked linguistic and attitudinal change. At the beginning of the class,
some students demonstrated indifferent or unknowing attitudes toward individuals
with disabilities, while others reported significant experiences with people having var-
ious types of abilities. By the end of the class, a change in attitude was apparent,
with individuals with disabilities no longer viewed as special people with access
problems but as part of the spectrum of users served by good design. Students
ceased to regard universal design as necessary for "others" and made the conceptual
leap to understanding its applicability to "all of us." Many spoke of the importance of
avoiding an attitude toward disabled individuals as different or special and some
mentioned a new respect for the determination those individuals show in overcoming
significant cultural and physical challenges.

108

'Engaging Universal Design Program-wide'

Most participants felt that the highlight of the course was the two-hour sensory
awareness workshop. Comments after this workshop indicated that participants had
experienced a conceptual breakthrough in the form of a new level of understanding
of the importance and nuances of universal design. Participants felt that extending
this workshop to include additional disabilities or to span an entire day might enhance
the realism of the experience. The powerful impact of the hands-on experience sug-
gests that this workshop might be a useful exercise to bring into a variety of settings,
including professional offices and public agencies.

It is not enough to rely on an able-bodied professor to convey to students the
needs of a wide range of people with differing abilities. The use of consultants in the
classroom was unfortunately limited to the guest speakers in the Design for Diversity
course. At this point, no other course has drawn upon the services of individuals with
disabilities to provide feedback and suggestions during the development of design
projects. In short, the human element of universal design was, for the most part, lack-
ing. This omission may be part of the reason the students' work showed a lack of
innovation. The involvement of such consultants, especially students with disabilities
from the campus or the local community, will certainly add a significant dimension to
student understanding of the nuances of individual needs. Students who have several
years left within the Landscape Architecture program and who are regularly exposed
to such experiences are likely to become fluent with universal design principles by
the time they enter the professional world.

Although not all of the objectives were met, the program clearly opened the
eyes, minds, and hearts of students and faculty alike in the Purdue community. The
more far-reaching effects of the program will only become apparent with the passage
of time. The Design for Diversity course will be offered again in the fall 1994 semes-
ter and the Landscape Architecture curriculum will continue to be modified to better
reflect current thinking in universal design. Even more significantly, the graduates and
intern students of Purdue's Landscape Architecture program will affect the thinking of
the profession of landscape architecture by providing a wider awareness of the need
for universal design as the way to design.

Strategies for Teaching Universal Design 1 09

Ringling School of Art and Design — Sarasota, FL

Department of Interior Design

"A Workbook Students Can Use Forever"

Proposal

Ringling proposed to develop a workbook on universal design issues so that any
student could apply the concept in any design class, independent of faculty direction.
The plan was to introduce and test the workbook in ID 365, Space Planning I, in the
fall of 1993- This activity would be accompanied by a workshop for all faculty and
students in the interior design department and the introduction of an advisory board
of people with disabilities. By introducing people with disabilities as consultants, stu-
dents would be exposed to how people with physical challenges feel about the limits
of the built environment around them and to the implications of their design deci-
sions. These discoveries would lead students to develop new guidelines for their pro-
ject solutions. They would use the newly created worksheets in the classroom and
then be able to use these worksheets independently for other projects, both real and
hypothetical. The goal was to create a method that interior design educators could
use to easily integrate universal design into their studio classes. The workbook's title
would be RIDDLE, an acronym for Ringling Interior Designers Design for Life
Enrichment, to remind its users of its beneficial goal.

Funding limitations reduced the scope of this proposal but not the emphasis. The
revised proposal had two parts:

• To plan and conduct a workshop or seminar for both faculty and students on
what universal design is and why it is important; and

• To develop a universal design worksheet for students to reinforce what they
have learned and to serve as a guideline for solutions to their design projects.

Team members:

Ruth Beals

Instructor
Susan Behar

Consultant

Activity

A workshop for all interior design students and faculty was scheduled for
September 1993- The goals were to have the attendees become aware of what uni-
versal design is, to have them experience their own prejudices and bias toward peo-
ple who are physically challenged, to have them meet physically challenged commu-
nity members who could sensitize them to universal design issues, and to introduce
the RIDDLE worksheet and its application. Susan Behar would assist me and commu-
nity members would attend, primarily to talk with the students and faculty about
being physically challenged and how interiors affect them.

Strategies for Teaching Universal Design I I I

Chapter 16: Ringling School of Art and Design

"The QOCll of the worksheets We P^anne<^ to recruit enough community members to have someone

for each of several groups. The community members would be advocates
was to provide a tool that 0f supporting independence for people with disabilities, or boardmembers

Students and faculty could °r emPloyees of ™e May°r's C°uncil for PeoPle with Disabilities, The

Easter Seal Society, The Center for Independent Living, Manasota

use to record accessibility Lighthouse for the Blind, Goodwill Industries, and the Sarasota Memorial

. . , Hospital Rehabilitation Unit.

issues, solutions, ana

products. . . The first activity of the workshop would be surveying the attendees on

their knowledge of the needs of the physically challenged. Our hypothesis
was that few students and faculty have had relationships with people who are physi-
cally challenged and that many harbor prejudice and bias. By tabulating the respons-
es immediately we could use the results to stimulate group discussion.

We planned for Susan Behar to introduce universal design, its philosophy, and
applications in a slide presentation. This would lead to roundtable discussions on the
five A's of good accessible design as set forth by Susan: Attitudes, Accessibility,
Affordabiliry, Adaptability, and Aesthetics. The final activity of the workshop would
be to introduce the RIDDLE worksheet.

The goal of the worksheets was to provide a tool that students and faculty could
use to record accessibility issues, solutions, and products, thereby producing a guide-
line to use during the design process and to have for future reference. Faculty could
easily use this tool in their classes by having students identify the issues and their res-
olution during the project analysis or programming phase of design. They could then
record additional ideas, solutions, and products used during the space planning and
design documentation phases.

The acronym RIDDLE is used for several reasons. The word riddle implies fun —
a puzzle or mystery to solve. The acronym is faster and easier to say than "universal
design worksheet." The phrase within the acronym "design for life enrichment" rein-
forces the goal. Interior designers need to be reminded of the capacity we have to
enrich people's lives. The built environment is ours to design and we must always
seek to integrate the positive elements in life; to design not just for adequate health,
safety, and welfare — but soar above the banal, and create respect, dignity, spiritual
uplifting, social responsibility, and beauty.

The worksheet has three sections. The first section identifies the student, project,
project type, scope of services, and end users. The second section covers universal
design considerations and recommendations, and is subdivided into the physical
building components (floors, walls, doors, etc.) and their finishes. The third section is
for recording noteworthy solutions and important products used. Students fill in their
findings for each section during the applicable phases of the class project.

112

"A Workbook Students Can Use Forever**

Outcome

In early September, I requested funding from the Department of Interior Design to
cover some of the workshop costs, but I was not persuasive enough and funding was
not made available. Previously, the department had sponsored a speaker on accessi-
bility and several students had told the department head that the presentation was bor-
ing. The possibility of this outcome had been identified in Key Obstacles to
Implementing Objectives of the Universal Design Education Project, a handout at the
UDEP colloquium.

My teaching assignment for fall semester was the third-year studio course, ID 365,
Interior Design III, dedicated to an in-depth design project focusing on health care
design. The design project was an Ob/Gyn clinic for two doctors, one of whom uses
a cane and, when tired, a wheelchair. Because the doctor requires complete accessi-
bility for herself, the class had to take this project beyond the requirements of codes
and ADA to meet the client's needs. The course syllabus included reviewing the inte-
rior designer's contract for services, program writing, space planning/schematic design,
developing presentations, and producing some working drawings. Universal design
was explored through the RIDDLE worksheets.

The workshop had been planned to support the programming phase of this class.
Three videos were used as a substitute for the workshop. Two were produced by the
National Easter Seal Society, Nobody is Burning Wheelchairs and Part of the Team —
External Vision. They feature people with physical challenges in the workplace. The
third was about seeing-eye dogs. It described the training program for dogs and their
owners and how the dogs offer their owners mobility and independence. Short dis-
cussions followed each viewing. The students responded to the courage and determi-
nation of the people in the films. Prejudice, bias, design constraints, dignity, and
respect were the main topics of the discussions.

The programming phase also included research on the standard building codes,
ADA, and accessibility. The students were required to develop a written guideline that
summarized the applicable codes and ADA requirements and to make recommenda-
tions for universal design solutions. This guideline would be used during the design
development phase.

The first two sections of the RIDDLE worksheet were completed from the pro-
gramming information. Many students copied the sheets into their wordprocessors,
making them easier to fill-out and giving them a very professional appearance.

Paul Grayson, our UDEP advisor, had been scheduled to speak at the workshop.
Instead, we arranged for him to make a presentation to the second- and third-year stu-

Strategies for Teaching Universal Design I 1 3

Chapter 16: Ringling School of Art and Design

The RIDDLE Worksheet
developed for UDEP and
used in Interior Design LU,
Fall 1993-94. This work-
sheet has been filled out by
a student (nonbold text rep-
resents the student s entries).

Ringling Interior Designers Design for Life Enrichment (KIDDIE)
Universal Design Work Sheet

Student name:
Project name:
Project type:

Cindy Davis

Sarasota OB/GYN Clinic

Healthcare

Areas involved: Lobby, waiting, reception and office, accountant's office,
office manager's office, staff lounge, meeting room, nurses' stations, laboratory,
exam rooms, 2 doctors' offices, public and staff rest rooms

Scope of services: Programming, space planning, design/decorate, presenta-
tion, working drawings — floor plan, elevations, ceiling plan

A. People/users (residents, staff, clients, patrons, guests, etc)
Age: 12 % under 18; 70 % under 40; 15 % under 70; 2 % over 70
Gender: 90 % female; 10 % male

Special attributes: Women clients are often in pain; and may be pregnant-
requiring more space for them, more support from chairs to raise themselves,
close access to rest rooms. They also may be apprehensive about their exami-
nation due to inexperience or to a fear of a health condition. Clients may also
be physically challenged. Dr. Rusk is physically challenged and uses a cane,
and will use a walker or a wheelchair when tired.

B- Universal design considerations and recommendations
Entry: Graphically discernible, level flooring, provides view to lobby/recep-
tionist.
Doors: 32" to 36" wide.

Hardware: Openers to be latches — no knobs. Easy to open — 8 lb. pressure
or less.

Windows: Able to be opened, attractive, sound absorptive. Visually softening
treatments that allow privacy and glare prevention where needed.
Hardware: No knobs, should be able to open with "clenched fist." Treatment
should be able to be operated from a 34"-48" height.

Flooring: Level or ramped, no thresholds higher than 1/2"; contrasting bor-
ders, textures, and/or colors to define where flooring ends or to indicate differ-
ent areas — such as private or public, waiting or lobby.
Finishes: Non-skid, easy to maintain, no high gloss, select textures or pat-
terns to provide interest and hide soilage, anti-microbial carpet o.k. for exams.
Resilient tile or ceramic tile for rest rooms and lounge. Carpet should be low
level loop.

Walls: Surface should be pleasant to touch and look at, consider height above
ceiling for better acoustical privacy in Drs.' offices, exam rooms, nurses' sta-
tions and meeting room; add handrails in hallway and Dr. Rusk's office.
Contrasting borders will provide definition to wall areas and chair rails will

114

'A Workbook Students Can Use Forever"

protect wall from damage. Add corner guards and lower wall protection where
applicable.

Finishes: Paint, wall coverings, paneling; colors should support activity and
desired mood for the area.

Celling; Acoustical, cleanable, interesting to look at — especially in exam rooms.
Finishes: Painted dry wall, acoustical tile, decorative acoustical tile, incorpo-
rate trim or structural materials if applicable.

Trim: Use to identify areas, provide contrast. Use where different materials
join.

Finishes: Painted or stained wood, metal door and window casing if neces-
sary. Easy to clean.

Rest Rooms: Accessible, easy to clean, analyze each for the best location for
the fixtures, etc. Go beyond code, ADA if possible. Provide storage for sup-
plies used to establish proper sight lines for privacy. One must provide "fami-
ly" usage.

Lighting: Minimize use of recessed or ceiling mounted fixtures in exam room,
Provide no glare lighting throughout. Levels should be adjustable. Incorporate
structural lighting. Controls to be at accessible heights and locations.
Way Finding: Illuminated signage where required and where applicable, fol-
low ADA guidelines for signage. Color and/or textures used to define specific
area — different door colors or flooring changes. Lay-out to support traffic pat-
terns, minimize back-tracking. Receptionist should be visible from entry.
Private areas should be remote from public and/or clearly identified.
Acoustics: Privacy should be maintained — see wails, ceilings, and window
notes.

Seating: Client seating - stable, with arms, pain waiting needs sofa and chair.
Children's height for waiting play area. Staff — ergonomic. Lounge — lightweight
and easy to move. Finishes should be easy to maintain, attractive, medium to
light tone, and textured or patterned to hide soilage.
Tables: Adjustable height preferred. Pedestal support preferred.
Counters: Reception and pay counters must have a standing height and a
seated heigth area. Heights must be customized for use and end-users — mostly
women. Dr. Rusk's exam rooms, her office, and the lounge must allow use of
wheelchair.

Cabinetry: Low enough in Dr. Rusk's exam room for her to access when in
wheelchair.

Fixtures: 19" h. in rest rooms.

Equipment: Placement must be accessible from wheelchair.
Other: Gooseneck faucets with paddle controls.

Noteworthy solutions and products used: Hafele door latches, Lutron rock-
er switches, American Standard toilets and sinks, Borders lead into rooms,
flooring finish changes at entry (from foyer), and into r. r.'s and lounge.
Custom work station for Dr. Rusk to accomodate wheelchair. Hand rail system
in corridor. Entire office wheelchair accessible.

Strategies for Teaching Universal Design I 15

Chapter 1 6: Ringling School of Art and Design

dents, the majority of our department's enrollment. ^We also sent invitations to twen-
ty-one community members and designers. At the same time, a noted reporter from
our local newspaper, the Sarasota Herald Tribune, was researching an article on
accessible housing design. The article appeared in the Sunday edition one week
before Grayson's presentation and mentioned the presentation date and location. As
a result, several additional community members attended.

More videos were shown to the class to prepare for Grayson's visit. A film pro-
duced by Barrier Free Lifts, entitled Helping You to Achieve Greater Mobility, demon-
strated people using a lift product that is integrated into a ceiling track in their homes.
This was a good choice because none of the students were aware of this product.
The film Toward Universal Design was also shown. Class discussion followed both
films.

Grayson's visit included lunch with several faculty and stimulated a discussion on
the ethics of design. The luncheon was held in the department's critique room where
work-in-progress on the Ob/Gyn clinic was displayed. His lecture on universal
design, especially the accompanying slides of applications and products, inspired the
entire audience. Attendance included a few faculty, the students, Susan Behar, and
community guests — the facilities architect from the city hospital, two counselors from
Florida's Department of Vocational Rehabilitation, and some practicing alumni. The
only disappointment was the absence of people who are physically challenged.

The students completed their RTDDUE worksheets for the presentation of the
schematic phase of the health care project. Students were very conscientious about
using what they had learned, following their RIDDLE worksheet guidelines, using the
principles and elements of design, and following guidelines on the use of color that
they had researched in the programming phase. The worksheets were turned in with
the projects and a percentage of their grade was based on the accuracy7 and com-
pleteness of the information contained in those worksheets.

The final phase for the semester, producing working drawings, was an additional
opportunity to use the RIDDLE worksheets. Many of the students had recorded verti-
cal dimensions in the second section. These were now used to complete the
required elevations of the restrooms, doctor's office, and exam rooms. Students who
had not recorded the dimensions found themselves back in the library repeating earli-
er research and copying guidelines.

116

"A Workbook Students Can Use Forever"

Reflection

Organizing this project, showing and discussing the videos, inviting a guest speak-
er, and using the RIDDLE worksheets did not take a lot of time or money.1 Students
learn a great deal from videos and speakers. They respond well to teaching aids that
go beyond teachers' notes and the blackboard, especially those that explain how inte-
rior design effects people's movement through the built environment.

The RIDDLE worksheet saved time during the grading process because students'
work could be evaluated against the guidelines they had developed. The RIDDLE
worksheets can be adapted for use in other studio design projects as well as actual
projects. If faculty encouraged their use it would encourage students to retain and
apply universal design concepts over time.

The one goal that was not satisfactorily met was having community members par-
ticipate in sensitizing students. Luckily, many of the students know and have classes
with students who are physically challenged. Although this unstructured knowledge
does not fulfill the classroom goal, at least the students are exposed to and able to
interact with students different from themselves.

The methods used in this class to communicate universal design can easily be
incorporated into any or all classroom projects by any faculty member in interior
design and architecture departments. This project underscores the importance of
including the awareness of people with physical challenges as active end-users within
classroom design projects. Asking students to design for all types of people is the best
way to sensitive them to the entire community that designers serve.

Notes

1. Videos are easily obtained from the National Easter Seal Society ($18.00 each
from our local office), other organizations, and manufacturers (Barrier Free Lifts, 1-800-
582-8732, sent its free).

Strategies for Teaching Universal Design I 1 7

SUNY Buffalo— Buffalo, NY

Department of Architecture

"Studio Education through Universal Design"

Proposal

It is our contention that universal design is not a content or skill area of design
education. Rather, it is a mode of thinking and an attitude that engages many content
areas and skills. To perceive universal design as a technical specialty would only limit
the realization of the idea. We sought to fully integrate universal design into our cur-
riculum in a way that will improve the teaching of architecture in general. We believe
this can best be accomplished by using universal design to engage students and facul-
ty in a critical dialogue about the nature of architecture as a social construction. This
is at the heart of the universal design idea.

More and more, society is not willing to let professional subcultures define "good
design" on their own. The development of barrier-free design and its evolution into
universal design demonstrates how cultural forces can redefine the object and social
context of design, often in resistance to the established professional position. We
used universal design to challenge traditional and emerging professional perspectives
and examine the limits of expert knowledge.

Team members:

Edward Steinfeld

Professor
Jason Hagin

Teaching Assistant
Gary Day

Associate Professor
Theodore Lowne

Professor
Todd Marsh

Visiting Assistant Professor
Ole Mourrcsen

Visiting Professor of

Landscape Architecture
Abir Mullick

Assistant Professor (Design)

An essential focus of our activities was the definition of good design. We took
the position that good design is socially constructed and user-centered. Good design
is discovered through a process of reflective dialogue with the intended users. By
reflecting on the design project from the perspective of building users, the designer
imagines what it would be like to use the design. This imaginative process is differ-
ent than mere translation of user needs. It involves the personal interpretations of the
designer. This process unleashes creative thinking and a search for forms that
embody the designer's interpretations. Through argumentation, the designer investi-
gates and resolves the appropriateness of the forms, technical issues, and other con-
cerns. Engaging in universal design requires the designer's commitment to a dialogue
with users, to bridge the social gap between the designer and the ultimate client — the
end user. But, such engagement cannot neglect the imaginative process. Without it,
the designer would merely be a technician following instructions.

Most design students and faculty are temporarily able-bodied, young or middle-
aged, white, and male. Issues related to disability and age are not well-represented in
their consciousness. Women; members of racial, religious, and ethnic minorities: and
gays and lesbians are also generally "outsiders." Practicing universal design implies
overcoming these gaps in design consciousness. Universal design helps professional
designers (including educators) learn how to engage questions of difference — an
increasingly important aspect of contemporary design practice.

Strategies for Teaching Universal Design I 1 9

Chapter 17: SUNY Buffalo

In addition to the broader goals of teaching universal design concepts and user
diversity, we had several specific educational objectives:

• Avoid a "special" emphasis;

• Take a critical position;

• Emphasize an imaginative, user-centered approach;

• Bridge the gap of difference; and

• Engage in an aesthetic debate.

An essential idea behind our work was that we would not be concerned solely
with how to teach universal design, but also how to teach design in general.
Universal design concepts are extremely relevant to contemporary design education,
not only as a response to disability and aging, but to broader cultural changes that are
demanding a new approach to professional education.

Faculty discussion.

Activity

Participants in the project included five faculty members
teaching two senior-level undergraduate design courses, a sec-
ond year architectural design studio (four classes of twelve stu-
dents each) and an interior design studio (fifteen students). A
sixth faculty member served as a roving guest critic. Four of
the instructors were architects. The other two were a product
designer and a landscape architect. One of the architects was a
part-time instructor with an established practice in Buffalo. The
landscape architect was an exchange visitor from Denmark.
One of the architects and the product designer were experts in
the field of accessible design.

Twelve consultants, all people with disabilities or older people and from a wide
variety of backgrounds, were recruited to attend classes and provide critiques. Most
consultants visited five times. Three or four consultants were assigned to each faculty
member who coordinated their visits independently. Each studio class had about
twelve to fifteen consultant visits, although more than one consultant often came to a
single class.

120

'Studio Education through Universal Design'

The focus of the semester was the design of a complex of buildings for Artpark, a
state park devoted to performing and visual arts in Lewiston, NY. The semester was
structured as a sequence of four related projects. The first of these was a team pro-
ject; the others were individual efforts.

In the first project, each team had three weeks to complete an analysis
of sites for the complex within the Artpark property. Their analysis included
an investigation and presentation of information on: natural and physical
systems; legal-political issues; and social, historical, and cultural issues. For
the second project, about three weeks in length, each student designed a
cluster of five artist cottages, including working and living space and one
communal kitchen and dining facility. The third project, lasting about five
weeks, was the design of a hotel/inn with twenty sleeping rooms, a small
conference center, a restaurant, outdoor recreation spaces, and support facili-
ties. The last project, a product design, was completed in two weeks.
Students chose a building product for the hotel or a travel-related consumer
product. Some students designed products that would have broader use.

Three special workshops complemented the design projects:

Workshop #1, "Thinking Like Others," asked students to simulate having one or
more disabilities for twelve hours and, drawing from that experience, develop a fic-
tional biography of a person with similar disabilities. The biographies were revised
periodically during the semester to reinforce the workshop theme. Students were
encouraged to project their imaginary users into their designs to explore a different
perspective. The knowledge students gained from these characterizations also proved
useful in critiques of other students' work.

Workshop #2, "Movement and Imagination," explored human movement as a
source of technical knowledge about building use as aesthetic inspiration. Based on
the students' experiences simulating disabilities, each student completed a series of
transformations that lead from observation to built form.

Workshop #3, "Product Design," was a lecture and four hour sketch problem on
the universal design of a consumer product. Teams of students, representing imagi-
nary clients with different types of disabilities, selected an everyday consumer product.
The students analyzed the products' utility, user-fitness, and visual appeal and pro-
posed product concepts that would meet the needs of all users.

Group discussion at a site
visit.

Strategies for Teaching Universal Design 1 2 1

Chapter 17: SUNY Buffalo

Universal Product

Checkers game.

Universal Product:

Railing.

In addition to the standard individual and group critiques, technical
information was presented in two other formats — a packet of resource
materials and a series of lectures and field trips. A resource packet was
provided for each studio and it included the ADA Guidelines, NY State
Code provisions, and a guidebook on making hotels accessible. The lec-
ture series was held during class time but was not required. The topics
were: fitting the building to the site, accessible ramps and bathrooms,
accessible doors and circulation, and differences in aesthetic values between
professionals and consumers. Field trips were organized to three local
hotels with accessible rooms and one with a conference center.

As a culmination of the UDEP, an Exhibit and Symposium on Universal
Design was held at the beginning of the following semester. This one-day
event celebrated the students' work and promoted public discussion of uni-
versal design.

Student simulating a
disability.

Outcomes

Workshop #1 — Thinking Like Others. This workshop asked stu-
dents to simulate having one or more disabilities for a twelve hour period.
However, there was not enough class time to insure that each student com-
pleted the simulation as required. Because of the size of the class, we
could not get enough equipment for everyone to do it at once. The class
only met for four hours so it was up to the students to complete the addi-
tional hours. Informal questioning indicated that, while all students proba-
bly did a simulation on their own, few did it for the full twelve hours.

Empirical attitudinal studies1 demonstrate that short disability simulations
do not change attitudes. They may, in fact, reinforce negative perceptions
about disability. In hindsight, it would be better to do the simulation briefly
in class as pan of a problem-solving activity, or not at all. The exercise
needs to be conducted in small groups and scheduled with adequate time
for learning adjustment and coping behaviors to begin understanding the
limitations imposed by a disability.

Based on their similation experience, students developed fictional
biographies of people with similar disabilities. Unfortunately, the majority of
the biographies presented misconceptions about persons with disabilities.
They dwelt on traumatic and dramatic accidents and tragically debilitating ill-
nesses. On the whole they presented made-for-TV-movie portraits.

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"Studio Education through Universal Design"

For example, one student concluded his biography with the following « ^ would fe fetter to do
statements: "Stan is fighting this [disease] as tenaciously as he can. He's got

much to live for and maintains a hopeful attitude. " Along similar lines, a the Simulation briefly in
student described the realization of disability with the words. "I was trans- , ~ , ,

c ac i -a u xa 11 u- a i • " ciass as part of a problem-

formed from a kid who could walk, run, bike, and swim, to a paraplegic. r J r

This sort of hopeless-hopefulness and unyielding determination was echoed solving activity Or not at

in nearly all the imaginary biographies. This is not to belittle the students'

writing abilities, but rather to suggest that there were other facets to such

biographical accounts that the students ignored.

all "

One student described a football player accidentally paralyzed due to a spinal
cord injury received during a game. The student explained, "It is a disability that only
affects him physically, because he is a pleasant person with a positive attitude that is
not going to let his injury ruin or inhibit his life any more than it has already done."
With few exceptions, the biographies presented this sort of unreal story. At one
extreme, a student graphically described a woodsman who amputates his own leg
after it becomes pinned under a felled tree. This student wrote, "Seven inches below
his left knee there is nothing except the memory of what he used to be; woodcutter
extraordinaire. . . Doctors say that with the advancements in medicine today Don
should be able to lead a perfectly normal life." In many cases, the students presented
"heroic" representations of disabled persons; "normal" characters tragically flawed,
overcoming hardship with little grief in order to persevere.

The tone of some biographies could be interpreted as cynical or satirical, although
the majority did not take such a stance. Rather than confront their image of a person
with disabilities through introspection and imagination or by actually interviewing a
person who has had to live with a disability, most students used a television recipe
which produced "disability pastiche." Few students created an "imaginary friend" with
real problems, emotions, and situations.

Biographies with insightful characterizations offered more substance that had
design application. For example, one student described questions that probably came
from meetings with a faculty member or consultant: "How far's the parking from the
main building?" and "Is there enough room in the bathroom so that I can move
around without feeling like I'm locked in a trunk?" On a different level, another stu-
dent wrote of a person who is blind: "In an unfamiliar environment, my ears, sense
of touch, and smell become a substitute for eyes. I listen and feel, then use those
existing images in my mind to constitute the whole space." Such representations
show a thoughtful vision of people, generally, and people with disabilities, specifical-
ly. Though imaginative, they transcend popular attitudes or past experiences, making
the character somehow more real, more believable, and more readily accessible.

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Chapter 17: SUNY Buffalo

". . . the development of bio-
graphies was a very good
way to engage students in
the imaginative projection
of other people's needs. "

The most popular biographic subject was the blind artist or crafts-
person. In fact, almost all of the biographies were about disabled artists or
craftspeople. This is interesting since mainstream representations of persons
with disabilities, as well as current accessibility codes, generally focus on
persons who use wheelchairs. The popularity of the blind artist as subject
may be explained as the most obvious way for students to connect a "dis-
ability" with the program. Only a few biographies used a character who
was part of the local community.

In spite of these criticisms, the development of biographies was a very good way
to engage students in the imaginative projection of other people's needs. We learned
that biographies require considerable review and discussion to avoid reinforcing
stereotypes, misconceptions, and unrealistic portrayals of disability. The students con-
stantly referred to their biographies in developing their designs. But on the evalua-
tion questionnaire none of the students identified the biographies among the most
informative resources.

In retrospect, it would have been more useful for students to interview persons
with disabilities to learn real stories. A student could then compare what she learned
from the interview with her beliefs and experiences and with the media's representa-
tion of people with disabilities. "Educated biographies" would be more informative in
the design process and lend themselves to re-examination during the course of the
project.

Workshop #2 — Movement and Imagination. This workshop had three related
parts: a simulation exercise, a movement exercise, and a "poetic expression" exercise.

The simulation exercise was very successful. Teams of students, simulating dis-
abilities, used an adjustable full-scale model of a bathroom to gain first hand experi-
ence of an inaccessible environment and how design changes can improve accessibil-
ity. It raised many technical questions and provoked considerable discussion on con-
struction details and product selection.

For a number of my students the bathroom simulation had a big impact. In a way
such simple changes in layout, design, and size brought about changes in think-
ing. (Day)

There is no substitute for the knowledge students gain from performing an activity
in a simulated space. They get exposed to issues only understandable through
experience in three-dimensional space. Full-scale simulation was a great idea.
(Mullick)

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'Studio Education through Universal Design1

In the movement exercise, a choreographer engaged students and faculty in exer-
cises to demonstrate how movement can be designed in an aesthetic sense. It was
also very well received by both faculty and students.

The choreographer was excellent in getting everyone to participate and enjoy them-
selves. She was also able to demonstrate how movements can be 'designed' and
how all movements can be beautiful if we understand how to perceive the beauty
in them. (Steinfeld)

Movement was difficult at times for the students to put into their design in a direct
way. I think it became a way to discuss aesthetic ideas of movement sequence and
experience that was different from the directness of the bathroom workshop. (Day)

In the third part of this workshop, linking the movement experience more directly
to the design project, students developed a "poetic expression" of a movement related
to use of the hotel (a poem, graphic, or sculpture). This exercise was not as success-
ful. Although some students developed ideas they used later in the project, most stu-
dents found the exercise too burdensome and peripheral. Two of the faculty did not
put much pressure on their students to do this exercise.

Workshop #3 — Product Design. This was a successful workshop in all
respects. Some very interesting ideas for universal design were developed in a very
short time. Most students brought a great deal of enthusiasm to the design exercise
and the critique at the end. A few, who had created frivolous and facetious products,
gave us the opportunity during the critique to convey the seriousness of our intent.
The exercise was a good introduction to the final project.

The product design workshop was the best means of communicating the basic prin-
ciples of universal design. The small scale of the products allowed students to touch,
feel handle, and make connection with them. This helped them to gain better
insight into accessibility and universal design. (Mullick)

Exhibit and Symposium. For this one day event each student designed an
exhibit to present his or her own work. The exhibit was actually the first design pro-
ject of the spring semester. The symposium included a lecture and discussion about
the Americans with Disabilities Act and the lessons learned from the previous semes-
ter's activities. John Salmen, the UDEP advisor, and Brian Black, an advocate from
the Eastern Paralyzed Veterans Association (EPVA), were the speakers. Several of the
consultants also attended the symposium. The University News Bureau covered the
event and wrote a story on it for the media.

Strategies for Teaching Universal Design 1 25

Chapter 17: SUNY Buffalo

Hotel design winning
entry — site model and
room model.

Competition. EPVA sponsored a competition to honor the best work of the fall
studio. While the exhibit was up, a jury that included faculty, John Salmen, Thomas
Hodney, and an EPVA. representative reviewed the work and assigned awards.
Monetary awards were given in each of three categories: overall design excellence,
hotel design, and product design. The awards were announced during the sympo-
sium and all award recipients were honored during the school's Annual Awards Day.

Reflections

Student Attitudes. From the start, most students showed strong interest in the
topic of universal design. They put a lot of energy into their work and did not voice
any negative opinions regarding the value of the topic as an educational focus. The
group as a whole was challenged intellectually by the topic and sought many differ-
ent ways to incorporate the universal design perspective into their projects. But not
all students were able to grasp and appreciate the idea.

Some students were overwhelmed by the term 'universal design' because they
took it too literally. They felt universal design meant 'designing for everyone,' an
impossibility. They were not sure if their design could live up to the expectations of
such a term, and thus, they felt incapable and helpless.

Even though we tried to expose students to all the issues of universal design, most
students focused on facilitating movement. They failed to address the broader
aspects of universal design. (Mullick)

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'Studio Education through Universal Design'

Some students clearly harbored negative opinions about the topic but, given that
the professors had chosen it, they kept these opinions to themselves. As the project
developed and we started to focus on the details of accessibility, these submerged
negative attitudes did arise. This happened during the design of the hotel project. In
our general critique of the cottage projects, faculty pointed out that students had not
explored thoroughly enough the details of accessibility. We insisted that the hotel
project address these details and develop them in depth.

Some students, and this is definitely a minority, reacted against a focus on prosaic
details like bathroom design. They were interested in the broader issues of aesthet-
ics, overall building form, site relationships, etc., that they considered to be more
important. We pushed the students to revise and perfect the bathroom and room
designs of the hotel units. This resulted in, initially, less emphasis on other issues.
In one critique several students strongly challenged this emphasis. (Steinfeld)

The outburst led to an intense, hour-long dialogue in the studio critique between
several students, two professors, and one consultant. It was illuminating in that the
negative feelings previously unstated came to the foreground as a few students vent-
ed their frustration with this change of emphasis from previous studios and deviation
from their expectations. While it is true that the focus on universal design diverted
attention that would otherwise be given to design concerns such as structures, con-
struction, circulation, and aesthetics, the universal design perspective can be viewed as
a response to the general neglect of accessibility issues in the past. In other words, a
change in emphasis is needed.

During that critique we had been particularly hard on the students for not address-
ing both the universal design issues and the other basic architectural concerns.
This episode illustrates the problem with -using universal design as the major theme
of the studio. (Steinfeld)

Accepting universal design implies the activation of a 'universal consciousness. '
Some students voiced criticism of a 'practical' design problem in academic pursuits,
feeling that this was to be learned later in practice — not in school. (Hagin)

Often students feel that we faculty are 'doing things ' to them or making them do
things that interfere with their creativity. It's true with structural requirements, or
appropriate construction technology, or site constraints. Universal design was some-
times viewed this way as well. There is always some resistance to the introduction
of boundaries' or a new overlay in design. (Day)

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Chapter 17: SUNY Buffalo

A student prepares for final
presentation.

Critical dialogue about the philosophy of universal design is useful for
explaining, elaborating, and demonstrating the value of a universal design
approach. Our teaching assistant felt that this dialogue was missing.

One faculty member suggested that the name 'universal design' was perhaps a
Utopian or, at least theoretically, ideal construction. The nature of such a the-
ory and philosophy was not discussed. In addition, few alternative theories or
philosophies were offered and no critique of Utopian or idealistic theory or
philosophy was presented.

I would argue that this sort of representation hinders beginning architecture
students by forcing them to question the relevance, rather than the validity, of the
design philosophy. As a result, I sensed that more time was spent in trying to con-
vince students of the relevance of universal design, so that discussion about the
validity of universal design was marginalized. (Hagin)

In light of this critique, perhaps contrary opinions should be incorporated, such as
having faculty and students who do not necessarily "buy-in" to the philosophy partici-
pate in a dialogue about the validity of universal design. The attitude of the faculty,
both those in the second year team and other critics who attended reviews, was very
positive. Perhaps that is why reflective criticism was missing. All faculty embraced
the concept of universal design as a pedagogic vehicle and supported individual dif-
ferences in approach and emphasis.

Admittedly, in the early stages of this exploration I was suspicious of universal
design and I think I noticed similar misgivings in my students. Our feelings proba-
bly had something to do with the newness of the idea and the name as well. From
the impossible challenge to create universal design emerges a new awareness and a
new and broader understanding of design. Universal design— for lack of a better
term — is a place toward which we constantly strive, with the realization that we
might never reach it. But the emphasis should not be placed on the final destina-
tion— it is elusive and might not even exist. The emphasis should be placed on the
process, the struggle in which we as designers and as a society are constantly
engaged. (Marsh)

Design Approaches. All students incorporated basic accessibility in their build-
ing designs. They all had generous room sizes and this made accessibility easy to
achieve. Many of their projects were one-story. In the cottage design project, a two-
story approach was actually unnecessary but could lead to some interesting solutions.

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"Studio Education through Universal Design**

Making a two-story cottage accessible without resorting to expensive elevators was
clearly a formidable challenge. The large site also made a one-story hotel design pos-
sible. However, multi-story solutions provided some interesting architectural opportu-
nities. In the hotel project, elevators were appropriate. There were many examples
of multi-story projects and, in fact, a few very tall buildings that were successful
designs.

Many students were preoccupied with the form and symbolic meaning of their
building designs. They tended to search for unusual interpretations of the universal
design idea. Only a few students used ergonomics and function as the major genera-
tor of aesthetic ideas although many incorporated pragmatic ergonomic features in
their projects.

/ think many students are unsatisfied with a functional' approach to building
design. They are driven to engage issues related to site context, historic context,
and social criticism. Functionalism to them does not present a rich enough intellec-
tual ground for the making of architecture. Surprisingly, few of the students
grasped the fact that a re-interpretation of functionalism can be a social critique.
The objective is to empower people that use buildings by increasing instrumentality.
(Steinfeld)

I think students get the feeling that functionalism is 'out' in some design circles — no
longer the cutting edge — so that students feel they shouldn't be exploring this in an
academic setting. They need to be taught that functionalism is still a
valid base from which to expand the discourse in the field. (Hagin)

We did present lectures and criticism about functionalism. Either we
were not successful in communicating it or it was not a satisfying approach
from the students' perspective.

The curriculum could be designed to engage a more pragmatic approach
to design. Our selection ofArtpark with its rich historical context, dra-
matic topography, and arts culture may have diverted attention from
pragmatics. (Steinfeld)

The cottage design should not have taken place! The whole art focus of

the project could have been minimized. Too many students considered

their fictional p>erson to have a career as an artist. The art as emphasis caused a

lack of reality in a lot of the cottage designs and further influenced the hotel design

(Mouritseiz)

Hotel and cottage design in
progress.

Strategies for Teaching Universal Design 1 29

Chapter 17: SU NY Buffalo

Site model for hotel and
cottage design.

We needed more emphasis on the meaning of universal design including concepts
such as choice and inclusiveness. In my opinion, students would have been more
intellectually engaged if they had more opportunity to explore these issues.
(Mullick)

In spite of these criticisms, the students' creative perspectives on the idea of uni-
versal design led to some very interesting architecture. Many projects can be used as
examples of how universal design involves more than pragmatic functional concerns.
"We cannot expect all students to embrace instrumentality as an ideological agenda.
Faculty need to demonstrate other dimensions of universal design that will interest a
broader constituency of students.

This type of project could be used to experiment with the sociology, philosophy, and
aesthetics of design. We needed to develop a less structured problem statement that
would have allowed some students to develop non-tangible, non-workable solutions.
This would have offered izew insights into the context and content of universal
design, allowed students to find a focus for themselves, and provided an array of
solutions capable of exposing unique aspects of the universal design perspective.
(Mullick)

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'Studio Education through Universal Design'

Hotel room model

It might have been more constructive to offer 'other' perspectives (personal, ethnic,
cultural, social, political, environmental and even religious positions, brought to
light in the spirit of the universal design philosophy), rather than marginalize these
positions in presenting the philosophy as if it were inscribed in stone tablets.
(Hagin)

Technical Knowledge. Each studio had a package of technical resource material
available in the classroom space. Many students used this material without prompt-
ing, while others used it only when the instructor explicitly referred them to it. It was
clear that some students never consulted any of the technical material. To some stu-
dents, academic architecture is a purely intuitive activity. They are uncomfortable and
unfamiliar with systematic research of a knowledge base. Even though the material
was readily available, they were not inclined to use it in the form presented. These
students rely on the master-apprentice model for obtaining knowledge. They do a
design, present it to the instructor, get feedback from the instructor, and revise the
design.

/ think universal design could be used to demonstrate the importance of research as
pari of the design activity. In our conception of the studio, we did riot emphasize
this idea enough, and perhaps we should have incorporated an exercise early on in
the semester that demonstrated to the students the value of independent research
into a knowledge base using original source material (Steinfel

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Chapter 17: SUNY Buffalo

More needs to be said about the current tendency of students to see design as a
means of personal expression and emotional release. They tend not to view social
issues as a design responsibility but see design as a means to critique social ills —
not as a potential solution to those concerns. They are more comfortable in the
world of critique and its purity, rather than entering into design, solution, and
action with the possibility of not attaining perfection. (Day)

We organized lectures on accessibility when we realized students were not doing
independent research. Students had many questions and a seminar format proved to
be very useful for identifying technical issues and conveying basic design principles
and criteria. About one half of the students attended. The faculty agreed that we
should have had more lectures over the course of the semester and included some
on construction, landscape design, circulation, and other basic issues. In retrospect,
required technical "seminars" on a weekly basis should be incorporated into a studio
of this sort, with universal design being only one of the topics. This would mean
reducing the number of other activities planned or increasing the credit hours for the
course.

Rather than simply presenting the students with precedents for accessibility, there
should be more time spent on the criticism of those precedents. Detailed discussions
and dialogue on existing examples of accessibility can be a good way to encourage
the development of innovative ideas. We did not do enough of this. (Steinfeld)

The technical knowledge on accessibility needed for a studio project at this level
is not extensive. Accessibility could be provided simply by making all spaces gener-
ous in size, insuring that doorways and corridors are wide, and eliminating stairs.

It is fairly easy to achieve accessibility if one provides generous spaces. Our project
did not have any economic constraints. Some ground rules for cost-conscious
design and an emphasis on doing the most with the least could have provided more
challenge in meeting general accessibility goals. (Steinfeld)

With faculty encouragement, students expanded their investigations to consider
overall circulation, wayfinding, emergency egress, and several other universal design
issues. A few students designed ramps and extensive walkway systems over sloping
ground. To insure that the students investigated more of the details of accessible
design, we required a detailed design of a hotel room and bathroom. Many detailed
technical issues were also pursued in the product design project. Some very interest-
ing concepts for universal design emerged.

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'Studio Education through Universal Design'

Universal design is best understood through interaction. This is why small-scale
objects that allow interaction are best. Universal design is also about details. It is
difficult to judge the universality of products if they do not have detailed parts.
(Mullick)

Use of

all program

Consultants. In general, the consultants were a valuable part of the over-

The consultants were perhaps the most pivotal [connection] in the whole
process of learning. Some consultants were very good, some only average.
(Day)

Because most students do not get the opportunity to interact with disabled
persons on a daily basis, the consultants were an important way to devel-
op insights into the unique needs of individuals. They were instrumental
in making the students think about the needs of people who are unlike
themselves. . . If universal design is about diversity, then it should be rep-
resented in the selection of consultants. They could have been artists, sci-
entists, sociologists, and politicians — some who were disabled and others
who were not. (Mullick)

Despite the complexities of integrating a wide variety of physically challenged con-
sultants into the studio environment, it is an invaluable introduction of reality into
the design process. The more sophisticated the consultant, the more meaningful the
interactive experience can be. (Lownie)

Although students listened to consultants when they offered opinions about func-
tional issues, they often ignored or even ridiculed their aesthetic observations.

Most students seemed willing to give the consultants a voice in pragmatic decisions.
Many of the projects resulting from this exploration were very successful at proiid-
ing physical accessibility to products and buildings. They gave them less of a voice
in aesthetic decisions. We saw few projects that attempted to be visually, aesthetical-
ly, and psychologically accessible to the consultants. . . In some way. students
should be encouraged/required to give the consultants a voice in aesthetic decisions.
This would generate valuable discourse on some important questions: Where do we
draw the line between artistic freedom and social obligation? Is it possible to hai e
both? How is it possible to have both? (Marsh)

A consultant uvrks tntb a
student in the studio.

Strategies for Teaching Universal Design I 33

Chapter 17: SUNY Buffalo

The consultants were very critical of the lack of seriousness in the work; they pro-
vided the most benefits in the studio classes working with individual students. They
were less useful in response and participation in the critiques. (Mouritsen)

The consultants interacted with the students in various ways. Some were very
inquisitive and informative, providing much useful criticism. Some were confronta-
tional, uncovering negative attitudes and inaccuracies, challenging students to change
their perspectives. These consultants were not afraid to provoke reaction and used
strong argumentation in their championship of accessibility. A few consultants were
very passive. They did not question the students in detail and responded weakly to
what they were presented. On the whole, the younger and middle-aged people with
disabilities were the most effective in the studio context. The older people did not
have as strong a message nor did they pursue it with as much diligence. Some con-
sultants made a strong effort to engage students in discussion. Others left it up to the
students to engage them, which was not always successful.

Continuing effort is necessary to coordinate the consultants and to insure that they
will be present when scheduled. A few consultants were lax about appointments and
others became confused about which studio they were to attend. The most effective
way to reduce coordination problems is to establish a consistent schedule and loca-
tion for the whole semester.

Final Presentation:

Jurors review students '
work.

Timing of consultant visits is the key to successful interaction both for a stu-
dent and consultant. The student must have sufficient work completed to be
able to discuss their design ideas and allow for reasonable comprehension
and feedback from the consultant. Possibly having the students participate in
the scheduling would help. (Lownie)

I noticed the tendency for many students to avoid interaction with the consul-
tants. In several instances, a consultant was in the studio and had finished
talking with a student. The other students did not come forward to invite the
consultant to review their project. In some cases, students left the room and
were not available when the consultant was present. (Steinfeld)

We used consultants in three different venues: individual board crits, single stu-
dio stage reviews, and final reviews with the two studios together. The faculty all
agreed that the individual board reviews were the most appropriate and effective for-
mat for involving consultants. However, consultants like to see the final products and
to be invited to the final reviews. We planned an exhibition for all the consultants to
attend as well as other faculty and students. In studios with multiple projects, consul-

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'Studio Education through Universal Design'

tants can see the final results of the earlier project when they come back for
the subsequent project. They are not as concerned with the formal ritual of
presentations as faculty and students.

Problem Type and Sequence, The use of several related projects with
multiple scales, ranging from a product to a complex building, sustained stu-
dent interest and created a richer, more diverse learning situation. Students
had greater opportunity for design success by having more than one prob-
lem to solve. However, the sequence of projects could be improved and
the number of projects reduced.

The hotel design was a well-chosen vehicle for the universal design study.
It covered many functions, was complete, and was a public place where it's
obviously necessary to consider all aspects of universal design. (Mouritsen)

Universal Product

Drinking fountain

In my opinion, the process we followed, starting with overall architectural
projects and moving to more detailed issues and product design, should
be reversed. The product design project engaged the students most easily
in universal design. Product design generates enthusiasm and ideas most
effectively. Moreover, consultants can relate to it more easily. Many ideas
and approaches for product design can be carried over to building
design. It is also a good way to introduce ergonomics as a basis for
design. (Steinfeld)

Faculty were dissatisfied with the level of attention students gave to
detailed technical issues.

Looking backwards it seems to be that instead of having the cottages project, we
should have given more time to the hotel design and product design. We got tuv
'sketch-type' projects. Too few of the students came close enough to a leiel of detail-
ing interior and exterior design, where design solutions with serious consequences
for use and accessibility are generated. The architectural quality of a facade isn 1
very closely linked to universal design. The design of the bathroom of the guest
rooms was an exception from this general statement. (Mouritsen)

Universal Product:

Fire extinguisher

In regard to the workshops, hindsight illuminated some need for reorganization
and editing:

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Chapter 17: SUNY Buffalo

To help ensure that the extra work does not divert from the major projects,
each workshop should be limited to one afternoon or overnight assignment.

By focusing Workshop #1 on development of the biography, there would be
more time for discussion and several cycles of revisions. Each student should
write a real biography of a person with a disability based on observations and
interviews. This would avoid the soap opera phenomenon.

The simulation of disability in Workshop #1 should be integrated with the full-
scale model exercise in Workshop #2 or the product design in Workshop #3.
This way it could become part of a problem-solving task under faculty super-
vision.

The full-scale model should be used in more than one workshop and, if time
permits, even more emphasis should be given to building technology.

The movement exercise should be a separate activity and linked more directly
to the ongoing project with a structured and explicit connection.

Evaluation

A group of seventy or more students, faculty, and consultants actively partici-
pated in the Universal Design Education Project (UDEP). The evaluative question-
naire, developed by the sponsor of the UDEP for use at all project sites, was complet-
ed by fifty persons. The respondents consisted of nine consultants, thirty-seven stu-
dents (twenty-seven undergraduate students and ten graduate students), and four fac-
ulty members — more than two-thirds of the project participants.

The following analysis examines the answers to four questions on the question-
naire. The answer categories emerged from a content analysis of open-ended
answers. Ideally, all answers to the four questions analyzed should be related. The
UDEP sought to reaffirm an understanding of the physical environment by way of the
philosophy and practice of universal design. It also attempted to reconfirm and foster
universal design and its associated attitudes. Any apparent inconsistency in answers
with respect to these two goals is likely due to the somewhat personal nature of such
an evaluation and should not be taken as a direct indication of a shortcoming in the
project or the way in which the project was presented.

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'Studio Education through Universal Design'

Question Two. This question asked participants to reflect on their present under-
standing of the physical environment. Many of the respondents indicated that their
participation sparked a realization of the need for "adaptation and accommodation.''
This answer heading was the answer given by one consultant. Similar responses
included value judgments and specific criticisms regarding the disabling qualities of
existing physical environments and the need for some alteration.

Most of the undergraduate student answers reiterated this newly acquired under-
standing of the physical environment, but in more general terms. These students indi-
cated a general overall awareness of the physical environment as well as a general
awareness of access issues in the present physical environment. This is the case for
the graduate students as well, though three students stressed the need for a social
change in attitude, an overall disability consciousness.

Most respondents to Question Two indicated that their participation had positive
value in their understanding of the physical environment. Many remarked that they
became more aware of its limiting factors; they began to notice environmental barriers
more often. Some took a critical stance on the state of the physical environment,
which was evidently new for them. Most reflected on their new understanding of uni-
versal design as well as an overall universal design consciousness.

Question Three. This question asked participants to reflect on their present
understanding of universal design. Many of the respondents answered by indicating a
general awareness of universal design. Evidently, this design ideology and philosophy
was relatively new for all but two undergraduate students, who remarked that their
participation simply expanded their existing understanding of universal design.

Fourteen respondents out of fifty (28%) answered this question with an indication
that the term "universal design" was perhaps a misnomer. These responses fall into
the category best described by the statement, "It made me realize that universal design
is not absolute." It included such statements as "made me realize how un-universal
our world is"7 and "there is no such thing as universal design — only 'most inclusive'
design." This is evidence of understanding the universal design ideology since it indi-
cates that the students struggled with the concept and took a critical stance on the
naming of that concept.

The majority of the respondents to Question Three indicated an increased aware-
ness of universal design and its associated objectives. Three students (two graduate
and one undergraduate) indicated that they had no conception of universal design, but
this is perhaps an empty criticism. Those who remarked that universal design is not
absolute seemed to understand the ideology but pleaded for a more appropriate
name. The clear majority evidently came away with an increased understanding of
the philosophy, practice, and overall objectives of universal design.

Strategies for Teaching Universal Design 137

Chapter 17: SUNY Buffalo

Universal design should Question Six. This question asked participants to describe the most

valuable new thing gained from their participation in the project and to
become a routine matter name that aspect of the project that contributed most to learning this new

_ t , r thing. Many responses to the first pan of Question Six indicated a newly

J r J learned awareness of "the other" as well as a new perspective on the

architects. . . " design process. Participants also seemed to value their social interaction in

the academic setting. They came to realize their knowledge of universal
design in this context. Many indicated a positive experience in working with others.
Though some focused on their struggle with particular design issues, more remarked
on their specific inclusion and awareness of "the other." Five students (three graduate
and two undergraduate) made some indication of "responsibility" toward that other.
Some pointed to a new respect for particular design issues. Some felt a responsibility
toward universal design indicating a pathos for disability awareness and an increased
consciousness of this perspective.

The majority of the respondents answered the second pan of Question Six by
indicating that the interactions in the academic setting contributed most to their learn-
ing that design must incorporate the needs of others. Thirty percent replied that
interaction with consultants contributed most. Twenty-two percent indicated that their
most valuable learning was the result of the studio environment, critiques, informal
discussions, lectures, presentations and the like. Sixteen percent praised the simula-
tion of disability, the empathetic experience, as the greatest contributor. The remain-
ing thirty-two percent gave more subjective replies.

General Observations. The majority of participants in the UDEP became aware
of the physical environment, its barriers, and the way they and others interact with
the physical environment. They became sensitized enough to universal design objec-
tives and attitudes for them to take a position on what this type of design philosophy
should be called. They realized a general awareness of "the other" and a moral posi-
tion that design should incorporate their needs. Finally, they realized that their new
perspective was greatly influenced by the active presence of the consultants, the
experience of simulating a disability, and the studio project on the whole.

The analysis of the questionnaire responses demonstrates clearly that, in the
words of one respondent, "universal design should become a routine matter for our
new 'crop' of architects, as the aged, physically challenged, blind, well, [and] young
are all integrated into a society where most are functional." Most of the participants
in the UDEP would probably agree with this statement and perhaps even argue that
universal design is becoming more routine every day.

In conclusion, the general consensus of the faculty was that the focus on univer-
sal design was a good approach to teaching architecture. We were definitely success-

138

*Studio Education through Universal Design'

ful in reaching our objectives. Through good faculty support, positive student atti-
tudes, and eager consultants, the message of universal design was communicated.

The ultimate evaluation, the work produced by students, clearly reflects the stu-
dent's integration of that message. Only three of one hundred and fifty projects were
"specially" designed for people with disabilities. Through universal design we were
able to engage the students in a critique of the contemporary environment and their
own work. The students, in fact, challenged faculty to broaden our perspective on
universal design. Some students developed projects that were critiques of universal
design itself. The work exhibited a great deal of imagination in how universal design
can be implemented. Students explored a full range of aesthetic ideas from the
"funky" to the "high-tech." They demonstrated how universal design does not limit
aesthetic exploration; if anything, it provokes and sustains a search for innovative
ideas.

The faculty also learned a lot from this experience. To encourage the most posi-
tive student attitudes, we now know that we should present universal design so that it
does not compete with learning other fundamental aspects of architecture and product
design. We have learned how to improve the use of consultants and the delivery of
technical information. And we have learned that our second-year students are able
and eager to engage in a high level of intellectual debate about the intent and value
of universal design. Such debate is a healthy way to introduce universal design in
both theory and practice.

We believe, more strongly than ever, that universal design is good design. Design
that seeks inclusion of others' needs and values, at the broadest level, is the most
meaningful design. There are no universal solutions, only universal goals. The
engagement of the search and a serious effon to reach those goals is what distinguish-
es "good" from "bad" in this context. To achieve universal design requires deliberate
and considered attempts to understand the needs and values of others.

Notes

1. See Yuker. H.E. "The effect of contact on attitudes toward disabled persons:
some empirical generalizations." In Yuker, H.E. (ed.) Attitudes towards Persons with
Disabilities. New York: Springer, 1988.

Strategies for Teach ing I 'n it ersal Design 1 3 9

Texas Tech University — Lubbock, TX

Department of Landscape Architecture

"Unking the Curriculum with Life Stages and Landscapes'*

Proposal

Landscape architecture has no prototype for modifying the curriculum of five-year
degree programs to incorporate the value of universal design. Rather than presenting
minimum standards for accessibility, this effort proposed to link the curriculum with
life stages and landscapes by stressing functional, aesthetic, and technical aspects of
the outdoor spatial experience for people of all abilities.

Universal design should be introduced into the curriculum not as a new area of
technology, but as a basic element of ordinary learning and practice for each studio-
based course. By introducing universal design as a fundamental attribute of good
design, students can readily integrate it into problem-solving strategies and aesthetic
objectives when they begin to formulate their design thinking. Universal design val-
ues, if reinforced in later coursework, serve as a vehicle for expanding the relation-
ships between function, aesthetic understanding, and traditional design forms.

Integrating universal design across the curriculum proved to be too ambitious with
the available funding, so the strategy was modified. In the first semester of the pro-
fessional design sequence, universal design was introduced into the introductory stu-
dio, the third professional graphics course, and the landforms course (the first course
in the construction sequence). In the second semester, universal design was further
emphasized in the design studio as a fundamental aspect of site investigation and
master planning. It was emphasized in the second construction course as a significant
factor in the selection of materials and detail construction decisions. In the fourth
semester, universal design was stressed in the site design studio as a natural function
of designing for diversity and for the life stages of people. These curriculum changes
provided exceptionally thorough emphasis on universal design in the initial semesters,
followed by redirection and reinforcement of universal design principles in the fourth
semester of the studio design sequence.

Faculty coordinator:

Jean Stephans Kavanagh
Assistant Professor

Strategies for Teaching Universal Design 1 4 1

Chapter 18: Texas Tech University

Activity

The projects were assigned in the following sequence:

Semester 1

Modelling landscape spaces for all participants
Tactile rendering of landscape plans
Drawing file of nontraditional people
Symposium

Semester 2

Path of travel analysis

Semester 4

Design a family

Universal design in the Rube Goldberg Experience

Stringin'em ALL along

We reorganized the introductory landscape design studio to incorporate the value
of designing for all people. We also developed a few special exercises that made uni-
versal access an integral part of the scope of the problem in three semesters of work.

Universal Design Landscape
model produced in Studio I
series by first semester
design student, Miki Stewart.

Modelling Landscape Spaces for All Participants. The syl-
labus and seven-project sequence for the introductory studio rely on
a three-dimensional, model-based format to establish universal par-
ticipation as a fundamental premise for design. The model
sequence emphasizes spatial and visual alternatives in the experi-
ence of landscape space. Students were asked to design and build
landscape models for theoretical settings using three specific land-
scape media in three different contextual settings (supportive on all
sides, supportive on a single side, and conflicting on all sides).
Furthermore, students were restricted to a simplified morphology
prescribing a single form generation for each model in the
sequence. Principles of enclosure, movement, legibility, and experi-
ence were introduced and project models were critiqued as compo-
nents of universal design. This studio establishes at the earliest stage of design educa-
tion that all structures, features, and experiences must be inclusionary, nonrestrictive
and integrating. Associated courses in the first semester of the design sequence sup-
port and elaborate on the principles introduced in this studio.

142

"Linking the Curriculum with Life Stages and Landscapes'

Tactile Rendering of Landscape Plans. In this exercise, students
explored how plans could be made more accessible to people with low
vision. Students were given the principles for Braille map-making and were
asked to transform one of their projects that required a model and plan
submission into a tactile plan which could be readily understandable by a
person with low vision. We were fortunate that a local individual with
extremely low vision was eager to participate in the classroom critiques and
theoretical development for this project. Format size was assigned but
material selection, graphic style, and interpretation of designed features
were determined by student innovations.

Drawing File of Nontraditional People. Students are often unable to
visualize how to draw people who are not young, vigorous, and in peak
condition. When they rely on drawing files to animate their drawings, they
are no better off because most entourage figures lack diversity as well.
Since designers rely heavily on graphic visualization techniques for design
exploration and communication, having available images of people who are
old, young, caring for children, pregnant, injured, using a cane, or signing
increases the likelihood that universal design principles will be employed in
the design of outdoor spaces. For the assignment, students located pho-
tographs of people with diverse characteristics. Most periodicals and texts
still feature "beautiful" people and lack visual representation of the rest of
us. The research introduced students to specialized texts that they normally
would not run across and gave them an opportunity to explore books on
disabilities and aging through an engaging technique.

Symposium. In addition to introducing universal design to Texas Tech
students through classroom assignments, the Landscape Architecture
Department sponsored a special symposium on making outdoor and recre-
ational environments accessible. Cosponsorship came from the College of
Agricultural Sciences and Natural Resources and the West Texas section of the
American Society of Landscape Architects. Susan Goltsman. our UDEP advisor, was a
keynote speaker along with Ruth Doyle, a U.S. Forest Service Accessibility Specialist.

Path of Travel Analysis. This exercise familiarized students with the difference
between ADA compliance and universal design. Students were asked to conduct an
ADA site evaluation. Then they reconsidered the site from a non-regulatory perspec-
tive— as a recreational experience for the student, accompanied by a family member
or friend with a disability — and compared the results of the two approaches. At least
two sites were compared, including, where possible, a site the student was designing.
This exercise was assigned in the first design studio and re-issued in subsequent
design studios to build on the student's prior insights and understandings.

Strategies for Teaching Universal Design I 43

Chapter 18: Texas Tech University

Design a Family. In this exercise students described families who would serve
as prototypical users for the entire semester of design studio. Site-specific planning
and design activity is fundamentally dependent upon the modification of natural envi-
ronments for the utility and enjoyment of a specific group of people. When no spe-
cific client group is defined, students and designers often imagine a prototypical per-
son or group of people who will be using their landscapes. Students' ability to cri-
tique their own work is dependent on knowing the characteristics of these imaginary
users. Problems in designed landscapes can be traced to the designer's inadequate
understanding or biased critique of the ways in which real people interact with their
landscape. To avoid the pitfalls of bias in having a nonspecific, imaginary user, stu-
dents were asked to define a group or "family" with specific characteristics who will
be the users or visitors to each of the landscape problems given during the semester.
The family had to include people with a range of ages, genders, and physical abilities.
The family descriptions helped the instructor critique the students' work.

Rube Goldberg Landscape
Experience model complet-
ed in Studio TV by fourth
year student, Jesus Ramirez.

Universal Design in the Rube Goldberg Experience. Landscape architects are
frequently called upon to develop site designs offering innovative and entertaining
pedestrian experiences. This assignment asked students to stretch their imaginations
in the manner of Rube Goldberg, the early twentieth century American cartoonist,
who specialized in illustrating ludicrously complex machines to accomplish simple,
basic tasks. Students designed and built Rube Goldberg machines as metaphors for
self-propelled movement through landscape space that exhibits all of the
principles of universal design. The "pedestrians" were represented by ping
pong balls and the "site" was one cubic yard of space. Students were
reminded that the ping pong person was generic so had a sixty percent
chance of having some disability. Movement had to be powered by
mechanical or gravitational sources. The students' inventions were evaluat-
ed for: amusement value to the ping pong person, variety of moving expe-
riences, utilization of the entire volume, degree of care afforded the per-
son/user, adherence to the project definition, and workmanship.

Stringin'em ALL Along. This project reinforced the learning in the
previous project by encouraging students to employ expressive and defini-
tive elements in outdoor space. A few trees, some shrubs, and simple
changes in the ground plane surface can very clearly define space in the landscape.
This space carries a wealth of associations which entice, enhance, encourage, discour-
age, complicate, forbid, or enhance human interactions and enjoyment of that land-
scape. Students were asked to design a complete pedestrian experience, composed
entirely of string, in a series of outdoor spaces that would be used by everyone. The
string was to be the element by which pedestrians are guided through the site, with-
out creating an obstacle course or playground. The design was intended to heighten
the visitor's experience, enjoyment, and understanding of landscape while exploiting
the expressive qualities of string. Disabilities were not only accommodated, they

144

"Linking the Curriculum with Life Stages and Landscapes'

were to be celebrated. The projects were judged on, among other things: their
intrigue value; the quality, variety, universality, and safety of pedestrian experiences;
and transitions between spaces as crafted experiences. Students selected one project
from the models built by the class to build on the actual site in the central campus
area. Students judged the universal design success of the landscape design by carry-
ing out a disability simulation exercise within the string construction.

Outcome

The introductory studio met with resistance from the first year students who were
unfamiliar with ADA, not to mention universal design. The continuity of faculty and
the repeated emphasis on people of every ability in assignments throughout the intro-
ductory curriculum were extremely important to validating universal design in the
eyes of the students. Once initial objections were addressed, the studio participants
produced designs which successfully explored the nature of universal design in the
landscape.

The most troublesome of the assignments described above was the Path of Travel
Analysis because it relied heavily on attitudes presented and supported by the instruc-
tor. Although the assignment sought independent thinking and evaluation, the stu-
dents needed constant encouragement and reinforcement to overcome ingrained
expectations about users of designed landscapes. The assignment's concurrent evalu-
ation of a site from the viewpoint of a visitor with a disability proved to be a valuable
component. One student commented: "ADA alone wouldn't make the landscape
suitable for my elderly person to visit" and "It really helped to imagine a visit with my
visitor and her two babies. I'd never have identified problems without that part of the
assignment."

The string landscape proved to be a very exciting project. However, its strength
was primarily as a visual element in the landscape. The simulation exercise identified
only a few problems in terms of access. In the future greater emphasis will be placed
upon the experiential qualities during the design phases.

Strateg ies for Teach ing Unit crsal Desig n 145

Chapter 18: Texas Tech University

Evaluation

Since the projects required students to make a shift in viewpoint rather than
absorb new technologies, the degree of "learning" was difficult to evaluate. Attitudes
were clearly different after the sequence but students did not recognize that they had
made radical changes in either their approach or their values. Later projects, especial-
ly those in the fourth semester, were viewed by students as regular projects, not
specifically as universal design projects. We view this as a significant measure of suc-
cess.

Comparing students' submissions in these studios with those of studios in prior
years reveals significant shifts in providing for people of diverse abilities. In particu-
lar, emphasizing universal design reduced the reliance on stairs for level changes and
excessive grades.

Reflections

Our project has progressed with a minimum of funding. As a result, our efforts
have not included any stipends for the continuous paid involvement of consultants.
However, we have found that volunteer consultants with disabilities are often eager to
participate in a design studio experience on an occasional basis. Our most enthusias-
tic volunteer was a person with low vision whose influence is evidenced in our
emphasis on communication during the design process as well as on universal design
in the designed landscape. We have also been pleasantly surprised to realize that this
occasional intervention by volunteers with disabilities has proven to be a very effec-
tive method of introducing universal design in the landscape architecture curriculum.

Familiarity with people who have disabilities and with disabling conditions is best
realized by inviting a wide range of people to participate in the classroom. Early
introduction seems to work extremely well. However, as our students engage in
summer internships in professional design offices, much of the universal design
emphasis is undermined by employers who are not supportive of universal design or,
in many cases, are not convinced that people with disabilities should receive "special
design consideration."

146

University of Michigan— Ann Arbor, Ml

and Eastern Michigan University — Ypsilanti, Ml

Collaboration between Interior Design, Industrial Design, and
Architecture

€<

'A Day's journey Through Life® — A Design Education Game

Proposal

People who are disabled, frail, or elderly (D/F/E), most of whom want to main-
tain independent lifestyles, make up an increasingly large segment of the population.
In 1900, there were 3 million Americans 65 years of age or older (1 in 25 Americans),
comprising 4 percent of the population. By 1990, 1 in 8 people were 65 or older
(12.6 percent or 3-5 million people). By the year 2050, 1 in 5 Americans (22 percent
or 67 million) will be 65 or older (U.S. Bureau of the Census, 1990). As the median
age increases, the United States will become a nation with more elderly people (pre-
dominantly female) who require many of the services and supportive environments
that are currently earmarked for people with disabilities. Of the population 65 years
of age and older, 46 percent have a health impairment resulting in ambulatory limita-
tions— often confining them to home.

Team members:

Louise Jones

Assoaate Professor, Eastern

Michigan University
Ronald A Sekulski

Assistant Professor,

University of Michigan
Leon A Pastalan

Professor, University of

Michigan

These figures suggest that the design professions need to be more cognizant of
universal design criteria. Not only is the D/F/E population expanding, but there is
increasing recognition of the pervasiveness of temporary disabilities. All Americans, if
they live long enough, will experience a disability (e.g., a problem with walking, see-
ing, or hearing) at some point in their lives. Universal design — designing all products,
buildings, and interiors to be usable by all people to the greatest extent possible
(Lusher) — offers a solution to the design challenges presented by the D/F/E popula-
tion.

Unfortunately, there is little information on the D/F/E population available in an
accessible format for students to integrate into the design process. Moreover, there is
little documentation of how D/F/E persons, their families, and their friends have
attempted to modify products or the physical environment to meet their individual
requirements. Knowledge of their needs and adaptations would be invaluable to
design students and practitioners seeking to incorporate universal design criteria into
their design work.

The goal of our project was to introduce design students to an experiential, inter-
active, design research method and to demonstrate that the game/simulation. A Day's
Journey Through Life® (GS), offers students significant insight into the environmental
and performance needs of a diverse population, thereby changing their perception of
accessibility and universal design issues.

To fully understand the complexity of everyday life for D/F/E people, the form of
inquiry must address a level of specificity and richness of experience that is not cap-

Strategies for Teaching Universal Design 1 47

Chapter 1 9: University of Michigan

tured through self-administered questionnaires or structured interviews. In seeking
this knowledge, however, traditional data collection techniques are problematic
because of the demands of time related to interviews, the contamination of data relat-
ed to participant observation, and the low response rate associated with survey ques-
tionnaire requests.

Students studying the relationship between environment and behavior need data
that has not been contaminated by interpretation of others. Relying on design
research that has been collected, compiled, and interpreted by others removes the stu-
dent from direct interaction with the subjects. Survey data are devoid of the direct
insight into human conditions that are not only diverse but also constantly changing.
The spirit or essence of some critical issues may only be perceived by interacting with
the individual within the context of the immediate environs. Exposure of students to
some of the changes associated with the lifespan can best be accomplished through
one-on-one direct communication with those who are attempting to maintain inde-
pendent lifestyles.

To expand the breadth of students' empirical experience, a game/simulation titled
A Day's Journey Through Life® was developed as a design research technique.i As a
data collection instrument, the game/simulation can provide access to formerly inac-
cessible information and stimulate interaction and discussion, which may yield new
insights and new attitudes regarding universal design issues.

Formal game theory attempts to correlate certain human behavior with game-like
characteristics. In the 1960s at John Hopkins University, sociologist James Coleman
initiated the development of games for use in educational settings. Most educational
games attempt to ponray both a realistic model of a particular environment as well as
specific subject matter content. At the University of Michigan, Richard D. Duke, Allan
Feldt, Layman Allen, Fred Goodman, and others continued that development and
investigated multiple uses for games. Duke (1991) describes gaming as a hybrid com-
munication form that has the ability to accurately convey sophisticated information
with a greater perception of the interrelationships involved than is possible through
simple language forms. At the The Western Behavioral Institute, Gary Shirts, Hall
Sprague. John Raser, and Waymon J. Crow extended the investigation to include the
use of simulation in educational settings. Simulations are closely linked to games, the
distinctions are more a matter of technical differences than of theory or purpose. A
simulation may be described as an operational model which illustrates functional and
structural relationships of the central features of a system (Duke, 199D-

Games serve as metaphors of reality which permit the participant to develop a
common language for discussing the problems at hand. Games may serve as a simu-
lation model of some part of reality, or they may represent an abstract world. A game

148

*A Day's journey Through Life® — A Design Education Game

.>*

can provide a skeletal model of a system in order to structure communication in a
productive way. The primary features of the system are presented to motivate players
to discuss the problems at hand. Gaming improves communication about a complex
environment to enable new alternatives to be envisioned and tested.

Games are frequently described as a safe environment for learning. This, com-
bined with their ability to hold the participants' attention and to quickly convey the
central characteristics of a complex environment, makes them excellent as innovative
design research instruments. They are designed to free participants from everyday
constraints, to encourage innovation, and to assist in the communication of complex
and emergent ideas about possible alternate paths (Duke, 1991).

Activity

The UDEP grant supported activities in two design studios, industrial design at the
University of Michigan (working with Ron Sekulski) and interior design at Eastern
Michigan University (working with Louise Jones). Both faculty members and Lee
Pastalan, who served as advisor for both groups, met frequently to coordinate
activities.

At Eastern Michigan University, senior interior design students were invited by a
nonprofit agency to develop a design proposal for the adaptive reuse of the Ann
Arbor Inn. Industrial design students at the University of Michigan were invited to
identify and develop products which could be used in this environment.

The Allenel Hotel was originally built on the site of the Ann Arbor Inn
in the 1840s. Although the original building was razed in 1963. a hotel was
in operation on the site until 1990 when the owner declared bankruptcy
and the furnishings, fixtures, and equipment were sold. The vacant eleven-
story, 145,000 square foot building was zoned for residential, commercial,
and retail use. The program for adaptive reuse was to incorporate office
space-, an indoor, year-round, park; retail spaces; classrooms and offices for
the local community college's outreach program; senior coop apartments;
management offices; resident activity rooms; an indoor pool and physical
fitness center; and a restaurant for both residents and the general public.

Students from both universities were assigned to teams to play the game, ensuring
that each team would have both industrial and interior design representation. Each
student team was assigned to a consultant, an individual selected from the local D/E/E
population, with whom they would play the game. Consultants were identified by

:el of Ann Arbor Inn
(Courtesy of Kadusbm

Associates Architects &

PUlKKi I

Strategies for Teaching Universal Design I 49

Chapter 19: University of Michigan

the instructors using personal contacts, personnel at the local Center for Independent
Living, and individuals with disabilities who had participated in ADAAG training ses-
sions through the Disability and Business Technical Assistance Centers. There were
two consultants representing each of the user groups: hearing impaired; vision
impaired; mobility impaired (both permanent and temporary); frail elderly (muscu-
loskeletal problems); manipulation, dexterity, grip problems; and those who fell in the
anthropometric extremes (less than the 5th percentile or greater than the 95th per-
centile). Some consultants had multiple problems. For example, one consultant was
a forty-eight year old man with Parkinson's disease whose wife has Lou Gehrig's dis-
ease; another was a twenty-two year old man who lost his eyesight and one leg in a
small plane crash; a third consultant was a forty year old woman with multiple
sclerosis.

A Day's Journey Through Life® is part of a longstanding gaming/simulation tradi-
tion which structures communication in a context of multilogue as compared to dia-
logue. Words in sequence are less powerful than the combined interactive effects of
words, objects, and actions in a situational context. The combination can more readi-
ly convey totality and therefore speed understanding and the generation of informa-
tion about complex environmental design problems. Multilogue has been shown to
be effective at sensitizing the design student to disability and lifespan concerns and to
the uniqueness of each individual's experiences (Sekulski, Jones, & Pastalan, 1994).
Use of interactive programming (i.e., data collection in conjunction with specific per-
formance criteria) will enable design students to consider the particular functional
needs that come with age, varying abilities, and disabilities in order to design prod-
ucts and facilities that are accessible by all people to the greatest extent possible.

The components of A Day 's
Journey Through Life. ®

The game board and sequence of play were developed to
move participants through the activities of daily life (for example,
grooming, dressing, cooking, cleaning) in a setting familiar to the
consultant. During the game, the consultant is considered the VIP
(Very Important Person) because she is teaching the students about
life as a member of that user group. During a two- to three-hour
time period that includes orientation, game play, and debriefing, a
student team engages the VIP and a caregiver (if applicable) in a
multilogue to identify the aspects of the micro- and macro-environ-
ment which inhibit autonomy and independence.

The game is played in the VIP's residence to encourage identifi-
cation of specific problem areas in the home environment. The familiarity of the
home setting encourages a more relaxed ambiance where the VIP is willing to share
insights and intimate experiences, disclosures that might be inhibited by clinical or
unfamiliar surroundings. During the game play, the VIP, a caregiver (if applicable),

150

*A Day's Journey Through Life® — A Design Education Game"

the facilitator, and a recorder are seated around a table large enough to accommodate
the gameboard and playing pieces. The facilitator's role is to engage the VIP in the
play of the game and ask probing questions to encourage full disclosure of the com-
plexity of the activities of daily living (ADLs). The recorder, sometimes assisted by
audio or videotape recordings, stays in the background, using the recorder's notebook
to capture the information revealed.

To initiate the game, the facilitator, using a series of twenty ADL icon cards,
requests the VIP to determine whether each ADL is difficult or easy to execute. This
round of play introduces the range of ADLs that will be discussed and initiates consid-
eration of the limitations and challenges associated with the VLP's specific abilities and
living environment. The facilitator and VIP move quickly through the cards without
pausing to discuss problems or issues.

In the second round of play, the VIP identifies the time of day when a particular
ADL is most likely to be performed or, if performed several times a day, when it is
most troublesome. The activity cards are placed on the game playing field in one of
four time quadrants (morning, afternoon, evening, or night) according to the VIP's
responses. The next round of play brings more depth to the inquiry by prompting
the VIP to relive A Day's Journey Through Life®. Starting with the morning quadrant
and progressing through the time periods, the VIP chooses an ADL activity card and
responds to the question printed on the card (i.e., What do you do when you first
wake-up?). This elicits both the problems encountered on a day-to-day basis and the
coping strategies routinely implemented to address them. The final round of play
identifies any remaining issues by inviting the VIP to describe the most troublesome
activity experienced on a daily basis and the product she finds most difficult to use.

Outcomes

Early in the semester, students brainstormed the problems that users of different
ages and abilities might have with the environment. Due to students' youth, first-hand
experience with stroke rehabilitation or cataracts was limited, although some could
discuss problems their parents or grandparents were having. Very few students
acknowledged having friends or relatives who had disabling conditions. However,
temporary mobility problems caused by athletic injuries or Michigan winters provided
some insight on the problems that might be encountered and possible coping
mechanisms.

Many students expressed apprehension about meeting the consultants in their
homes, but in most instances the consultants were a wealth of insights and imagina-

Strategies for Teaching Universal Design 1 5 1

Chapter 1 9: University of Michigan

A Day's Journey Through
Life® gameboard set up for
round two, showing the
four time quadrants and
ADL activity cards.

tive coping strategies. As one student explained, "We began to see universal design
as a way to assist users of products or environments to function efficiently and inde-
pendently. By incorporating these parameters and asking these questions during the
design research phase, the likely outcome is a product or environment that can be
used by a broad spectrum of users."

A consultant with industri-
al and interior design stu-
dents in round three of
playing the game.

After playing the game with the consultants, students recognized
the need for both a broader perspective and for more specific crite-
ria for each impairment. They extended their research to the library
to identify the underlying characteristics of the impairments (e.g.,
conditions that lead to use of a wheelchair), the prevalence of the
conditions (e.g., 31 million Americans have mobility problems), the
magnitude of the problems (e.g., not all wheelchairs are created
equal), and the relevant codes and legislation (e.g., barrier-free
building codes, ADAAG, and the Fair Housing Amendments Act).
This information was essential in understanding the full scope of
the problems rather than focusing exclusively on the narrow per-
spective narrated by one consultant.

Industrial design students met with other professors, research scientists, and
experts in the field. "We were very surprised to find that extensive statistical and
human factors data simply doesn't exist for many of these groups (e.g., 'frail
elderly').... We benefited greatly by hearing the sometimes contradictory directions
their answers gave us." (Industrial design student)

152

'A Day's journey Through Life® — A Design Education Game

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Industrial design students'
research presentation
board.

Interior design students' research included interviews with elderly people and
members of the user groups; interviews with directors of senior housing and activity
centers: panicipant observation at senior centers; visits to the local Center for
Independent Living; attendance at a full-day workshop on the ADA by Cynthia
Leibrock (author of Beautiful Barrier-Free); and interviews with agencies interested in
the Ann Arbor Inn renovation.

At the conclusion of the design research phase, students faced the challenge of
organizing and presenting the scientific, statistical, and anecdotal data. Industrial
design student teams prepared large-scale presentation boards that used both text and
drawings to present the information. Interior design student teams prepared concise
"Design Reference Sheets" for each user group for fellow students to use during
design conceptualization and development. This handout described the disability fac-
tually, identified the most common design concerns, and included an annotated bibli-
ography of source material.

Through research and the interactive programming experiences (panicipant obser-
vations, interviews, and game play), design students came to know, understand, and
empathize with the particular user group being investigated. Students served as advo-
cates for their user groups for the duration of the semester. This included working
with classmates to resolve design concerns and critiquing design proposals for their
appropriateness for the particular user group.

Strategies for Teaching Universal Design 1 53

Chapter 19: University of Michigan

Interior design students '
design reference sheet for
hearing impairment.

DESIGN REFERENCE SHEET
HEARING IMPAIRMENT
DEFINITION

There are many degrees of hearing impairment experienced by the 1 m 10
Americans with a hearing loss. The medical and social problems experienced
by people with a partial hearing loss are quite different from those experi-
enced by people who have a total hearing loss. The two groups should not be
grouped together indiscriminately.

Deafness: A total or severe impairment of hearing. Individuals may use
sign language and/or speech reading (i.e., lip reading) to compensate- for
their hearing loss. Pre-lingual deafness occurs before auditory language
skills are developed. Individuals often use sign language as the first lan-
guage with English (or another spoken language) as a second language.
Post lingual deafness occurs after auditory language skills are developed.
Individuals typically have more advanced speaking skills and a better
understanding of spoken language.

Hard of hearing: A partial impairment of hearing, often the result of ill-
ness, injury, or aging. Individuals typically use a spoken language to
communicate. Individuals may benefit from surgery and/or hearing aides
and may read lips to facilitate communication.

NTERIOR DESIGN GUIDELINES

*Specify and/or provide for use of assistive devises such as TDD attach-
ments for the telephone, closed caption television decoders, vibrating
alarm clocks, and blinking light alarms/timers.

*Keep "visual noise" to a minimum to provide a neutral ground for sign-
ing.

*Provide generous, non-glare lighting to facilitate speech reading or
sign.

*Specify sound absorbing materials and finishes to minimize reflected
noise and reduce background noise for those with a partial hearing
impairment.

^Specify appropriate electrical wiring and controls to permit lights to
flicker when phone or doorbell rings.

*Use visual icons for multiple cueing whenever possible. People who use
sign as their first language may have difficulty understanding written
language.

'A Day's Journey Through Life® — A Design Education Came

.,,,.

*Specify supplementary visual alert systems for fire alarms.

*Provide alternate communication systems in locations where emergency

phones are used.
*Design furniture arrangements that do not profile people in front of

window glazing to assist those who read lips or sign.

REFERENCES

Suss, Elaine. (1993). When the Hearing Gets Hard. New York: Plenum
Publishing. A hearing impaired journalist discusses the problems
experiences by people with hearing impairments in a "hearing world".

Schein, Jerome. (1989). At Home Among Strangers. Washington,. DC:
Galiuadet University Press. Informative text written by an educator at
one of the foremost institutions of higher learning to help others
understand the "deaf community".

Rezen, Susan & Hausman, Carl. (1985). Cooing with a Hearing Loss. New

York: Dembner Books. The book provides a sensitive discussion of the

physical and psychological effects of hearing loss and suggests methods
of coping with the related problems.

Turkington, C. & Sussman, A. (1992). Encyclopedia of Deafness and Hearing
Disorders. New York: Facts on File. Text defines words and terms, dis-
cusses causes and characteristics of hearing impairments, and identi-
fies assistive devices and support organizations.

Ritter, Audrey (1985). A Deafness Collection: Selected and Annotated.
Rochester Institute of Technology & The National Technical Institute for
the Deaf. Bibliography of related readings.

Van Itailie, Phillip. How to Live with a Hearing Handicap. New York: Paul
Ericksson Inc. Author uses his own experiences as a person who is hard
of hearing to help others with similar problems understand and adjust
to the problems experienced in everyday life.

Strategies for Teaching Universal Design 155

Chapter 19: University of Michigan

Students and consultants
participating in joint mid-
term critique for interior
design and industrial
design students

Working in their respective studios, students moved from design
research to conceptualization. Industrial design students drew from the
areas of difficulty most commonly cited by consultants to identify product
opportunities. They selected four opportunities for design innovation:
parking meters; eating utensils; wayfinding systems; and portable postural
support systems.

Interior design students began concept development for both the public
spaces and the private apartments in the renovation project.2 To encourage
cooperative learning, the students worked in teams to develop proposals
for the public spaces. They were required to recognize the needs of users
of all ages and abilities by employing universal design guidelines in their
proposals for the public spaces. Students used the concept of adaptable
housing for the apartment units to improve the quality of life for all resi-
dents. Each student developed a base plan for an apartment using univer-
sal design criteria (e.g., wider doorways and adjustable height cabinetry).
Modifications were then developed for different user groups (e.g., visual alarms for
those with hearing impairments or removeable base cabinets for those who use a
wheelchair). When done well, universal design implementation is invisible, i.e., it is
simply perceived as good design. Therefore, students were asked to document their
proposals for implementing universal design and adaptable housing considerations
using both traditional design drawings (including sketches, floorplans, and elevations)
and annotated overlays.

Interior design student s
model for an apartment
based on universal design
considerations and modifi-
cations for particular user
groups

At the mid-term critiques, students from both programs presented their
work to peers, faculty, consultants, and the UDEP advisor, Polly Welch.
Students gained a better understanding of each discipline's design process
during the lively discussions that celebrated successful iterations and identi-
fied opportunities for improvements to ensure that the needs of all users
would be fully addressed.

The second half of the semester was spent in design development with
frequent peer and faculty critiques within the respective studios. Although
students from both schools might have benefited from more frequent inter-
action, conflicting schedules made this logistically infeasible. An end-of-
term presentation to the general public provided an opportunity for stu-
dents to showcase their work. Faculty reserved an assembly hall and sent
invitations to universitv administrators, colleagues, consultants, citv administrators
involved in the decision making for the renovation project, and the press. The
evening opened with one-on-one discussions of product solutions and apartment
plans using a poster session format. The informal discussions and refreshments that
followed the interior design student teams' presentation of the proposals for the
public spaces provided an appropriate finale for the semester.

156

'A Day's Journey Through Life® — A Design Education Game'

Evaluation

Students were overwhelmingly positive concerning their learning experiences dur-
ing the semester-long UDEP project. Responses to the open-ended questions on the
end-of-term evaluation forms indicated that students found the studio experiences to
be challenging but rewarding. Many seemed to have adopted a universal design per-
spective. When asked how universal design might impact them professionally, one
responded succinctly, "I will design for it!" Many found that their understanding of
the relationship between user needs and the physical environment changed. "[I've]
become more aware of what actually limits one's freedom of choice." When asked
what was the single most important thing learned that semester, one student replied,
"to design for everyone, not just the 'average' individual."

For a more formal evaluation, a pilot assessment project was
initiated to assess the change in knowledge and attitude experi-
enced by students participating in the UDEP project. UDEP stu-
dents at both schools completed a brief questionnaire3 at the begin-
ning of the semester to determine their attitudes and knowledge of
ADA guidelines, universal design, and the environmental problems
associated with disability and lifespan issues. Students were retest-
ed at the end of the semester to assess changes in knowledge or
attitude. A second group of design students who were enrolled in
a human factors class, completed the pre/post-tests as a comparison
group. Format for the class included lectures, films, speakers, and
empathic experiences such as using a wheelchair and navigating
the environment while blindfolded. A third group of design stu-
dents who were enrolled in a studio class, completed the pre-test,
saw a video related to the universal design, and were retested. A fourth group of
design students served as the control group. They were enrolled in a studio class and
completed the pre/post-tests but had no specific introduction to ADA legislation or
universal design principles. Scores for the five groups were compared4 to assess the
effectiveness of the UDEP project in acquiring knowledge and in promoting attitudinal
change. Highlights from the analysis are summarized below.5

Students' present their pro-
posals at an end-of-term
eientfor the general public.

The a priori expectation was that scores for industrial and interior design students
who participated in the UDEP project could be combined. This proved to be infeasi-
ble when major differences were discovered in the pretest analysis. Although 100
percent of the interior design students indicated they were familiar with the ADA. onlv
13 percent of the industrial design students did so. This familiarity probably reflects
the mandate that interior design work comply with building codes. ADA guidelines.
and barrier free legislation; there is no equivalent requirement for industrial design.
However, chi square analysis indicated a statistically significant difference in post-test
scores for industrial design students who participated in the UDEP project (87 percent)

Strategies for Teack:>;^ I niversal Design 1 57

University of Michigan

when compared with scores for the control group (31 percent), indicating a signifi-
cant change in knowledge of ADA associated with participation in the UDEP project.

There were similar differences in industrial design students' and interior design
students' pretest scores for correctly defining universal design (13 percent and 35 per-
cent, respectively). Chi square analysis indicated statistically significant differences in
post-test scores between interior and industrial design UDEP students and the control
group, suggesting a significant change in knowledge of universal design associated
with participation in the UDEP project. Post-test scores increased to 86 percent for
industrial design students and 94 percent for interior design students, compared with
a consistent 31 percent for the control group.

Pre-test scores for the industrial design UDEP students indicated that 50 percent
believed ADA would impact them professionally after graduation and 56 percent
believed universal design would do so. Post-test scores increased to 75 percent for
ADA and 94 percent for universal design, suggesting a change in attitude. Although
pretest data indicated that 94 percent of the interior design UDEP students believed
the ADA would impact them professionally after graduation, only 25 percent believed
universal design would do so. Post-test scores increased to 100 percent for both
questions, suggesting a significant change of attitude.

Reflection

Gaming. A Day's Journey Through Life& helped students obtain a more in-depth
understanding of the task and performance needs of special populations and an
appreciation for universal design considerations. The insights developed while play-
ing the game with the consultants led to new conceptual directions through which to
envision supportive environments. Students acquired an increased awareness of the
value of integrating design features that expand the breadth of application and use.

Cross-Disciplinary Understanding. Interaction between the interior and indus-
trial design students enabled them to compare the design process used in each pro-
fession, heightening their awareness of similar as well as distinctive aspects. Industrial
design students gained a fuller understanding of the scope of the interior designer's
role in protecting the health, safety, and welfare of the public through enhancement
of the quality of life of the users. Interior design students came to understand the
extent of human performance research initiated by industrial designers in order to
develop design criteria that shape product configurations.

158

"A Day's Journey Through Life® — A Design Education Game'

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Strategies for Teaching Universal Design 1 59

Chapter 1 9: University of Michigan

Industrial design student
presents his portable seating
proposal.

Interaction of User, Product, and Place. Both groups of stu-
dents gained a fuller understanding of the complex interactions that
occur between the user and the environment. Their comprehen-
sion of the mutual interdependence of the micro and macro ele-
ments of objects and environments was enhanced by examining the
interplay among product, place, and user. By advancing their
understanding of the environmental context in which products are
used, industrial design students became more sensitive to many
aspects of accessibility, comfort, and ease of use. Interior design
students benefited from the collaboration by developing an
increased awareness of how the design of objects that constitute the
micro-environment influences the behavior of the user and, ulti-
mately, the design of the macro-environment.

Based on their identification of product needs through the game, and their
research related to kinesthetics, anthropometrics, and ergonomics, industrial design
students developed a portable chair that could be adjusted to fit the comfort require-
ments of a particular user. Interior design students, knowing that residents would be
storing these chairs, moving them through the building, and using them in public
places, utilized this information in developing their design proposals.

A vivid illustration of the intersection between industrial and interior design stu-
dents' concerns centered around wayfinding. Students initiated research on the
process of wayfinding. The literature review indicated that peoples' primary means of
directional information is visual. However, people who have a severe visual impair-
ment rely upon their other senses — touch, hearing, and smell. The most commonly
used cues include sound, light/dark contrast, temperature changes, and, most impor-
tantly, changes in surface texture (Finkel. 1993). Insights gained from the game play
identified a change in floor surfacing (e.g., color contrast, tactile and resiliency recep-
tivity, and sound reflectivity) as one of the most useful cues in wayfinding.

Students discovered that architectural cueing informed directional decisions. A
person with sight may use a window in a hallway as a marker to find the door to the
restroom; a person with visual impairment may also use the window as a marker by
sensing a change in temperature, air pressure, or light levels. Students learned that
people with vision impairments are acutely aware of the architectural design details
that impede or assist them in wayfinding. The typical problems with wayfinding are
exacerbated when there is an absence of architectural cueing. People with sight also
experience frustration when the design of the building does not clearly communicate
wayfinding information, but it is more difficult for a person with a visual impairment
to recover after missing a cue (Finkel, 1993). Students realized that the integration of
interior architectural features and surface finishes that offer redundant cueing would
benefit both those who are visually impaired and those with good vision — a universal
design solution.

'A Day's Journey Through Life® — A Design Education Game"

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Industrial design students'
design proposal for a guid-
ance system for the Ann
Arbor Inn renovation.

Students from both disciplines were able to use this design research information
to define performance criteria for the interior and product design solutions. An indus-
trial design product team developed a guidance system that integrated environmental
cues such as texture changes, sound reflectivity, and resiliency receptivity. The interi-
or design students specified interior surface finishes with a rich diversity of texture
(e.g.. smooth/rough wall finishes, soft/hard floor treatments) and specified a variation
in lighting levels to provide redundant cueing for wayfrnding.

Dispelling Myths. aI have met the enemy and he is us" (Pogo). Because peo-
ple are often uncomfortable with anything different or unknown, and because disabili-
ties remind them of their own frailty, some people disassociate themselves from those
who have obvious physical differences. A Day's Journey Through Life& provided an
opportunity for students to interact with people of different ages and abilities. Myths
and phobias were dispelled as students realized that not only do they experience sim-
ilar performance problems with environmental barriers, but they also share common
dreams, expectations, and aspirations with people who are different from themselves.

The students discovered that designers created many of the physical barriers that
inhibit independent living. As students, however, they were being given an opportu-
nity to develop the knowledge and skills to create products and places that can facili-
tate access, interaction, and task accomplishment with ease, comfort, and safety. In

Strategies for Teaching Universal Design 1 6 1

Chapter 1 9: University of Michigan

the words of one student, "I enhanced my knowledge of design this semester, but of
greater importance, I learned more about people and myself than in any other course
I have ever taken!"

A New Paradigm. Universal design represents a major direction of current
design theory: accessible, adaptable, and transgenerational design practices. When
projects are designed using universal design precepts, the results can be aesthetically
pleasing and cost effective as well as accessible to all. Instead of responding only to
the minimum requirements of laws which mandate a few special features for individ-
uals with disabilities, 'good design' can meet the needs of many different user groups.

Design practitioners, however, need assistance in responding to the mandate that
design should serve the broadest possible population, including people of different
ages and ability levels. Many traditionally schooled educators and practitioners are
poorly prepared to implement universal design concepts. Preconceptions and myths
must be challenged with new perspectives and knowledge. Data collection instru-
ments that involve the user in the design process are needed. Design criteria must be
developed to define performance requirements for both products and the physical
environment.

The UDEP project introduced a design research method that involves the D/F/E
individual and the design student in a multilogue to identify the problems experi-
enced in accomplishing the activities of daily living. The replication of this project
can expand the repenoire of research methods available to design educators and
practitioners, facilitate adoption of universal design guidelines, and facilitate a shift in
paradigm from exclusive to inclusive design.

Closing Thoughts. Collaboration between schools and disciplines is never as
easy as a singular effort. The singular effort, however, is seldom as rewarding as col-
laborative work. The increased understanding that accompanies collaborative work
and the comprehensiveness of the design solutions make the effort worthwhile.
Involvement of "real life" participants and incorporation of out-of-classroom experi-
ences require more extensive preparation than simulated experiences; but the depth
of understanding and commitment to problem resolution are enhanced by interac-
tions with the ultimate users in the contextual setting.

The benefits of structuring multidiscipline student research teams and playing A
Day's Journey Through Life® with the consultants in their homes were demonstrated
by the students' increased sensitivity to user needs and by the integration of universal
design considerations into their projects. Students successfully translated the insights
developed during the game into design decisions that reflected a commitment to
enhancing the accessibility and use of both products and environments. Students are

162

'A Day's Journey Through Life® — A Design Education Game

more comfortable interacting with people of different ages and ability levels and have
internalized pertinent design recommendations, regulations, and codes. Their projects
reflect a heightened sensitivity to the design needs of people of different ages and
abilities and a proficiency in the development of design criteria reflective of the needs
of a diverse population.

The administrations and fellow faculty at both universities were supportive of the
UDEP project and are interested in sustaining students' commitment to the integration
of universal design considerations. Lessons learned (e.g., remuneration for consultants
to encourage full participation and additional opportunities for joint student activities
to enhance understanding and respect) would make replication of the collaboration
easier than the initial experience. The rewards justify the expenditure of time and
energy required to ensure a positive experience for both students and
faculty.

References

Duke, R. (1991). People at play. UNESCO. New York: United Nations.

Lusher, R. (199D- Universal design: Access to daily living. CADRE. Brooklyn, NY:
Pratt Institute.

Finkel. (1993). Wayfinding by people with visual impairments in the built environ-
ment. Unpublished master's thesis. Winnipeg, Manitoba: University of Manitoba.

Sekulski, R.; Jones, L; & Pastalan, L. (1994). A Day's Journey Through Life©: An
Assessment Game. Paper presented at the Measuring Handicapping Environments
Conference sponsored by The Adaptive Environments Laboratory. Buffalo, NY:
State University of New York.

U.S. Bureau of the Census. (1992). 1990 Census of population & housing summary
social, economic and housing characteristics of the United States. Washington D.C.:
U.S. Government Printing Office.

Strategies for Teaching Universal Design 1 63

Chapter 1 9: University of Michigan

Notes

1. A Day's Journey Through Life®-. A Design Educational Game is derived from a
generic game developed by Environmental Design for Aging Research Group
(EDARG) associates Leon A. Pastalan, Louise Jones, Benyamin Schwarz, Ronald A.
Sekulski, and Laura Struble.

2. The senior interior design studio was team taught by Eastern Michigan
University design faculty. Dr. Deb DeLaski-Smith supervised selection and spediflca-
tion of materials, surface finishes, and furnishings; Dr. Louise Jones supervised design
exploration and development including incorporation of universal design considera-
tions as well as compliance with barrier free building codes and ADAAG; Abe
Kadushin supervised time management plans and adaptive reuse considerations,
including construction, HVAC, electrical and plumbing; Dr. Virginia North supervised
programming and concept development, lighting design, and design presentation.

3- The Center for Statistical Consultation and Research at the University of
Michigan provided support and guidance in the design of the evaluation project and
in the analysis of the data.

4. The Center for Statistical Consultation and research at The University of
Michigan provided support and guidance in the design of the evaluation project and
in the analvsis of the data.

5. Contact the authors for a complete reporting of the statistical analysis.

164

University of Missouri — Columbia, MO

■ Department of Environmental Design

»y

Educating Reflective Practitioners through Universal Design

ProposaJ

Educating design students to make sustained arguments, ethical commitments, and
independent judgments based on internalized values is an overriding goal in teaching
universal design at the University of Missouri. Using William Perry's theory on how-
students think, faculty proposed to challenge students to move beyond dualist think-
ing, that considers right or wrong, and relativistic thinking, that considers the context,
to advanced reflective thinking. Kitchener and King (1990) describe the reflective
thinker as "someone who is aware that a problematic situation exists and is able to
bring critical judgment to bear on the problem." Along with Kitchener and King,
James Davis (1993) advocates a teaching approach and "educational milieu" that help
students move to the next stage of cognitive development. This can be done by
introducing developmental!/ appropriate activities that stimulate students to evaluate
where they are and consider the next alternative.

University of Missouri faculty originally proposed to implement a program-wide
enrichment through an awareness week, a design charrette, student reference kits,
teaching packages, and public events. In addition, they planned to coordinate eight
conferences in Missouri to provide hands-on experience to students, 4-H leaders,
teachers, design professionals, and facility managers. Some of these activities were
scaled back because of funding availability.

Team members:

Ruth Brent
Benyamin Schwarz
Gary Hennigh

Activity

During the past academic year, the University of Missouri facilitated a broad range
of activities involving students, faculty, outside guests, and community leaders.
Universal design was integrated into the program through studio teaching, senior the-
sis projects, lecture classes, faculty research, visits from universal design experts, and
involvement of community organizations. These multiple efforts in universal design
education were intended to bring all design students in the Department of
Environmental Design to the reflective judgment level in learning.

Strategies for Teaching Universal Design 1 65

Chapter 20: University of Missouri

Two students critique one
another's work.

11 •$*-

A graduate student empha-
sizes access during a review.

Dan Kem evaluates a
student's design work.

Outcomes

Studio Projects. The primary focus for teaching universal design was
in a design studio for an assisted living project. It was supported by faculty
research on assisted living for older adults.1 This design studio combined
the fundamental values of universal design with the realities of aging. The
design program was to create an environment for older adults with disabili-
ties who wanted to retain their independence while receiving the services
they needed. A wide range of individual assistance would be available to
residents in a homelike setting that ensured privacy and supported maxi-
mum independence. Students were asked to design a small-scale, commu-
nity-based facility, addressing issues at the level of the dwelling unit, the
common space shared by the residents, and the site plan.

All design faculty, a national expert on universal design, and persons
with disabilities served as critics for the studio. Final projects were
reviewed by the executive director and boardmembers of a retirement com-
munity, faculty, three practicing designers, and four members of the col-
lege's 50th Anniversary Graduating Class.

In other studios, outside guests and field trips helped enrich the stu-
dents' understanding of universal design. On two separate projects, stu-
dents visited the homes of fellow students and a professional librarian — all
of whom use wheelchairs. Students studied how these individuals resolved
problems in their environments.

Senior Thesis Projects. At the senior level, students in the environ-
mental design program conduct an independent, capstone studio project of
their choice. They write a thesis proposal and work intensively with a fac-
ulty thesis advisor. One third of the graduating seniors chose to pursue a
project on universal design. Projects included:

• Intergenerational Daycare design of a facility for child and adult
day care

• Dementia Special Care Unit design for four levels of care

• Camp for Children with Disabilities renovation of children's camp

• ADA Assessment of Businesses in Downtown Columbia, MO
(a quantitative and qualitative analysis of commercial locations).

"Educating Reflective Practitioners through Universal Design'

Lecture Courses. The junior-level lecture course, Resources and Materials, and
the senior-level course, Design and Behavior, emphasized the promotional theme of
ADA/Universal Design Week, "Beyond ADA to Universal Design." The week included
the showing of universal design films, a blindfolded walk across campus, and student
participation in the Access Office Wheel-a-thon. Field trips offered students multiple
opportunities to learn about barriers in buildings, to discuss alternatives for correcting
them, and to consider their personal judgments and values. In the Resources and
Materials course, a faculty article on design foundations and assertions was the basis
for a discussion on values in universal design.2

Faculty Involvement While some faculty are more knowledgeable about ADA
and universal design than others, all faculty participated in teaching universal design.
Three faculty are environmental gerontology researchers, one faculty member attended
the UDEP conference, and three others heard Elaine Ostroff, director of UDEP. speak
at the Interior Design Educators Council annual meeting. Having a critical
mass of faculty was significant in transmitting this subject matter to all
design students. Knowledge of universal design gained from lectures was
integrated at more advanced levels of learning in the studio, where students
were internalizing a set of values in creating new places for people.
Faculty's ongoing research in this area further demonstrates to students an
intellectual advocacy of universal design principles.3

National Expert Regular classroom instruction was enhanced by the
visit of a nationally recognized expert on universal design, UDEP advisor
John Salmen. He gave the keynote address, ''Beyond ADA to Universal
Design," at Universal Design Week; participated in a design critique; con-
sulted with a student on her senior thesis project; and met with faculty and
sponsors. Faculty in three courses featured the lecture as part of their classes. Guests
from the community brought the total audience to more than two hundred people.
The presentation was videotaped and covered by the Mid-Missouri Busiitess Magazine .

LDEP Adiisor John Salmen
presenting at Uriiversal
Design Week.

While on campus, Salmen participated in a meeting with program faculty and
Extension field faculty at which each person described his or her teaching and
research interests. He discussed instructional strategies, recommended film and written
materials, and helped brainstorm future funding opportunities. He also met with the
Dean of the College of Human Environmental Sciences, the Associate Dean for
Research, and the Assistant Dean for Student Services.

Student Involvement A student with a disability had an opportunity to do some
teaching by bringing to the attention of faculty that the announcement for the public
lecture did not include the clause: "If special accommodations are necessary, please
contact. .." Adding a new "W"' to the age-old checklist of Who, What. Where. When.

Strategies for Teaching Universal Desi^>: 1 67

Chapter 20: University of Missouri

and Why would help assure that all persons are welcomed. Integrating the "wel-
coming" variable is an important step in realizing universal design, similar to the
notion that universal design should not be taught as a specific class per se, but
should be part of the gestalt of design education.

Advisory Board Member Participation- One of the department's advisory
board members offered another instructional resource. Chuck Graham, who leads a
iVIidwest training project on the Americans with Disabilities Act supported by the
U.S. Department of Justice, participated in teaching by regularly speaking to classes
and student groups, and serving on design critique panels.

Partnering with Community Agencies. A number of community organiza-
tions sponsored the keynote address and actively supported the program's effort to
incorporate universal design in the classroom: American Society of Interior
Designers, MU Student Chapter; American Institute of Architects, Mid-Missouri
Chapter; Access Office for Students with Disabilities; Department of Environmental
Design; Great Plains ADA Project; Human Resource Services, MU; Services for
Independent Living; University Extension4; Campus Planning Committee for Facilities
and Grounds, MU; and Campus Facilities, MU.

Representatives from the above agencies attended the keynote address and par-
ticipated in a work session after the lecture to discuss future cooperation. At this
work session, various types of partnerships were discussed such as employment and
volunteer opportunities and faculty leadership on the campus planning committee.
It was suggested that community participation be expanded to include the Chamber
of Commerce to reinforce the goal of more businesses being made accessible. The
idea that organizations might fund student charrette prize money emerged in a brain-
storming session.

Reflection

Clearly, this project forced the department to focus and expose faculty and stu-
dents to the issues of universal design. It also helped raise attention and awareness
at the college and campus levels.

While this educational project succeeded in advocating universal design, the
challenge of educating reflective design practitioners who are capable of making sus-
tained arguments and ethical commitments continues. Universal design education in
the university setting must concentrate on approaches based on "technical rationali-
ty" as well as "reflection in action." Thinking at advanced levels of the psychomotor,

'Educating Reflective Practitioners through Universal Design1

cognitive, and affective domains5 also gives designers the freedom to reflect, "The challenge ofteach-

invent, and differentiate as a reflective practitioner (Schon, 1983).

ing universal design is

Focusing education on awareness of problems is at the lowest level of matched by the deficit of

learning. Simply recognizing the "right way to meet ADA guidelines" is not

sufficient. Learning to identify the doors that need widening, the restroom fix- ^QSQavciO on toe subject.
aires that need repositioning, or places to add Braille signage is just not
enough. To teach our students problem solving, we give them guidelines to help
them make decisions. This assumes they will select from available means a solution
best suited to establish ends. An emphasis on problem solving, however, can ignore
problem setting. As Schon argues, "Problem setting is a process in which, interactive-
ly, we name the things to which we will attend and frame the context in which we
will attend to them." Students have to be introduced to processes by which to define
decisions before they can advance to levels of learning where they can independently
make judgments based on their internalized values for human rights.

The educational milieu for reflective learning must be attentive to student percep-
tions and needs in their physical environment as well as the philosophical environ-
ment. Students were enthusiastic about participating in empathic experiences such as
the blindfold walk across campus, use of wheelchairs, and use of a kit of materials
donated by an advisory board member from a national furniture manufacturing com-
pany. The physical environment where universal design is being taught, however,
does not necessarily mirror the educational milieu. Perhaps, symbolically, during
AD A/Universal Design Week, renovations for ADA compliance were completed on the
restrooms in the studio building. Providing physical facilities that are supportive to
students with disabilities was a visible message to all students that the program affirms
universal design.

The challenge of teaching universal design is matched by the deficit of research on
the subject. There is a need for collaboration between practitioners and reflective
researchers to study issues of universal design and its implementation. Researchers
need insight into practice and practitioners need to reveal the ways of thinking that
they bring to their practice. Reflective research allows practitioners to gain insight as
they look for effective ways to improve the physical environment for all people.

Strategies for Teaching Universal Design 1 69

Chapter 20: University of Missouri

References

Davis, James R. (1993). Better Teaching, More Learning. Phoenix, AZ: American
Council on Education The Oryx Press.

Gronlund, Norman E. (1981). Measurement and Evaluation in Teaching. NY:
Macmillan.

Kitchener, Karen and Patricia King. (1990). "The reflective judgment model:

Transforming assumptions about knowing" in Jack Mezirow, ed., Fostering Critical
Reflection in Adulthood.

Perry, William. (1970). Forms of Intellectual and Ethical Development in the College
Years: A Scheme. NY: Holt, Rinehan and Winston.

Schon, Donald A. (1983)- The Reflective Practitioner: How Professionals Think in
Action. NY.: Basic Books.

Notes

1. Eldercare in the U.S. and in several other countries around the world is in
transition, shifting away from the medical model of long-term care toward models that
combine medical care with supportive housing and social services. Descriptions and
definitions of this "new" model vary. Provision of the same kind of services may be
called assisted living, board and care, personal care homes, residential care facilities,
rest homes and others. However, one of the key variables shared among the philoso-
phies of operation of these new facilities is the environmental design of the settings.
These designs emphasize home-like living units and attempt to address effectively the
wants as well as the needs of frail elderly. The physical environment represents an
important component of the quality of life for older people. Its primary goal in this
context is to maximize a person's independence, lifestyle choices, opportunities for
social interaction, privacy, and safety and security.

2. fournal of Interior Design. No 1, Vol. 19, 1993. "Hands-On Approach to the
Americans with Disabilities Act," pp. 47-50.

3. A paper on access to design education by persons with learning disabilities,
"Nurturing Design Students with Learning Disabilities," by Ruth Brent, Benyamin
Schwarz, and Richard Helmick is pending publication.

170

"Educating Reflective Practitioners through Universal Design*'

4. Linkage with University Extension assured the greatest mileage from resources
because they serve as a clearinghouse for resources to be catalogued and available for
check-out.

5. Norman Gronlund (1976) divides teaching into the psychomotor, cognitive, and
affective domains. The psychomotor domain ranges from perceiving and imitating to
a more advanced level of being able to perform independently and automatically.
The cognitive domain ranges from a basic level of recognizing to a more advanced
level of making a judgment. The affective domain ranges from the lower awareness
level to the more sophisticated level of internalizing a set of values.

Strategies for Teaching Universal Design 1 7 1

University of South Florida — Tampa, FL

Architecture Program

*€

A Summer Workshop to Raise Awareness

Proposal

As Director of the Architecture Program, I proposed to formally and permanently
integrate universal design issues into the program's curriculum. The program is
somewhat unique among architecture schools because it is exclusively a graduate
program and has made a point of integrating ethical issues into every aspect of its
curriculum. The faculty is committed to user needs, not giit-of-the-gods object design.
This is an opportunity to change the direction of architectural education which, for
the last two decades at least, has gone in the direction of the architecture of ideas,
and of objects, with less and less focus on the user. Information on lifespan design is
available, as the sponsors bibliography attests. Implementation strategies are required
to re-focus architecture on its users.

Team members:

Alexander Ratensky

Program Director
Steven Cooke

Assistant Professor
Theodore Trent Green

Assistant Professor
James Moore

Associate Professor
Daniel Powers

Associate Professor
Susan Behar

Interior Design Consultant

We proposed a ten-week summer-session design workshop as the primary com-
ponent of our project, involving six to eight students and all available faculty in the
department. Running in parallel with this workshop was to be a less structured dis-
cussion seminar for which students would be compensated. The discussion sessions
were intended as the primary place where materials for subsequent teaching efforts
would be developed.

Nothing in this proposal is, in itself, revolutionary. Its strength is its inclusiveness.
The project will not be the special province of one faculty member, but rather will
raise universal design as an issue for the whole faculty and the whole curriculum.
Although faculty and students are familiar with issues of disability and have been
involved in completing the ADA assessment for the university, the program curricu-
lum was missing a systematic approach to teaching universal design and lifespan
issues.

Activity

Our course was described as follows:

Universal/Lifespan Design Workshop

Summer 1993, Monday & Wednesday, 4-6:45 p.m.

Faculty: Ratensky, Cooke. Powers. Green. Moore, Susan Behar

Strategies for Teaching Universal Design 1 73

Chapter 2 1 : University of South Florida

This hands-on design workshop for 6-8 students and several full-time faculty and
an adjunct practitioner will explore the meaning and practice of universalAifespan
design.

UniversalAifespan design addresses the differing abilities, physical and mental, of
people of different age groups, as well as those with environmental, accidental, or
congenital challenges.

"Universal design means simply designing all products, buildings, and exterior
spaces to be usable by all people to the greatest extent possible. It is advanced here
as a sensible and economical way to reconcile the artistic integrity of a design with
human needs in the environment. Solutions which result in no additional cost
and no noticeable change in appearance can come about from knowledge about
people, simple planning, and careful selection of conventional products. " —
Ronald L. Mace, Graeme f. Hardie, Jaine P. Place, Accessible Environments:
Toward Universal Design (Center for Accessible Housing, North Carolina State
University).

For our design project we have in mind a housing type sometimes referred to as
"co-housing, " located adjacent to USFs Tampa campus. Issues of privacy and
mutual dependence will be explored. During the workshop, programmatic and
cost-effectiveness issues associated with universal design will also be explored. We
intend to pursue the eventual actual construction of a prototype residence.

Our methods will include ongoing videotaping of the workshop, and occasional
videotape review and discussion sessions to extract key issues or breakthroughs.
The faculty will develop curriculum ideas and components that can be integrated
with regular course materials. Students will be expected to participate in the discus-
sions that will develop these teaching materials for the regular curriculum, and will
each be paid a $500 honorarium to compensate them for the additional time.

As a student in the course you will be participating, along with your faculty, in a
nationwide project to improve design school curricula in these areas. Here's a
chance to gain elective or technical elective credits, earn a modest sum, influence
the architectural curriculum, and gain knowledge that will increase your value to
future employers.

174

'A Summer Workshop to Raise Awareness1

UNIVERSAL LIFESPAN DESIGN STUDIO * COOPERATIVE HOUSING PROJECT SUMMER 1993

*!$*>*.

PLAY AREA WTTHIN SIGHT OF BOTH THE '^a^^Z ^k

COMMON AREA AND THE 2 i 3 BEDROOM UNITS ffZ^ X

ACCESSIBLE PARKING ADJACENT TO EACH UNfT

TREES PLANTED ALONGSIDE PATHS
PROVIDE SHADE FOR WHEELCHAIR USERS

LOW-SLOPE RAMPS FOR EASY MOVEMENT
V/FROM THE CAR TO THE FRONT DOOR

FAMU7USF MASTER OF ARCHITECTURE PROGRAM TAMPA. FLORIDA

The strategy of paying students to participate in the course was to give them colle-
gial status with faculty in the critical discussion of course materials. Because of student
commitments to other classes in the summer session, the discussions were postponed
from summer to fall.

In the fall we undertook another class. As an outcome of our summer experi-
ences. Professor Daniel Powers made universal/lifespan design an integral part of
third-semester design. His exercises included a weekend at home with a wheelchair
for every student and an exercise simulating visual impairment. He set a three-stage
design problem: the design of a residence for a newly married couple, an expansion
to include children, and a further expansion to include aging grandparents, one of
whom uses a wheelchair. These exercises are seen as a first component of universal
design teaching that will span three studios and be reinforced in lecture classes,
including Professional Practice and Environmental Technology.

Strategies for Teaching Universal Design 1 75

Chapter 21: University of South Florida

Outcomes

The deferred seminar discussions described above occurred in October. Each stu-
dent contributed approximately forty hours of effort to accomplish the following:
represent two of the projects from the summer and relevant code requirements in
illustrations that are accessible to the nondesigner; complete a library of equipment
information and samples of materials and products that support the underlying princi-
ples of universal design; develop a directory to agencies, people, and other resources
in the Tampa Bay region who are engaged in assisting persons with disabilities; and
provide pro bono design assistance to the Access Sub-Committee of The [Tampal
Mayor's Alliance for Person's with Disabilities. Such real-world exer-cises were very
stimulating to the students and we are certain that we will be able to find similar
opportunities at least once each year.

Reflections

In our ten-week summer workshop we made many blunders. Indeed, we dis-
covered new ways to teach universal design badly. What is remarkable is the extent
to which the teaching succeeded despite our blunders, and the remarkable persis-
tence of interest in the subject matter on the part of the students. We have con- elud-
ed that it is the compelling nature of the subject matter and the consultants we used
that sustained students' interest and learning.

Our first error was in setting design criteria that were too general. Our original
program was for twelve units of affordable rental housing to be built adjacent to the
University of South Florida. Because architecture faculty predominated in our group,
it became evident that the issues for universal design — effort, placement, simple
motion, and choice — were not getting addressed. Once we realized this and started
to design the units, progress was pretty rapid.

Nevertheless, we were unprepared for the resistance we encountered from stu-
dents. Most of us have infrequent contact with persons with serious disabilities in this
culture, and the tendency of students to condescend, either verbally or by providing
limited opportunity in their designs, was surprising. It took almost the full ten weeks
for them to internalize the issues and raise their levels of sensitivity. As late as week
eight, one of our students referred to "something that even a 'normal' person could
do" in conversation with a consultant who is a wheelchair user. Fortunately, the con-
sultant was not offended, and the event became the breakthrough for that particular
student.

176

'A Summer Workshop to Raise Awareness'*

UNIVERSAL LIFESPAN DESIGN STUDIO * COOPERATIVE HOUSING PROJECT SUMMER 1993

THE FRONT ENTRY

ROOF OVERHANG SHADES THE FRONT PORCH AREA
FROM THE SOUTHERN(HOTTEST) SUN.

;GLASS PANES THROUGH OUT THE DOOR ALLOW FOR
VISIBILITY TO EITHER SIDE FROM ANY HEIGHT LEVEL.

THIS SHELF. RAISED 28" ABOVE GROUND,

IS USEFUL FOR SETTING DOWN PACKAGES IN ORDER

TO SEARCH FOR KEYS, OPEN THE DOOR, ETC.

PLANTERS, RAISED 17" ABOVE GROUND, SERVE AS
GARDENING SPACES FOR THE RESIDENTS AND
ALLOW FOR FRONT OR SIDE TRANSFER SEATING.

FAMU/USF MASTER OF ARCHITECTURE PROGRAM TAMPA. FLORIDA

These experiences, reinforced by feedback from the students, have led us to con-
clude that the summer session should have been much less a design studio and much
more a lecture/seminar/field trip format. Familiarization with individuals, role-playing
experiments to simulate various disabilities, and field observation are all important.
The design component was essential, but we would not again make it the principal
armature of such a course. The whole issue of code interpretation was of much
greater importance than we realized. We will be developing materials to make code
requirements visual and readily understandable to students and the public.

In week two of the summer session we were given two wheelchairs. These
proved to be the single most effective aspect of the course. Everyone in the class
used the wheelchairs at one time or another to move around the program premises.
All discovered how differently things look from a seated perspective. At our final
class wrap-up the students volunteered that there was "a lot of stuff' in the studios
intruding into the aisles that would impede a wheelchair user. This had been the fac-
ulty's observation too. but it was gratifying to have the students articulate it.

The second most useful teaching strategy was the consultants. Articulate and self-
aware persons with disabilities make wonderful studio critics. Our consultants were
very clear on the unnecessary limitations imposed by the built environment. Our
favorite consultant saw every unit our students designed as a dwelling for himself. He

Strategies for Teaching Universal Design 1 77

Chapter 21: University of South Florida

UNIVERSAL LIFESPAN DESIGN STUDIO * COOPERATIVE HOUSING PRfi.lECT SUMMER 1 993

THE COMMUNITY AREA

--■ a /t-

COVERED ENTRY

AMPLE ROOM FOR
OPENING AND
CLOSING THE
DOOR

LEVER HANDLES

PLANTERS ARE RAISED 17* ABOVE GROUND AND
PROVIDE SEATING AREAS FOR GATHERINGS

FAMU/USF MASTER OF ARCHITECTURE PROGRAM TAMPA. FLORIDA

UNIVERSAL LIFESPAN DESIGN STUDIO * COOPERATIVE HOUSING PROJECT SUMMER 1993

THE LIVING AREA

CASEMENT OR AWNING WINDOWS
ARE RAISED 24' ABOVE GROUND
AND HAVE LEVERS AT THE BOTTOM
TO ALLOW FOR EASY OPENIN
AND CLOSING FROM
A SEATED POSITION.

• CLEAR SPACE IN FRONT OF THE SEATING AREA
ALLOWS FOR WHEELCHAIR CIRCULATION.

• LOW PILE CARPETING OF
LEVEL LOOP

ADJUSTABLE SHELVING AND
RECESSED BASE ARE
INTEGRATED INTO THE DESIGN
OF THE CABINETRY.

TOUCH LAMPS

ROUNDED CORNERS ON THE FURNISHINGS WILL
PREVENT DAMAGES CAUSED BY WHEELCHAIRS

FAMU/USF MASTER OF ARCHITECTURE PROGRAM TAMPA. FLORIDA

*A Summer Workshop to Raise Awareness'

lives with his parents, and made clear the limits of privacy and dependence that he
and they are willing to tolerate. Subsequent class discussion allowed us to generalize
the input from this man. Our consultants came from the community. One had con-
tacted us some years ago about co-sponsoring an ADA seminar and was the lead to
the others. They were excited that the Architecture Program was involved in UDEP
and "their" issues.

The most helpful tool for discussions with consultants was unit models at V-V
scale. This is dollhouse scale and, therefore, easy to furnish. Our models were made
of corrugated cardboard, and were easy to make, tear apart, and rearrange. These
became a primary tool for the critique.

What have we learned? At this stage, faculty believe that universal design needs
to become an integral, repeated, component of our design studios. At least two of
the six students who completed the course disagree and want a separate elective
course. This will form pan of our discussions this fall.

Strategies for Teaching Universal Design 1 79

University of Southwestern Louisiana — Lafayette, LA

Collaboration between Interior Design, Architecture,
and Industrial Design

<€

Enrolling Students with Disabilities in a Design Class

Proposal

This team proposed to develop a course in the School of Architecture that would
expose students to the concept of universal design through personal experiences with
people different from themselves. While the ADA is necessary to ensure protection of
people's civil rights, these educators, among others, question the value of design crite-
ria in stimulating a creative approach to inclusive design. Does holding a student
accountable for implementing minimum guidelines for accessibility provide them with
an understanding of the people for whom they design? Roberts' and Powell's goal
was to move beyond the application of architectural guidelines for accessibility to pro-
vide opportunities for awareness so that students can design from personal sensitivity
and empathic connection to the issues.

Team members:

Charlotte Roberts
Assistant Professor

Brian Powell
Assistant Professor

They proposed two levels of implementation. On the departmental level, they
sought to enhance the resource materials available to faculty and students of the three
programs. On the instructional level, they planned a course with the objective of
increasing student awareness and sensitivity to the diverse needs of the population
through direct contact with persons with disabilities.

To accomplish this object, the project proposed to enroll students with disabilities
as participants in the course along with design students. Raymond Lifchez's video,
documenting design studio activities that involve persons with disabilities as outside
consultants, emphasizes the importance of direct contact as a means of increasing stu-
dent awareness. Collaboration between design students and nondesign students pro-
vides individuals in both groups with reciprocal opportunities. Design students con-
tribute their expertise about the built environment and learn about people who are
'differently abled.' Students with disabilities provide a view of life from their various
perspectives and leam how they can become actively engaged in shaping their world
through participation in the design process (Lifchez. 1979).

The course strived to provide a foundation in universal design through three com-
ponents: awareness, knowledge, and application. The awareness component would
be introduced through experiential activities exposing the students to attitudinal and
communication barriers as well as bamers in the built environment. The knowledge
component, through lectures and handouts, would provide an overview of human
factors, functional limitations, accessibility guidelines, and design process. The appli-
cation of universal design concepts would be achieved by having student teams
design projects with each member contributing according to his or her ability.

Strategies for Teaching Universal Design

181

Chapter 22: University of Southwestern Louisiana

Activity

A faculty workshop was held at the beginning of fall semester to open a dialogue
on universal design education and to engage the rest of the faculty* in bringing univer-
sal design into their classrooms and studios.

The course in universal design was held during fall semester as a three-hour elec-
tive. The course was targeted to upper level design students from the architecture,
interior design, and industrial design programs and students with various disabilities
who were not design majors. Enrollment of students with disabilities was encouraged
by offering them credit on an equal basis with design students. The format of the
class was participatory and was structured to be nonthreatening to students without a
design background.

Enrolling nondesign students raised challenging questions: Where do we find a
sufficient number of students with disabilities and how do we convince them to
enroll? How do we teach design to a nondesign student? How will they fit in and
not feel intimidated by the abilities of the upper-level design students?

We worked with two organizations on campus in recruiting nondesign students
for enrollment in the course. The Beacon Club, a student organization, is dedicated to

182

'Enrolling Students with Disabilities in a Design Class'

awareness of disability issues. The Office for Services for Students with Disabilities,
which assists qualifying students with all facets of campus life, including counseling,
academic advising, and accommodations, was also helpful.

The group.

The instructors distributed a recruitment flyer to explain the objectives of the
course. Students were asked to submit personal data and a brief explanation of what
they expected to contribute to the course in the way of skills, abilities, and experi-
ences. Enrollment was selective because of space limitations and the importance of a
workable ratio between design students and nondesign students.

Student participants included nine design majors and six nondesign majors. The
design majors included one student in architecture, one in industrial design, and seven
in interior design. Of the nondesign majors, three used wheelchairs: one had quadri-
plegic limitations and spoke with a mechanical larynx: one student was deaf: one
was visually impaled: and one was blind. The extended family' included two sign-
ing interpreters and a dog guide.

A primary concern of the faculty was to provide a safe and accessible environ-
ment for ease of movement and communication. The first obstacle was finding a
place for the class to meet. The studio spaces in our building are equipped with thir-
ty-six inch high desks, which are unsuitable for persons using wheelchairs. The stu-

Strategies for Teaching Universal Design

Chapter 22: University of Southwestern Louisiana

dio spaces are shared by the three programs, making it difficult to create the protect-
ed environment necessary for a more intimate exchange. A ground-level stage fur-
nished with large tables and stools became our classroom. An adjacent auditorium
was available for lectures, slide and video projection, and presentation of projects.

The textbook selected for the course was Design Primer: Universal Design,
(Anders, 1992). It provided an introduction to universal design and information on
various human factors to be considered when designing products and environments.
In selecting handouts for the course, the intention was to provide basic information
which would stimulate participation in class discussions and exercises. Over the
course of the semester guest lecturers were invited to provide specific information.
The instructors elected not to use accessibility guidelines for instructional purposes,
but instead encouraged students to find available reference materials on their own
and to gather further information through direct contact with people and the
environment.

The success of the course depended on the students' confidence in communicat-
ing and interacting with one another. At the beginning of the semester several inter-
active exercises encouraged open communication between the two groups of stu-
dents and put everyone on an equal footing. Short writing exercises and guided dis-
cussions were introduced at various times throughout the semester and students were
encouraged to reflect on and share their experiences. Different seating arrangements
were tried: dividing students into small groups or placing them face-to-face to facili-
tate exchange. By rotating team members for each project or activity, everyone had
an opportunity to work with everyone else.

Outcomes

On the first day of class, the students were asked to introduce themselves, telling
about their interests and academic background, why they enrolled in the course, and
what they expected to contribute and to learn. At the next class meeting, to put
everyone on a first name basis right away, students introduced a classmate that they
had just met and told the group a little about that person.

Signing Exercise. As a first assignment, students were asked to give a brief
greeting to the class using the signing alphabet or any other nonverbal means of
communication. A handout illustrated the American Sign Language alphabet. An
interior design student, Colleen, created a pie-shaped puzzle that spelled "universal
design" in signing symbols when put together correctly. Each student was given a
slice of the pie and had to place it correctly to help complete the message. A suc-

184

"Enrolling Students with Disabilities in a Design Class'

cessful ice breaker, the exercise challenged everyone to communicate in a way that
was unfamiliar to them.

Awareness Discussion. Two handouts — Unbandicapping Our Language
(Longmore, 1990) and Guidelines for Communicating with People with Disabilities
(Adaptive Environments, 1990) — were a springboard for discussing stu-
dents'assumptions about abilities and limitations. Nondesign students were
asked to respond to the handout recommendations in light of their personal
experience. Danielle, a student who is blind, was asked how she felt about
the recommendation, "touch a person's arm lightly when you speak." She
responded that it was not necessary to touch her when speaking, but that
she finds it rude when people leave a conversation without announcing
their departure. The guidelines were very useful in explaining to students
that Danielle's dog guide, Fagan, while in harness, was not to be touched,
spoken to, or in any way distracted from its duty to Danielle.

Other students talked about barriers they encounter in day-to-day life,
both in the built environment and in people's attitudes. Design students
asked questions and related their own experiences involving people with
disabilities, many describing their feelings of not knowing what to say or
how to act. This exchange of feelings and needs put the students more at
ease and gave them the confidence to approach each other.

Danielle

Visual Documentation Project In this interactive assignment, stu-
dents documented an encounter with the environment. They used meth-
ods similar to those outlined by Lifchez for interviewing and gathering infor-
mation about the lives of persons who have disabilities. The purpose of
documenting an encounter with the site, according to Lifchez, is to provide
information beyond what the personal interview can convey. Pictures or
video can be used to capture what takes place for discussion after the actu-
al event (Lifchez, 1979).

Teams of students selected sites on or near campus and proposed activ-
ities and the means of visual documentation they would use. Students con-
tinued to learn more about one another in planning the proposals. Doug,
teamed up with Danielle, boldly stated, "I don't want this to come out
wrong, but I've always been intrigued by blindness, with what it is like to
be blind." Her response was a very revealing discourse on being blind.

Students selected a playground at a nearby park, the main entrance ramp at the
university library, an elevator in a classroom building, and the suite of offices which
provide services to students with disabilities. One team proposed to use black and

Ocuiie

Strategies for Teaching Universal I I 85

Chapter 22: University of Southwestern Louisiana

white still photography supplemented by descriptions in Braille text. The other three
teams proposed to videotape their encounters. Doug offered to teach all members of
his team to use the video camera, including Danielle. Her segment of videotaping
proved to be outstanding because of her ability to track voices.

The documentation activity was scheduled for one class period but, due to techni-
cal difficulty with the equipment, two class periods were required. This problem
enabled students to observe each other in the process of their documentation.
Students became profoundly aware of the time and effort it takes a wheelchair user to
get around campus. At the library, the slate surface of the ramp was wet and class-
mates wimessed Leroy's struggle to maneuver his wheelchair up to the entrance.
Cheri, an interior design student commented, "I don't see why he didn't just give up."
Students observed how others, not in the class, averted their eyes and passed Leroy
without offering assistance. Because Leroy had become a friend, the students were
personally affected by this event.

Design students. Kolla and Heather, who documented the inaccessibility of a
small elevator in black and white photographs, captured a small child trying to reach
the call buttons and a very large man crowding into the elevator with other people.
Octave, one of the team members, demonstrated the process of disassembling the
footrests on his oversized motorized wheelchair so that he could fit into the elevator
to attend class on an upper floor.

The site model

For the park documentation, the students filmed Keith trying to maneuver his
wheelchair around obstacles in the newly designed playground and park landscaping.
This illustrated how a facility intended for fun and family gathering denied participa-
tion to someone in a wheelchair.

In documenting the Office for Services for Students with Disabilities, the
team proposed to illustrate communication difficulties that occur in the reg-
ular course of business. The office provides part-time employment for stu-
dents with disabilities. Glennis, a member of the class who is deaf, works
as receptionist. Posted signs give instructions to people seeking assistance,
but people tend to ignore the signs and get impatient in their attempts to
communicate with her. The team staged a reenactment of a typical
encounter. While at this site, Misty, who is visually impaired, demonstrated
the process of translating written text into Braille.

Experiential Activity. In preparation for exercises in site analysis and
planning, students were introduced to a scale model of the project site while blind-
folded. This activity provided an empathic experience by having students assume a
visual disabilitv. An architecture student. Kerwin, constructed the model using various

'Enrolling Students with Disabilities in a Design Class'

materials to provide tactile cues. A scale element was provided so that students could
estimate the size of the site. Heather was surprised: "Being a very visual person, it
was challenging to interact with the site by touch alone. The size of the model
looked completely different than it felt." The model proved to be very useful
throughout the semester because Danielle used it to participate in activities that are
normally visually oriented.

Site Analysis. This assignment asked students to prepare an analysis of a given
site. On a site plan, each team had to graphically represent factors such as natural
elements, sun angles, prevailing winds, and relationship to adjacent properties as well
as functional criteria such as drainage, noise, traffic, and possibilities for access to the
site from adjacent streets.

Both the site analysis and planning exercises were executed in a simple cut-and-
paste technique. Shapes cut from colored paper and other materials symbolized aes-
thetic, climatic, and landscape elements. In the spirit of inclusion, infonnation was
transferred to Danielle's site model to reflect the analysis executed by her team.

Site Planning- As a prelude to this exercise, students were asked to reflect on
and describe in writing an ideal neighborhood, either fictitious or real. By sharing
these "stories," students were able to identify the common values considered impor-
tant to the concepts of neighborhood and community.

The site planning exercise involved designing a neighborhood that was universally
accessible. The design problem was to enhance the spirit of community and promote
interaction among the residents. Two-dimensional collage was the medium
used to represent vehicular and pedestrian access, parking, an unspecified
number of home sites, and amenities such as green spaces, outdoor gather-
ing spaces, and areas for recreational activities.

Field Trip. After the planning exercise the class took a field trip to a
national park facility. Students used an accessibility checklist from the text-
book to conduct a survey of the new park exhibit building, which was not
yet open to the public. They compiled a list of recommendations for
adjustments and improvements such as providing more readable signage.
Braille leaflets, and interpreters who could communicate in signing lan-
guage. They also identified potential hazards such as inadequate handrails
and landings at the entrance ramp.

Storyline and Scenario Mapping. These exercises, modeled after techniques
outlined by Lifchez (1979), were a means of collecting information and providing a
broader picture regarding the needs of the user in a specified activity. In the "story-

Scenano mapping

Strategies for Teaching Universal Design I 87

Chapter 22: University of Southwestern Louisiana

line" exercise, students were to reflect on the phrase "having dinner with the family
on a Sunday afternoon in April" and write a short story giving details of how this
event might look.

With scenario mapping, the students translated their storylines into collages
depicting the Sunday dinner event. Furniture and objects were represented by
shapes that resembled the actual items. Scale figures represented the people involved
in the activity. Students symbolically represented qualities with measurable proper-
ties, such as light, heat, and sound, as well as properties of a more subjective nature,
such as intimacy, warmth, and hospitality, by placing shape or color where the quali-
ty is experienced. An idea that could not be expressed through shape or color could
be written on the construction itself. Students worked individually on this exercise
with the exception of Danielle, who was assisted by Kerwin in making her collage.

Designing the living Environment. The design project involved programming
a home for a fictitious family, selecting a home site from the site planning exercise,
and designing the actual home. Each team began by creating a story about a day in
the life of the family. Programs were developed, based on these stories. The stu-
dents collaborated on the design of an accessible floor plan to meet the needs of
individual family members as stated in the program. Study models were used to help
nondesign students understand three dimensional space. In presenting the design,
the goal was not a finely crafted product, typical of a regular design studio, but rather,
simple constructions of cardboard, paper, and glue that allowed for hands-on partici-
pation by everyone involved.

Whenever team projects were assigned during the semester, each team
member identified an area of primary responsibility for the project accord-
ing to his or her own ability. For example, tasks for the design project
involved drawing floor plans, building models, writing descriptions of the
project and the program, and verbally presenting the projects. Each student
selected a primary task while contributing in the other areas as well. The
students collectively built a large-scale site model of the entire community
for the placement of individual houses. Presentations of the design project
were made on the final day of class with everyone participating.

■.v/ZXiw,:

188

'Enrolling Students with Disabilities in a Design Class'

Evaluation

Students were graded for their level of participation in the course and
degree of interaction with other students. Projects and exercises were eval-
uated for content and demonstration of knowledge and understanding.
The final exam was a take-home questionnaire asking students to assess
what they had learned from the projects and activities and from interaction
with their classmates.

The primary purpose of the course was to change students' attitudes by
developing their awareness of and sensitivity to people who have differing
needs. To evaluate changes in attitude from the beginning of the course to the end.
the instructors conducted videotaped entrance and exit interviews with individual stu-
dents. Class activities were also photographed and videotaped, providing supporting
information on the changes in attitude that occurred. Post-course observations of stu-
dents who had participated further documented the impact of the course.

''Anything that I design will
be universally accessible,
not because of laws or
codes, but because I want
it that way. Universal
design is part of my code
of ethics now. "

The instructors recorded events and commentary in journals as
another means of observing attitudes and evaluating the success of
the exercises. From those records came comments indicating that
awareness and sensitivity were being enhanced by this experience.
After participating in a site analysis exercise, Glennis commented.
"At home I noticed how the sun lights my backyard in the morning
and how mv neighbor's vard is a bad view." Earlv in the semester.
Leroy observed, "I was concerned about learning to design, but so
far we are learning about people, [long pause] I guess you have to
know about people before you can design for them."

The course had some unexpected outcomes. Building on the
idea of pairing students with disabilities with able-bodied students,
Leroy proposed a campus evacuation plan that would designate
able-bodied sponsors at the beginning of each semester to assist
their disabled classmates in case of an emergency. His plan has
been approved by the university administration. He claims that his
participation in the course has enabled him to get more involved
with life and with helping others.

Design students who participated in the course were observed
informallv bv facultv during the following semester. Two of the stu-
dents were seniors in interior design and were involved in semester-
long thesis projects. Kim's thesis, a children's museum, included
exhibits designed to teach children about cultural diversity. One

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Strategies for Teaching Universal Design I 89

Chapter 22: University of Southwestern Louisiana

"Direct contact with StU- exhibit provided children with the experience of various disabilities, such as

limited vision and using a wheelchair. Trade's thesis involved the design of
dents With disabilities was prototypical apartment units that were universally accessible. She devel-
T 7 , r oped a set of criteria for the design of cabinets, appliances, and fixtures as

an invaluable means tor , , . ... ° _, : . rK , . , , ,

J part of a modular wall-hung system. The sensiuvity expressed in both the-

pTOViding design Students sis projects indicates that these students were greatly influenced by their

participation in the course on universal design.

with sensitivity and aware-
ness of diverse human The faculty reviewed videotaped entrance and exit interviews for indicators
, „ such as language use: how students refer to one another, what their

assumptions are, and what they perceive as their ability to contribute. The
initial interviews contained a strong "weVthey" distinction when design
students referred to non-design students and vise versa. In the exit interviews this
occurred less frequently. Many students spoke of gaining confidence through the
course to interact with and reach out to other people. Kim commented, "My percep-
tion of people with disabilities has gready changed. For some reason, I always
believed that they were in pain. After spending some time with people with disabili-
ties, I realized that yes, they do experience some pain, but that is not what their
whole lives are about." In her exit interview, Trade commented, "Anything that I
design will be universally accessible, not because of laws or codes, but because I
want it that way. Universal design is part of my code of ethics now."

Reflection

Within the first few weeks of the semester, the students developed a strong sense
of community and the ability to communicate openly. They had enrolled in the
course intentionally: for what they had to contribute as well as for what they could
learn. The level of enthusiasm was very high and the students' insights inspiring.

We approached teaching this course with openness, allowing for necessary adjust-
ments in time and specific activities based on the individual levels of ability and how
students functioned together in teams. There was not enough time for all that was
originally planned and some of the planned activities proved so successful that we
allowed more time for them to fully develop. Many days students lingered for an
hour or more after class to work on projects or to continue a discussion.

The awareness component proved to be the most significant part of the course.
From the beginning, the discussions, exercises, and activities stimulated the students
to be open in their communication with each other. The videotaped entry interviews,
originally intended as an evaluation tool, were combined with footage from the visual

190

'Enrolling Students with Disabilities in a Design Class*'

documentation projects to produce a short video which illustrates students encounter-
ing physical and attitudinal barriers. In the exit interviews, students were asked which
activities were most valuable to their learning. The experiential activities, especially
the visual documentation exercise, were cited most frequently.

The knowledge component changed the most from the original proposal. It was
quickly apparent that it would be redundant to teach students with disabilities about
accessibility. We had a particularly knowledgeable group of people who were very
familiar with their rights and with the issue of accessibility. Knowledge and aware-
ness were reinforced through observation, interaction, and immersion in the design
process, in addition to reading available resource materials.

Direct contact with students with disabilities was an invaluable means for provid-
ing design students with sensitivity and awareness of diverse human needs. Evidence
of this enhanced sensitivity was visible in the more empathic and creative design solu-
tions students produced in the following semester. The students with disabilities also
gained through their association with people who were openly interested in learning
about their special needs. They were moved by the spirit of inclusion and some even
discovered new abilities. Overall, the course provided a meaningful educational
experience for all participants.

We will continue to offer this course in universal design. Since it is not feasible to
accommodate all students in the three programs and still maintain a workable ratio of
design to nondesign students, the course will remain an elective. In addition, a
course in human factors is recommended so that all design majors learn about physi-
cally diverse populations, accessibility guidelines, and universal design concepts. We
hope that students from this course will carry their awareness and sensitivity of lifes-
pan issues into the traditional design studio to inspire other students.

Strategies for Teaching Universal Design 1 9 1

University ofTennessee — Knoxville,TN

Interior Design Program

"Synthesizing Lifespan Issues Within the Studio:
Seeing, Experiencing, and Designing"

Proposal

Interior design courses that address universal design issues usually focus on regu-
latory compliance or the needs of a particular group, such as the elderly or wheelchair
users (Canestaro & Houser, 1993). It is imperative that we help students develop a
sensitivity to universal design issues, provide them with experiences to elucidate
growing old or being disabled, and give them comprehensive lectures and studio
exercises that address issues across the lifespan. The challenge for faculty is to ensure
that students synthesize these experiences into the very core of their psyches rather
than simply learn to list spatial programmatic requirements or to recite codes.

Our project proposed to develop three intenelated instructional components — an
introductory videotape, a game and simulation teaching manual, and computer-based
instructional modules. The intent of these components was to sensitize interior design
students to the physical and emotional ramifications of universal design by having
them experience what it is like to be old or to have a disability. It was also our intent
to go beyond, yet include, regulatory considerations. Subsequent studio problems
would give students the opportunity to design with these issues in mind. Our final
objective was to test what the students learned about universal design by evaluating
studio exercises and projects.

We drew from the campus environment and the university community' for settings
and consultants. Our premise was that design students would identify and empathize
with the problems encountered by students with impairments more quickly than they
would with similar circumstances faced by a less familiar population.

Following production, the components would be used sequentially throughout the
interior design curriculum:

• All students would view the videotape during the introductory interior design
course.

• Students would begin using selected computer-based learning modules during
their second-year and continue using modules developed for specific project
types.

Team members:

Nancy Canestaro
Associate Professor

Thomas Houser
Assistant Professor

Strategies for Teaching Universal Design 1 93

Chapter 23: University of Tennessee

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YEAR ONE

• view video tapes

YEAR TWO

• use basic learning modules

• play games

YEAR THREE

• use advanced learning modules

• design and develop games

YEAR FOUR

• produce video tapes

• use project learning modules

YEAR FIVE

• develop computer learning modules

Instructional
Components witbin tbe
Curriculum. The video
was produced by seniors for
use by first-year and trans-
fer students. The ga mes
were developed by juniors to
benefit sophomores. The
computer-based learning
modules were begun by
fifth-year students for appli-
cations throughout the pro-
gram. The pedagogical
intent was for students to
benefit from producing as
well as using the three
components.

CURRICULAR OBJECTIVE
Synthesize components and concepts throughout the program

permeating students' design philosophies
as they move into the profession.

• Third-year students would research universal design for particular settings
and would design games to explain the issues to less advanced students.

• Subsequent studio projects would include a universal design analysis compo-
nent, similar to a codes check.

As pan of UDEP, we planned to test the validity of having students produce
these components as a teaching technique. We did not intend to test the effective-
ness of the proposed component sequence within the undergraduate interior design
curriculum. The amount of time a class needs to produce these materials varies
considerably depending on other classroom activities and the desired level of profes-
sionalism. Production video takes longer to shoot and edit than home movies and
interactive learning modules require more time than simple HyperCard stacks.

194

'Synthesizing Lifespan Issues Within the Studio'

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VIDEO TAPE(S)

Planning (1-2 weeks)

• develop story board

• prepare interview questions

• determine facilities

Human Subjects (1-3 weeks)

• obtain permissions

• identify participants

• schedule interviews

Media Services (2-4 weeks)

• request video staff support

• schedule taping sessions

Conduct Interviews (2-3 weeks)

• conduct mock interview

• facilitate arrival of participants
» test lighting and sound

• conduct interviews

• have panel summary

Rough Footage (1-2 weeks)

• review tapes

• edit story boards

• edit tapes

Final Footage (1-4 months)

• rework and edit production to
desired level of sophistication

GAMES

Pre-planning (1-2 weeks)

• read game/gaming materials

• analyze existing game(s)

• participate in simulation games

Planning Game (1-2 weeks)

• identify issues to portray

• develop game concepts

Designing Game (1-2 weeks)

• produce prototype

• test game in class

• receive input from consultants

• determine needed revisions

Producing Game (2-3 weeks)

• refine concept

• secure durable materials

• build final product

Testing Game (1 day)

• play games in small groups
including expert consultants
and individuals with disabilities

• evaluate each game

• conduct debriefing at end to
discuss experiences, feelings
and what was learned
throughout the process

LEARNING MODULES

Duration: 10-16 weeks, or more

Duration: 4-3 weeks

Pre-planning (2-3 weeks)

• decide topics

• conduct literature search

• review applicable regulations

• create bibliography

Planning (1-2 weeks)

• develop story board

• place each fact or issue on a
3"x5" index card, noting
bibliographic information and
desired graphics

• post cards on wall or tackboard
by topics in outline format

• connect interrelated concepts
across topics with stnngs

Entering Data (2 weeks)

• create stack for each heading

• enter one thought per card

Adding Graphics (2-4 weeks)

• paint graphics in HyperCard

• import drawings or scans

• aad animations or video clips

Editing (1-3 weeks)

• edit and organize cards

• connect "strings" with buttons

Development of
Instructional
Components. These
charts indicate the proce-
dures followed for the pro-
duction of the videotape,
games, and computer-
based learning modules.

Duration: 8-12 weeks, or more

Activity

Depending on their academic level, students were assigned one of the following

tasks to broaden their awareness of universal design issues:

• Interview or videotape individuals with disabilities;

• Develop universal design games; or

• Synthesize data into computer-based instructional modules.

Students who were not involved in production tasks benefited from the informa-
tion and provided a valuable test of the components by viewing the video or playing
the games. The computer learning modules were not tested with students at this time.

Strategies for Teaching Universal Design 1 95

Chapter 23: University of Tennessee

Representative
Universal Design Games.

"Inhibition " was designed
by Cheryl Hooper, Annette
Redmon, and Emily Ridley
to show bow tbe physical
environment inhibits people
with disabilities.
"Universatile" was pro-
duced byjenn Howard, Jan
Murray, and Amy Smith to
teach universal design
issues across the lifespan.

All participants applied their newly acquired knowledge by completing studio
exercises with special emphasis on universal design. In each case, they were expect-
ed to meet the course objectives and demonstrate profound sensitivity to life-span
issues. At the completion of the class they presented their work to juries of adminis-
trators, educators, and individuals with disabilities and/or design practitioners.

Outcomes

Introductory Videotape. An introductory videotape was developed by seniors
for students in lower-division studios to help them understand how university citizens
with different types of disabilities experience the campus environment. The exercise
was a small component in an advanced interiors studio. We chose a video compo-
nent for several reasons: this generation of design students relates well to media pro-
jects; tapes could be edited to create a concise experience for viewers; and excerpts
from the tapes could be incorporated into computer-based learning modules in the
future.

To produce the video, students worked in teams and met with members of the
university community*. A student who uses a wheelchair, a student with a hearing
impairment, and a student with a sight impairment participated in the videotaping.
The Director of Handicapped Student Services for the university contacted these con-
sultants for their assistance in the videotaping and participated in the sessions herself.
Each session began with an introduction of the guests, who made general observa-
tions about the environmental challenges they face. Then the students moved
through buildings on campus, developing "personal diaries" of their guests maneuver-
ing through the university environment with its plethora of obstacles, both physical
and social. At the end of each session there was a debriefing to summarize
observations.

196

"Synthesizing Lifespan Issues Within the Studio'

The objective of producing the videoptape was to create material for introducing
first-year students to universal design. The means, however, became an end. We
discovered during the first taping session that the interior design students who
assisted with the taping developed a new appreciation for the challenges faced by
their peers with physical limitations. Students who had been using buildings on
campus for four years began noticing obstacles and barriers that they had not seen
before. A number of important lessons were learned. For example, a student who
uses a wheelchair pointed out that he was unable to use most of a room designed
for student organization meetings even though the room met accessibility codes.

Games. The use of simulation techniques to evaluate behavior and space usage
is well documented (Appleyard et al, 1982; King et al, 1982; Greenblat, 1981; Hasell.
1980; Sanoff, 1977). Simulations vary from highly controlled experimental studies of
behavior in architectural environments or even computer studies (Winkel &. Sasanoff.
1976; Stahl, 1982) to quasi-experimental explorations of affective responses to certain
conditions (Goodman and Horn, 1975; Canestaro, 1987). At the highly controlled
end, some argue that the situation becomes so abstracted that the layers of
reality are obliterated. This can be overcome by verifying findings with
people who have experienced the condition under study. At the other
end of the spectrum, it is argued that "touchy-feely" simulations do not
produce enough usable information. This, too, can be overcome by con-
cluding the simulation with a highly controlled debriefing that examines
how to use new perceptions of a situation in real settings. Assessments
and perceptions of environments are often studied indirectly through envi-
ronments that are convenient and simulated (Bosselmann & Craik, 1990).

We prepared a course packet for third-year students to use in the
design and production of the games. We also intended to use it as a
framework for studio exercises. The packet included articles and data
related to universal design, information about games and simulations, and course
expectations. We also prepared a gaming and simulation teaching manual for use
by faculty.

Teams of two or three students applied the materials from the packet to the
design and production of games that explained or demonstrated universal design
issues. They chose game subject material by researching the roles and characteristics
of people with different impairments, including those portrayed in the video diaries.
They also reviewed the pertinent codes, regulations, and guidelines to building, life
safety, and accessibility issues. We encouraged students to design the games to sim-
ulate the effects of the built environment on people with disabilities, as well as to
test factual information. The resulting games were played by lower-division students
to expose them to universal design issues, especially individuals' needs across the
lifespan.

Playing the Universal
Design Games. As a

culminating experience in
the game design and
production process, the
juniors presented and
tested their ^ames by
playing them with their
cUissmates. Suphomore-leiel
inten • cL lign students,
unii ersity ^ui'r.mistrators.
faculty, and ', >^ultants
disabilities uho
me :; ated in .
;:.<■<. :.,.-- pr iect.

Strategies for Teaching Universal Desist I 97

Chapter 23: University of Tennessee

After playing the games, we held a debriefing to evaluate the games and to sum-
marize observations and feelings about universal design issues. The students who
designed the games appeared more sensitive to the problems experienced by their
physically impaired peers than they were at the outset of the project. Course evalua-
tions and subsequent studio design projects are further evidence of students'
increased sensitivity since the beginning of the semester. At the end of the process,
the consultants from the video project evaluated the games. They assessed how sen-
sitive the games were in presenting the issues, how interesting the games were to
play, and whether the games were successful as learning tools. These games were
presented and exhibited at the 1994 Interior Design Educators Council Conference in
San Antonio during the keynote session on universal design.

Computer-based Learning Modules. The effectiveness and weakness inherent
in computer-based learning modules are well-documented in the literature (Case,
1990, for example). xModules designed to provide relative freedom of navigation
through the learning sessions capitalize on research findings relevant to student satis-
faction and effectiveness (Lanza & Roselli, 1991).

While the video diaries spoke to the emotional and practical sides of universal
design and accessibility issues, the computer-based learning modules addressed regu-
latory concerns. This approach — melding subjective feelings expressed in the video
diaries with objective requirements of guidelines and laws — appeared to help students
understand the positive human concerns behind regulatory guidelines. For example,
when students saw a person using a wheelchair struggle with a heavy door, they
understood the necessity of specifying a maximum opening pressure for doors.

Modules for basic instruction of universal design issues and regulatory concerns
were produced during the 1993-94 academic year by fifth-year students in a design
synthesis course. Twelve HyperCard stacks containing over 400 cards were devel-
oped to report findings from intensive literature searches on the topics listed below.
These stacks will be available for use in future design studios to introduce universal
design issues or to supplement course readings. The subject areas of the twelve
stacks were:

• Introduction to and benefits from an approach to universal design

• Disability statistics

• General information about and categories of disabilities

• Disadvantages experienced by those with disabilities

198

'Synthesizing Lifespan Issues Within the Studio'

TRADITIONAL DESIGN:
Designed for able bodies.

4lfe03^

TRADITIONAL DESIGN:
Designed for able bodies.

UNIVERSAL DESIGN:
Includes needs of:
• children . . .

TRADITIONAL DESIGN:
Designed for able bodies.

cT?S?77s5r

UNIVERSAL DESIGN:
Includes needs of . . .

TRADITIONAL DESIGN
Designed for able bodies.

'tQ&HZ&t

UNIVERSAL DESIGN:

Includes needs of:

• cnildren.

• people with disabilities

Excerpts from
Computer-based
Learning Modules,

Concepts have been ani-
mated through a series of
cards in HyperCard or
slides in PowerPoint. Both
text and graphics evoke
through a series of images
to convey one concept.
Users can use the arrows in
the right hand corner to
move forward or back-
wards in the stack.
Pressing the globe icon
allows the user to go to a
master (home) card that
serves as a directory for all
of the stacks.

TRADmONAL DESIGN
Designed for able bodies.

UNIVERSAL DESIGN:

Includes needs of.

• children.

• people with disabilities

• the elderly, and ... fj

TRADITIONAL DESIGN
Designed for able bodies

UNIVERSAL DESIGN:
Includes needs of:

• children.

• people Aiih disabilities

• the elderly and

• non-typical users.

Strategies for Teaching Universal Design 199

Chapter 23: University of Tennessee

• Information on aging

• Information on dementia and Alzheimer's disease

• Introduction to the Americans with Disabilities Act

• General definitions concerning barriers and barrier-free design

• Accessibility guidelines

• ADA requirements and guidelines relative to new construction and
existing buildings

• Environmental effects on physical and emotional well-being

• Wayfinding and coding of the environment

Three basic software packages were used: HyperCard (Claris. 1990-1992) for the
development of informational databases and tutorials; PowerPoint (Microsoft, 1992)
for the production of slides, and Director (MacroMind, 1992) for editing the videos.
HyperCard was selected because it is widely disseminated throughout academia.
PowerPoint was used for the ease of slide development and editing and the transfer-
ability of data between programs. Director was chosen for the ability to create stand-
alone applications so that faculty at other programs would not need the original soft-
ware to access the materials.

There are several advantages to storing information in HyperCard. The program
can work somewhat like a database. Information is stored on cards, much like com-
puterized index cards, and the cards are then stored in stacks, much like file folders.
Users simply move through the stacks as they would thumb through files. Editing is
relatively easy and additional learning modules can be developed for specific project
types by simply rearranging cards from the appropriate stacks. New material can be
inserted at any point without having to rework the existing stacks. As new project
challenges are faced by students, appropriate building, life safety, and accessibility
codes can be presented through customized computer-based modules.

Students learn to manipulate HyperCard quickly. By using options in the pull-
down "Go" menu they can return to the home card (directory) to open another stack
of cards, giving them another topic. Through the same menu they can go forward or

200

"Synthesizing Lifespan Issues Within the Studio'

backward in the stack. They also can see a record of all the cards they have viewed.
The "Find" command lets students search for key words and the program moves to
the appropriate card or cards automatically. Similar command options for moving
through documents to retrieve information are available on PowerPoint and Director.

Studio Projects. We evaluated the success of these universal design teaching
techniques by analyzing the visual evidence in studio design solutions from upper
division courses. During the fall semester, students in a third-year interior design stu-
dio evaluated and partially redesigned an assisted living facility that was under con-
struction. They drew on their experiences from producing the universal design
games, from interviews and observations made at the facility, and from the views
expressed by consultants on the videotape. In the spring semester, this same studio
of students designed weekend retreats for individual clients with specific physical dis-
abilities. The fourth-year interior design students designed large-scale conference cen-
ters, based in part on previous knowledge of universal design issues and on their
experiences from producing the video. They evaluated their proposed spaces in light
of universal design issues and concerns with techniques such as proxemic zone
analysis.

Students presented their work to university citizens who have impairments, profes-
sional designers, administrators, and faculty. Paul Grayson, our UDEP advisor, cri-
tiqued the juniors' studio design projects during his visit in the spring term. The
review process confirmed that the students had learned a great deal about universal
design. It also underscored the need for vigilance in their quest to meet predictable
needs of as many users as possible.

Weekend Retreat Project,
Gesture and Plan. Paula
Will designed a refuge for a
4 '-6" tall person with inter-
ests in gourmet cooking, vir-
tual reality and pet snakes.
She made a one-line gesture
drawing that reflected the
client's interests and person-
ality, and then adapted it to
become the base circulation
pattern within the retreat.
The project represented a
melding of aesthetic, func-
tional, lifespan, and produc-
tion issues in a course focus-
ing on construction contract
documents.

Through each of these components — the introductory videotape, games, comput-

er-based learning modules, and studio projects

-students gained an early understand-

Strategies for Teaching Universal Design 20 1

Chapter 23: University of Tennessee

Executive Conference
Center Project.

Registration, lobby, and
lobby lounge. Virginia
Montgomery designed a
200,000 square foot confer-
ence center in a fourth-year
studio. This plan detail
reflects the attention paid to
the needs of people who use
wheelchairs.

0 c^

Executive Conference
Center Project, Proxentic
Zones Study. Virginia
Montgomery created a prox-
emic zone layer in her com-
puter-based drawings to
evaluate the ease with
which wheelchair users
could both access a space
and interact with other
users. The circles on this
drawing represent the gen-
erally recognized bound-
aries of personal social,
and public interpersonal
space.

202

"Synthesizing Lifespan Issues Within the Studio'

ing of some of the problems faced by people who have different abilities.
They learned about some of the barriers and problems that many of their
peers face everyday through producing and playing the games or taping
and viewing the video. They also learned required building, life safety, fire,
and accessibility standards, codes, and regulations.

Reflections

The emotions and frustrations experienced by students with disabilities,
as portrayed in the video diaries, clearly affected the interior design stu-
dents. Having consultants of the same age and experience as the design
students underscored the relevance of universal design throughout the lifespan.
Addressing design issues for people their own age charged the term "universal design"
with new meaning: they are not just designing for the elderly, but for their peers, and
for themselves someday.

Dialogue between consultants on the videotape captured the issue that meeting
regulatory requirements often is not enough — accessible space is not always usable.
While attempting to use spaces that meet applicable codes, a student using a wheel-
chair pointed out the functional deficits: "O.K., I can get to this [conference! table, but
what if I don't want to sit here, but there?. . . I can reach these [library] shelves, but I
have friends who couldn't. ... There's nowhere on campus where two or more of
us — and we do tend to travel in packs — can eat together without causing distur-
bances." A student with a hearing disability surprised the interior design students by
pointing out how the activities of others affect him: "You might not notice the sound
from a door hinge when you come to class late, but my hearing aid picks it up like
squeaky chalk. It [conveys] all sounds, and doesn't know what to filter out."

Paul Grayson, UDEP
Advisor, Critiques
Weekend Retreat
Projects. Toe posted pro-
jects represent work
through the design develop-
ment phase. Students sub-
sequently completed work-
ing drawings that allowed
for spatial adaptations to
accommodate changes
throughout their clients'
lifespans.

A predictable result of the universal design games was that students had to leam
detailed facets of universal design to formulate their games. Students playing each
other's games were motivated to leam additional information to perform well before
their peers. This desire to do well in each other's games reinforced learning and
helped integrate information into the students' approaches to problem seeking and
problem solving — results we seek as educators when we give exams.

Fifth-year students preparing the computer-based instructional modules noted that
they had been exposed to the same materials in previous courses but had experi-
enced difficulty remembering the data. These students stated that HyperCard stacks
could be tremendous aids for organizing and synthesizing information across courses.

Strategies for Teaching Universal Design 203

Chapter 23: University of Tennessee

Evaluation

We documented the process from the beginning, including writing objectives for
each of the three components and methods of evaluation. In addition to the evalua-
tive questionnaires developed by the sponsors of the UDEP, we evaluated the effec-
tiveness of the videotape, computer modules, and simulation by having students who
experienced the process assess how much they learned. The consultants evaluated
the universal design games for the amount of learning they thought the games
achieved.

A marker for the successful completion of this process was inherently elusive, as
our ultimate goal was to influence how students think, feel, and proceed while
designing interiors. If the strategies implemented through this project were successful,
the students would demonstrate heightened sensitivities to universal design issues.
Presumably, their evolving personal design philosophies would include these issues
and be visible in their approaches to designing interiors. Although the degree to
which awareness of universal design and lifespan issues was increased by this project
is difficult to assess, both faculty members have observed that students are incorporat-
ing universal design concepts into their projects without the resistance they usually
express towards code issues.

Perhaps the best evidence of success comes from impromptu comments made by
students during studio sessions:

My client is getting older. Maybe I need to change this since she may use a wheel-
chair later.

But what if a taller person buys this house? I should put in supports so wall cabi-
nets can be added. These [base] cabinets can be raised. These [others] could be left
lower for a mixing center.

This recessed area fits the site better. A ramp can be worked in over here. . . . How
will I know that another owner or contractor will know the extra floor joists are
provided?

I've stacked these [walk-in] closets so an elevator could be added. I guess a fire pole
is out of the question?

I ramped it just in case. . . .

204

'Synthesizing Lifespan Issues W'rthin the Studio'

Other groups and individuals could benefit from this instructional development
project. University administrators could benefit from viewing the video and going
through the learning modules to sensitize them to the human dimensions of the regu-
latory issues raised by ADA. Faculty in interior design could benefit from viewing the
video, experiencing the games, reviewing the computer-based learning modules, and
participating on design juries. Faculty outside the discipline of interior design could
benefit as well. Administrators of our College have discussed how offshoots from the
computer-based learning modules could be used in the retail, hotel- restaurant
administration, and day care classes to present an overview of universal design issues
to majors in other fields. Students with impairments at the university expressed
appreciation at having the opportunity to speak out to young designers as well as to
university decisionmakers on the problems they encounter as they try to achieve their
potential in this academic community.

Our participation in this process will continue well beyond the completion of this
project. If nothing else, this project has reinforced our commitment to universal
design as a mandate for our personal teaching and designing. We plan to continue
using all the strategies developed here. All three strategies garner self-perpetuating
products. Student output produces materials that can be used to edit earlier products.
Work from each year reinforces the past and helps build a stronger base for the
future.

Participation by the following individuals was essential to the success of this project
and is gratefully acknowledged: Consultants Ricky Smith, Kathy Spruiell, and
Bryan Vogt; Director of Handicapped Student Services, LTK, Dr. fan Howard;
Director of the Center for Telecommunications and Video, UTK, William R. Terry;
video technician, fames Bell; Randall Cooper and Marsh Frere, ofByrd & Cooper
Architects. Knoxville; Damon Falconnier, of Accessible Design Architects. Knoxville;
Architect Leroy Gerard of Knoxville; John Overly, Architect-in-Charge of Barrier-free
and ADA Compliance, Martin Marietta, Oak Ridge, 77V; and Administrator,
William Thomas, Social Worker fane Finn, and Director of Nursing Barbara
Cooper of Shannondale Health Care Center, Knoxville.

Strategies for Teaching Universal Design 205

Chapter 23: University of Tennessee

References

Anders, D., & Fechtner, D. (1992). Universal Design. In A Report on the Industrial
Design Curriculum Development Program. New York: Pratt Institute.

Bosselmann, P., & Craik, K.H. (1990). Perceptual simulations of environments. In R.B.
Bechtel, R.W. Marans, & W. Michelson (Eds.), Methods in environmental and
behavior research (pp. 162-190). Malabar, FL: Robert E. Kreiger Publishing Co.

Canestaro, N.C. (1987). Open office programming: Assessment of 'the work station
game' as a planning tool. Unpublished dissertation from The University of
Michigan, Ann Arbor, MI.

Canestaro, N.C. (Ed.) (1993-1994). Innovative teaching ideas. Interior Design
Educators Council.

Canestaro, N.C, & Houser, T.L. [Analysis of project descriptions and requirements in
Canestaro (Ed.) Innovative teaching ideas] Unpublished raw data.

Case, D. (1990). Using HyperText to create design programming databases. Journal of
Interior Design Education and Research, 19(1), 37-52.

Claris Corp. (1990-92). HyperCard® (Version 2.1) [Computer programl. Santa Clara,
CA: Apple Computer, Inc.

Goodman, F.L., & Horn, A.T. (1975). The end of the line: A simulation game. Ann
Arbor, MI: The Institute of Gerontology, The University of Ml/Wayne State
University.

Greenblat, C.S. (1981). Gaming-simulation as a tool for social research. In C.S.
Greenblat & R.D. Duke (Eds.), Principles and practices of gaming-simulation
(pp. 189-201). Beverly Hills, CA: Sage.

Hassell, MJ. (1980). Urban gaming simulations and evaluation. In R. Horn & A.
Cleaves (Eds.), The guide to simulations/games for education and training (4th
ed.) (pp. 28<>303). Beverly Hills, CA: Sage.

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King, J., Marans, R.W., & Solomon, LA. (1982). Pre-construction evaluation: A report
on the full scale mock-up and evaluation of hospital rooms. Ann Arbor, MI:
Architectural Research Laboratory, University of MI.

Lanza, A., & Roselli, T. (1991). Effects of the hypenextual approach versus the struc-
tured approach on students' achievement, fournal of Computer-based Instruction,
18(2), 48-50.

MacroMind, Inc. (1992). Director (Version 3- 1-1) [Computer program]. San Francisco:
MacroMedia, Inc.

Microsoft Corp. (1992). PowerPoint (Version 3-0) [Computer program]. Redmond, WA:
Microsoft Corp.

Sanoff, H. (1977). Methods of architectural programming. Stroudsbourg, PA: Dowden,
Hutchinson & Ross, Inc.

Stahl, F. (1982). Computer simulation modeling for informed decision-making. In R
Bart, A. Chen, & G. Francescato (Eds.), EDRA 13: Knowledge for Design (pp. 105-
111). College Park, MD: Environmental Design Research Association.

Winkel. G., & SasanofT, R. (1976). An approach to an objective analysis of behavior in
architectural space. In H.xM. Proshansky, W.H. Ittelson, & L.G. Rivlin (Eds.),
Environmental psychology: People and their physical settings (2nd ed.) (pp.35 1-
362),. New York: Holt, Reinhold & Winston.

Strategies for Teaching Universal Design 207

Virginia Polytechnic Institute and State University-
J Blacksburg,VA

Interior Design Program

"Across the Lifespan and the Curriculum

Proposal

Meeting the needs of people has always been the cornerstone of the programs in
Housing, Interior Design, and Resource Management (HIDM) at Virginia Tech.
External support for universal design education has helped faculty highlight the value
of designing for people of all ages and abilities in their teaching.

Team members:

Julia Beamish

Associate Professor
Anna Marshall-Baker

Assistant Professor
Eric Wiedegreen

Assstant Professor

The Interior Design Program at Virginia Tech is within the HIDM Department in
the College of Human Resources. The Interior Design Program is FTDER accredited
and graduates approximately thirty-five students per year. For many years, students in
Interior Design and Residential Property Management have been required, in their last
year, to take Barrier Free Design, a two credit lecture course. The course concentrates
on code requirements for accessibility. It also requires students to interview people
with special needs, to assess buildings, and to consult with clients on unusable spaces.

Our proposal was to educate the faculty in the department through an orientation
session and design process. Projects would be introduced in courses throughout the
four-year degree program so that universal design would be an integral component of
students' interior design work. In spite of receiving less funding, faculty who partici-
pated in submitting the proposal agreed to implement universal design in their classes
during the fall and spring semesters.

Activity

As faculty discussed how to integrate universal design, we identified where related
topics are already being presented in a variety of courses across program areas.
Universal design is discussed as a component of the course on residential space plan-
ning and housing. Code requirements are identified in the design drawing class and
applied in the senior contract design course and in health care design. Residential
equipment and management courses highlight user-equipment interaction and discuss
effective task completion, particularly among users with special needs.

More importantly, we realized that many of the faculty were familiar with the con-
cept of universal design and had been proponents of its value for some time. The
focus of the project became the task of educating students about universal design and
lifespan issues.

Strategies for Teachr ■ il Design 209

Chapter 24: Virginia Polytechnic Institute and State University

For freshmen and sophomores, Anna Marshall-Baker and Eric Wiedegreen incor-
porated universal design into the sequence of Design Appreciation, Two Dimensional
Design, Three Dimensional Design, and Presentation Techniques courses. Also at
the sophomore level, Julia Beamish added universal design criteria to several projects
in the House Planning course so that students would understand how user need crite-
ria affect space requirements.

Barrier Free Design, taught by Julia Beamish, continued to be the primary course
for presenting universal design issues, supplementing the information presented on
barrier-free design. The course addressed codes, legal requirements, and special
design considerations for people with disabilities and for aging populations. Students
participated in experiential exercises, discussed housing issues with students who use
wheelchairs, conducted commercial and residential accessibility surveys, and worked
in groups to design a residence for a woman who had lost an arm in an accident.
Information on design and management concerns was presented to both interior
design and property management students.

During the fall semester, the graduate seminar presented other opportunities to
discuss universal design. Julia Beamish presented the universal design concept to stu-
dents and asked them to keep a journal of their thoughts and observations on the
topic. Students participated in focus groups to reflect on universal design in the
department and wrote a brief summary of their reactions.

The department celebrated universal design with a visit by Dorothy Fowles,
UDEP advisor. Her presentation drew over one hundred students and faculty to a
lecture and slide show on universal design and its application to interior design. She
met with HIDM faculty and graduate students to discuss universal design education
efforts and further changes in the curriculum to continue incorporating this concept
into the programs.

Outcome

2D and 3D Design Courses. We approached these courses with the belief that
we could affect students' thinking about universal design most effectively at the intro-
ductory level. Total revision of courses was impractical so we emphasized universal
design issues on a project-by-project basis within the first year 2D Design and the sec-
ond year 3D Design classes. Our primary effort was to sensitize students to a broad
spectrum of lifespan topics, including visual impairment, immobility, size differences,
and age-related issues.

210

'Across the Lifespan and the Curriculum'

£&.

To heighten awareness of texture, students in 2D Design were asked to create a
collage of materials using only texture as a guide. The students were blindfolded
while they chose materials and created the arrangement. In the subsequent exercises
students graphically reproduced the actual texture arrangement in point and line and
only as value, exploring the relationship between what is seen and what is felt.

In the 3D Design class texture was introduced as the major design element in a
project that required one geometric solid to metamorphose into another solid. The
students judged their models while blindfolded. A blind sculptor who was invited as
a juror described the heightened sensitivity of her other senses. Students discovered
both the sensory and informational components of texture.

Students in the 2D Design class created measurement tapes for individuals of dif-
ferent ages and body types (children, basketball players, older people) as an exercise
in recognizing that people who are not disabled have diverse needs because of their
body size. Representative samples of the tapes were used by the 3D Design class in
their final project, creating an architectural space within a twenty foot cubic space,
customized to the needs of the individuals documented on the tapes. The models
and drawings reflected the different needs of individuals for qualities such as sight
lines, reaching, and sitting heights.

As a follow-up to the measurement tape project, students in the sophomore level
Presentation Techniques class were asked to tailor a space to the specific needs of
two very different individuals, while maintaining a sense of spatial unity and parity of
ownership for the clients. A continuation of the problem asked students to select
appropriate furnishings and materials and to render several views of the space.

In a color project for the 2D Design class, students were introduced to age-related
visual problems by looking at their multiple colored schemes with empathic devices.

Left and Middle: Texture
project in the 2D Design
class.

Right: Students evaluating
the texture project in the
3D Design class

Strategies j\r Tea .il Design 211

Chapter 24: Virginia Polytechnic Institute and State University

Students used the wheel-
chair as inspiration for a
design problem.

Model of a space for two
people of different sizes.

Model of a residence that
accommodates visitors who
use wheelchairs.

Using strips of yellow cellophane as visual filters that approximate the
heightened yellow-orange and diminished blue-green perception of
advanced age, students evaluated their schemes for their appropriateness to
aging eyesight.

House Planning Course. The concept of universal design has always
been the basis of the House Planning course. User needs and functional-
ism are important in understanding how houses should work for people.
This year the focus was more on the uniqueness of individuals.

Some basic spatial criteria based on the needs and measurements of the
"typical" healthy, adult male (or female) were presented and students were
encouraged to see that these standards would not work for everyone.
Students measured themselves and children of different ages to see the spa-
tial requirements of different people. These measurements became refer-
ence points for subsequent assignments involving children. Students also
worked on retirement housing and residential designs that would accom-
modate visitors in wheelchairs.

Design assignments in the House Planning course have a limit on
square footage. Usually it is generous, but it does require students to make
choices about space allocation. Adding a "universal design" requirement
affected the students' designs. Their projects had many fewer floor level
changes than in previous years. Students sought to define open spaces
with flooring changes, ceiling height changes, half walls, and other architec-
tural features. They also allowed more space in baths, halls, and at door-
ways. The requirements frustrated them as they tried to work out the
design of other spaces that had, as a consequence, become less spacious.
Teaching this course with a consultant would be very helpful to the stu-
dents as they struggle with the trade-offs.

Barrier Free Design Course Barrier Free Design is a two credit

senior-level course for both Interior Design and Residential Property
Management students. The scope and complexity of design assignments
were limited by the lecture format and the mix of students, many of whom
have no design background. Juniors and seniors have fragmentary knowl-
edge of barrier-free design through other classes but have not had systemat-
ic exposure to universal design. This course gives students with different
majors an opportunity to interact and work on team assignments and pre-
sentations. Students in their junior year were very positive about the applic-
ability of universal design information to their internship.

212

'Across the Lifespan and the Curriculum'

The Residential Property- Management students were particularly interested in the
laws about barrier-free design and how to comply. Before assessing apartment com-
plexes with a UFAS checklist they met with students in wheelchairs to hear about
apartment design problems. One of the reviewers of students' work commented on
their focus on wheelchair accessibility and their lack of attention to people with visu-
al impairments, a large segment of the disabled student population. The reason for
this may be attributable to the focus of the check sheet, their experience with students
in wheelchairs, or a lingering impression that disability means "wheelchair." In the
future, inviting a wider range of consultants will encourage the students to assess
apartments from a broader perspective.

Although the design students were concerned with legal issues, aesthetic solutions
were clearly important to them. Examples of appealing, suitable, and well-designed
products and up-to-date product information need to be available in the
resource room. The design students worked in teams to design a residence
for a real client — a woman who had lost one arm. Besides many typical
residential design concerns, the students had to think about space require-
ments and products that met her needs. They researched products and met
with her to discuss options. The client was most impressed with their effort
and attention to detail. Ken Smith, a representative from the National
Kitchen and Bath Association, critiqued the student work and commented
on the detail and attention given to the client's needs. This project effec-
tively challenged students to think about individual needs at the same time
they were planning spaces that are universal.

MB 1 1 ii hi

Graduate Seminar. The graduate seminar gave students a chance to
participate in the department's thinking about universal design. A number
of graduate students are interested in research topics related to the concept. Most
graduate students seemed somewhat familiar with the concept: the interior des:
majors were especially familiar with accessibility requirements. Most were abie :o tie
the concept of universal design into their respective disciplines and engage in insight
ful observations and discussion.

• a client with
jr.e arm

Evaluation

Students completed written evaluations after their panicipation in the freshman
and sophomore sequences. Prior to their coursework. most had limited under-:.; rid-
ing of the concept of universal design and of the full meaning of the term "dis
In the evaluative questionnaire, the two projects that students identified as most help-
ful in developing an understanding of universal design were designing the arc!
al space for two disparate clients (43%) and using the wheelchairs (55° o). Responses

Strategies for Teacbii 213

Chapter 24: Virginia Polytechnic Institute and State University

from the remaining 22% indicated that there was value in all of the projects in 3D
Design, in designing public spaces in Presentation Techniques, and in using the yel-
low filters in 2D Design. More than half the students (52%) commented on their new
awareness of accessibility in their day-to-day environments.

In Barrier-Free Design students wrote reaction papers to various activities and
interviews in which they participated. They found that experiencing the environment
in a wheelchair or blindfolded helped them look at their environment more critically.
Meeting students who use wheelchairs was very successful in illuminating the prob-
lems they experience in getting around campus and in their daily living activities.

Meeting with the two handicapped students was very informative. . . it was benefi-
cial to see the actual housing practices of the community and to hear the stories of
those students that it effects. The most important point made, I think, was that each
unit has to be individualized for the person using it. This was good information
because it educated us not to typecast the disabled' into one category with certain
needs and specifications for comfortable living.

Reflection

Participation in UDEP has been an interesting and rewarding experience for the
faculty. It has been a topic that has allowed us to work across our traditional subject
lines. It has given us the opportunity to explore what we teach and to think about
how it could be done differently. We have not completed the process of course and
curriculum revisions, but we tried out new ideas with this purpose in mind.

One important change we made is introducing universal design and lifespan
issues at the very beginning of students' coursework in interior design. We feel
strongly that lifespan issues can be integrated into any basic design program or
course of study. All of the techniques we used in this project were interjected into
existing class assignments and problems. It took very little time to introduce the new
subject matter and the major emphasis of the course remained focused on basic
design instruction. We exposed students to a wide range of issues and sensitized
them to the needs of people different from themselves, experiences which we hope
they will cany into their design careers.

Our concept of presenting universal design to students gradually in a series of
projects throughout the curriculum requires some rethinking about our program and
the way in which other subject matter is taught. Many courses are segmented, topical

214

"Across the Lifespan and the Curriculum1

courses. Integrating one topic throughout all courses may lead to other topics that
need to be integrated. Some faculty argue for keeping courses separate so that they
are identifiable by students and employers. A course on barrier-free design has been
a fairly unique offering for design and property management students and gives them
a distinct advantage with employers.

Our department head has been very supportive of UDEP. She publicized the pro-
ject with a department newsletter article and by including information in a college
report. Department faculty outside the interior design area have been very supportive
of the concept of universal design. It was especially rewarding during a focus group
session with faculty (only one from interior design) to witness their familiarity and
understanding of the concept and to realize that these issues are being presented in
other classes.

Other offshoots of the project include: three independent study students, two
papers being written by graduate students on universal design for submission to con-
ferences and journals, and papers and presentations by Anna Marshall-Baker and Eric
Wiedegreen for conferences and journal submissions related to their concepts of uni-
versal design and lifespan issues in the curriculum.

Overall, the students and faculty have benefited immensely from our program's
participation in this project. It has opened our eyes to the many variations in people's
needs and encouraged us to grow as we struggle to create designs that will meet spe-
cialized needs as well as the needs of all.

Strategies for Teaching Universal Design 2 1 5

Virginia Polytechnic Institute and State University —
Blacksburg,VA

Department of Landscape Architecture

"Teaching Universal Design with Multimedia Tutorials"

Proposal

There is no completely naturalistic way of resolving the question about what model
of learner we want to enshrine at the center of our practice of education. For there
are many ways to learn and many ways of encouraging different forms of learn-
ing with different ends in view. At the heart of the decision process there must be a
value judgment about how the mind should be cultivated and to what end .
(Jerome Bruner, 1985)

Team members:

Dean R.Bork

Associate Professor
Rick Parrish

Graduate Student
Dan Mahon

Graduate Student

I believe in an educational environment where a plurality of values are expressed.
I also believe that students of design are obligated to examine the values that under-
pin their professional conduct and work. This does not mean all value sets are
equally valid, only that each deserves to be heard and critically examined.
(DeanBork, 1994)

The term universal design is credited to architect Ron Mace. According to Mace,
universal design is a term used to label good design for all people. Mace says univer-
sal design requires an awareness of the abilities of people we design for and the
incorporation of that knowledge into "design that is responsive" {Toward Universal
Design, 1993).

UDEP is about promoting equity in design for people with disabilities. The pro-
ject has an inherent supposition that designers have an ethical obligation to serve the
needs of all who may use the products or environments that they create.

The design disciplines have enjoyed long-standing debate about their responsibili-
ties to clients and users. If design educators choose to accept the supposition inher-
ent in UDEP. then they may benefit from at least retaining a questioning attitude.
While architect Mace's references to "good design" and "the range of abilities of users"
sound noble, they will not provide the practitioner or student of design much of a
foothold.

In public places, diversity among users and the specificity of individual needs will
tend toward conflicting expectations. An example is the USDA Forest Service's "levels
of access." Some recreationists see rating the level of challenge in recreation settings
(in a manner similar to what is customary on ski slopes) as substantially expanding
opportunities for people with disabilities. Others feel that creating various levels of

Strategies for Teaching Universal Design 2 1 7

Chapter 25: Virginia Polytechnic Institute and State University

challenge is a means of skirting hard won disability rights legislation. It stands to rea-
son that jocks, adventurers, couch potatoes, and convalescents will interpret recreation
environments differently. Given the greatly varied and frequently conflicting needs of
individuals, to whom should the designer of public places respond?

The ethical premises of universal design have, to our knowledge, received little
study. Similarly, a substantial theory of practice has not been proposed. This leaves
the design educator in the position of representing to students a nascent body of
information that is largely political in its formulation and intent. Does a person with a
disability have a greater inherent right to that nearest parking space than a person
accompanied by a toddler and two infants? From practical and ethical standpoints
we may see some room for debate, especially given certain circumstances. The law,
however, leaves no question. There is sufficient political consensus to have rendered
a definitive answer. To what extent is it our role and responsibility as design educa-
tors to impress the disability rights agenda upon our students?

Our project team treats the notion of socially equitable public environments as a
self evident truth flowing from the Bill of Rights and its ideological foundations.
However, the interpretation of these rights into the built environment is far from a cut-
and-dry issue. It is probable that we can design to serve the needs of a broader seg-
ment of the population and it is appropriate that our students undertake this challenge
with us. For this reason, we have chosen to address students' values regarding peo-
ple different from themselves, add to their conceptual knowledge in this area, and see
that their work remains true to the position they espouse.

Give Dilnot observed that design, in general, has nominal value in our culture
because it seldom finds its way into public discourse (Dilnot. 1982). In ordinary social
settings, it is common to hear casual conversation turn towards doctors, lawyers, and
accountants, but rarely does it touch on architects, landscape architects, or planners.
If what Dilnot observes is true, we may construct a parallel explanation for universal
design receiving so little emphasis in the work of designers. Simply put, the subject
of universal design is not a part of ordinary discourse within the community of
designers and therefore is not integrated into the common value set. Through UDEP
we propose to alter this condition within the Department of Landscape Architecture at
Virginia Tech.

In discovery-based design education, moments of need occur as students conduct
a form of dialogue with the various issues that come to bear in their decision making
(Schon. 1983; Schon et al.. 1992). Our project attempts to influence students* attention
toward and response to universal design concerns by making instruction and informa-
tion available precisely at the teachable moment. The project involves the develop-
ment and testing of a collection of multimedia tutorials as a means of providing
instruction and information to students on demand.

218

'Enrolling Students with Disabilities in a Design Class'

There are three levels of context that influence the development and evaluation of
this project: 1) the educational forces in the university, 2) the general pedagogy of
the department, and 3) the body of work previously undertaken by members of the
project team.

Enrollment in Virginia's public universities is expected to increase by sixty thou-
sand students over the next decade. Financial forecasters suggest that no additional
general fund resources will become available to support the education of these stu-
dents. One of the key strategies being promoted to meet this challenge is an
increased reliance on educational technologies. Through this project, one such tech-
nology (multimedia) is examined as a tool for incorporating contemporary social and
ethical issues into the design curriculum.

The general pedagogy of the Department of Landscape Architecture tends to lend
credence to a computer-assisted and self-paced learning approach. A key goal of the
landscape architecture faculty is to engender in students a designerly habit of mind
and a sense of responsibility toward the development of a professional position
grounded in philosophy, theory, and concept. Within the department, education is
viewed as something students pursue, not as something they receive. This
requires that students reside in an environment that is generative and rich in
resources. Following the structuralist tradition, students at any academic
level are viewed as capable of addressing any topic of inquiry- (Bruner.
19~). This underscores the need to have resources available to students
on a self-paced and user-controlled basis (Dewey. 1963. McNally. 1977).

For the past several years, members of the project team and students
from the department have been involved with the USD A Forest Service in
assessing, designing, and constructing accessible recreation facilities. Many
students gained exposure to universal design through these and related
activities before the UDEP project began. Because of the resources avail-
able to the project team, accessible recreation became a topical area of
focus for the prototype tutorials. Since students had multiple avenues for
investigating the design-related needs of people with disabilities, it was not
necessary to design the tutorials as a sole source of information on the sub>
ject. In this context, however, it was difficult to evaluate the influence of
the prototype in isolation from related activities.

Language

Theory

■ Defiaitiaas
;■— Comparuaa of

Inventory

History

inRecreatism

TodJs
Levek

Prototype Menu Structure

Branching structure of the
tutorial modules.

Strategies for Teaching Universal Design 219

Chapter 25: Virginia Polytechnic Institute and State University

Menus offer freedom of
navigation between tutori-
als and the database.
Choices are presented in
text and graphic form.

Control Panel

&jS0SSgSWX!M»!!&8))WSQ)l

yffirtmmiT'i nTmrnf^

Definitions

of Universal Design

Theory

Comparison

^•Recreation?..

3nd Universal Ded§»

:>■'

DataBase

Exit fcfoduie

Activity

The tutorials produced for the prototype focused on awareness of universal
design theory and principles. The tutorials are arranged under a nested menu system.
There are four selections on the main menu. Under three of these are second level
menus. Ten selections are available in total.

The tutorials are interactive, allowing the user to control the flow of information.
Various user interfaces and graphic conventions are employed across the tutorials for
the purpose of exploration. Tne ability" to jump between tutorials is always available
to the user. In some cases, the interface allows the user to jump out of a tutorial and
later resume at the same position. In other cases, only a choice between tutorials is
available. In all cases, the user navigates through the program by the use of menu
buttons. However, some of the tutorials require slightly different forms of interaction
such as dragging and dropping objects.

An important aspect of computer-based instruction is user feedback. In the tutori-
als, any user mav gain access to any module at any time. Although user responses
are not scored, the tutorials provide audio and text feedback whenever the user
makes a decision.

The tutorials are structured to work with a connecting database searchable by
subject keywords. From any tutorial, the user may '"jump out" to the database to
search for related information and then return. To facilitate connections between
information, the team tested document linking via '"hot words'" in the text. Clicking

220

'Enrolling Students with Disabilities in a Design Class'

Click the file of your choice

Language

History

Design
Theory

Accessibility
Inventories

on a highlighted word immediately takes the user on a search for more information
related to that topic or term. The database was not in place for evaluation of this pro-
totype but should be available to students during the coming academic year.

Outcome

The modules were basically developed between July 1 and August 15. There are
some major hunks still missing, but we have a useful prototype, which is what we
promised. The biggest problem in getting the system running was coordinating
hardware. The sound board didn 't like. the brand x chip set. the hard disk was full,
arid the machine needed memory management software. Altogether, we wasted
three or four weeks getting that stuff going. The sign has been posted in the comput-
er room with instructions for using the system for at least three weeks, maybe four.
(Journal. 10/28/93- Principal Investigator j

During a program meeting at the beginning of the semester, students were told
that the system would be available in the computing lab. The actual installation,
which was to take place in August, was delayed. As the journal excerpt indicates,
numerous hours were invested early in the Fall term preparing a computer to deliver
the tutorials. The problems were resolved around October 1 and a sign was posted
in the lab providing instructions for students interested in exploring the tutorials. The
system was checked periodically to see that it was functioning properly. Only mini-
mal maintenance was required and the amount of "down time" was negligible.

Strategies for Teaching Universal Design 221

Chapter 25: Virginia Polytechnic Institute and State University

Each tutorial module begins
with an overveiw of
content.

I have lined up one studio to experiment uith universal design requirements and
one technical course. I also plan to use one assignment early in the next semester
studio as another test. This should give us some basis for evaluating the system. In
fact, most of the students know we are working on the project, they know Dan.
Rick arid I are working with the Forest Service. The}/ know Dan has been offered a
job because of his work with universal design and accessibiliti' inventories.
Already, two other graduate students have picked up universal design as the area
of study for their theses. In studios. I hear many more references to accessibility
questions in general, though I am not convinced that the idea of universal design
has soaked in. Even the faculty are more aware of the issues involved in universal
design than they have been in the past. I think Camp Build-a-Bunch did a lot to
raise the level of awareness and to create talk among the students.

In other words. I don t know how we will isolate the effects of the multimedia work
per se. but it is clear that universal design is a hot topic and students and faculty in
a small program like ours pick up on these things fast, just the fact that Dan. Rick,
arid I have several active projects arid several more pending creates a certain level
of 'interest and awareness . 'journal. 10 28 93- Principal Investigator)

Two assignments given durinq the
address questions of universal design in their work. Or.e assignment was given in a

Fail semester explicitly required students to

in thei

222

'Enrolling Students with Disabilities in a Design Class'

graduate level Urban Design Studio. While much of the studio focused on urban
design issues at the district or larger scale, a component of the studio involved design
of a public open space, for which students were asked to address issues of design for
a diverse user population.

Multiple choice questions
help users understand the
definition of universal
design. Feedback occurs in
the form of text and digital
video.

Simultaneously, in a technical course called Materials and Details, both undergrad-
uate and graduate students created and evaluated details incorporating a universal
design perspective. Some graduate students were enrolled in both the studio and this
technical course, affording them the opportunity- to coordinate work between the two
courses. These students had the opportunity to develop a design scheme in studio
while developing related details in the technical course.

In the Accessibility
Inventory module, tools
used for fieldtuork are
described and demonstrat-
ed for students.

I did manage to copy the data files from the hard drive today
and look at the results. So far. about 1 7 people have used the sys-
tem. Three of these are Dan. Rick, and me. Among the remain-
ing are a feu- that I know looked at it just to get an ivnderstand-
ing of what we are doing with Authorware and a couple that are
interested in doing research or thesis work on universal design.
This too is a sign of the natural shifi in student interest that
comes about as faculty become involved in research in any topic
area. As a result of faculty participation normally resources and
easy contacts become available to students and this infuerices

"""

Tools tef Acc»55ibi&y
fcwentorm

in ihis «j*o*w#„you *S
team about tfie toots us&d
t» oondod ar>acc»sssb&y

Text trtformafcon wig ".

while pictures, and wd«o
oiips wi bo shown: ff*th*
upper right screen ar*a.
irtaracacn opportune**
w§j occ^» ri the lower tight
screen area.

0«tt

Strategies for Teaching Universal Design

223

Chapter 25: Virginia Polytechnic Institute and State University

their choice of areas of study (along with other forces internal to the students to be
sure). At any rate, it appears that about 12 people have somehow taken some time
to look at the system, I have not checked to see how much time has been spent.
(Journal, 10/29/93, Principal Investigator)

Evaluation

The tutorial application maintained an electronic record of student use. The table
shows the raw data collected at the end of the Fall semester 1993-

User

# of Sessions

Avg.Time/Session

(in minutes)

Total Time
(in minutes)

336

Approximately 1 50 graduate and undergraduate students had access to the system.
Sixteen students took advantage of the tutorials. These students used the system for a
total of 5.57 hours and spent, on average, 12 minutes each time they used the system.
Only three students used the system more than once during the semester.

Little data on system use was recorded for the Spring semester 1994. The com-
puter on which the tutorials reside suffered some major operating system problems
during the course of this semester. For this reason, it is not clear whether the lack of
data reflects actual use of the tutorials.

224

'Enrolling Students with Disabilities in a Design Class'

As the data indicate, it is doubtful that the tutorials had much
direct influence on the attention students gave to universal design in
their work. Students in each course were reminded that multimedia
resources were available. Because the research objective was to test
the use of multimedia tutorials in an open lab environment, the pro-
ject team intentionally made no requirement to use them. Approximately
one third of the students enrolled in the studio used the tutorials. In the
technical course, one fifth of the students used them. Of the remaining
one hundred (more or less) students in the program, only four individuals
used the tutorials.

Did Not Use
System
67%

Design Studio (LAR 5704)

Use of the tutorials was substantially higher among students who
had assignments with explicit universal design requirements. Still, not
even half of the students who had explicit project requirements took Did Not &*
time to view the tutorials.

System
80%

Did Vm

System
"20%

Though the data is inconsistent, it appears likely that students attempt-
ed to use the tutorials more than the library (located one block away) to
gather information about universal design. This may suggest that physical
proximity is an important factor in getting students to use electronic
learning resources.

Technology Course (LAK 59X4)

Our project team also evaluated the quality of student work from
both courses. This evaluation identified few influences in the work
attributable to use of the tutorials. A rigorous evaluation of the student work was
planned. Unfortunately, the level of detail and communication in the work was not
sufficient to warrant more than a cursory review. In the opinion of the reviewers, the
products did not reflect the level of quality that is normal and expected from students
in the program.

Reflections

Through UDEP, the project team has learned some things about teaching universal
design and about computer-aided instruction. The team was surprised by how readily
students embrace the notion of universal design. Once presented with the idea, stu-
dents seem to accept at face value that design of the landscape should serve the
needs of as many people as possible. Misjudging the student's willingness to incorpo-
rate universal design into their work caused our team to spend more effort than nec-
I essary on presenting basic foundations and justifications.

Strategies for Teaching Universal Design. 225

Chapter 25: Virginia Polytechnic Institute and State University

Based on professional experiences with universal design in recreation settings, the
team believes that students must possess knowledge of universal design that goes
substantially beyond proper values. Once a student espouses the value of universal
design, the educational focus shifts rapidly toward acquiring technical knowledge
about user needs and developing good judgment regarding its implementation. It is
important to have access to technical facts, such as the required height of benches.
These dimensions, however, take on new meaning when a wheelchair user explains
how she transfers to the bench. The team members have worked with two consul-
tants who use wheelchairs and each has very different needs and opinions about
what is workable. Working with consultants helps in understanding the human
dimensions of landscape architecture, but in the end, the responsibility of exercising
judgment falls on the designer. This holds true even where issues of code confor-
mance are concerned.

The reviewers feel that little of the work from either course shows much insight
or inspiration with regard to universal design issues. One exception is a student who
began to develop a system of universally designed streetscape elements. While the
details had many errors and oversights, the concept of integrated anangement and
detailing of streetscape elements represents an intriguing universal design issue. The
attention given to universal design issues, in both the design and technical courses,
tended to take the form of standard curb cut, ramp, and drinking fountain details. In
most cases, details were reproduced from published sources and were so poorly
done that the student versions would not pass basic codes. Interviews with a profes-
sor, a graduate teaching assistant, and a graduate student indicate why the results may
have been less than anticipated.

The project team felt that the universal design assignments were introduced too
late in the semester to expect good results. One team member interviewed the studio
professor and a graduate student who agreed with the team's assessment that "its
tough to introduce new material, substantial new material, after the Thanksgiving
Break time of Fall anyway."

Student: I felt like the universal design was sort of a last minute thing that got
pushed in there. ..J felt more like it was there to acquaint us with it... but 1 was in a
big rush that whole time.

Professor: Yeah, and that's something that Ben and I need to look at if we're going
to do it again because according to his schedule it had to be the last part of the
semester. But nonetheless, many of the [students] didn 'tget their feet into this pro-
ject. ... In a quick project you 'ue got to get into it basically fast and they didn 't —
they were still wrapping up other things. It wasn't the presentation but it was other

226

'Enrolling Students with Disabilities in a Design Class'

aspects of it. So, that was part of it too. You know, there were too many projects.
And. I think you 're right about trying to start something as a new piece.

The studio professor expressed concern over misjudging the amount of work
assigned to the students during the semester. She feels that one too many projects
were required and that this adversely affected the students' performance in the studio.

Professor: My conclusion about that project was that it was one too many projects
for the semester. They didn 1 meet the objectives of the project which were to ...take
a space and work it through to the level of detail and materiality, and they didn 't
do that. As a matter of fact, most of them didn 't even get to the point where they
resolved the idea of the space and what they wanted to explore in terms of the com-
munity, let alone how they were going to express it. So, I didn t consider the project
to be a success in terms of the objectives that were set up for it. There were too
many projects. J mean, knowing that we had to have that project at the end of the
semester I should have knocked out the first one...

Among other things the lack of time resulted in students using few resources relat-
ed to universal design in the completion of their studio work.

Interviewer: You made reference to resources that they could pick up. Did you
notice in the studio what kinds of things, if anything, were evident in terms of
resources that were used to address accessibility questions?

Professor: No, I can t say that I did. When I said references. I meant that I. ..had a
list of references and I included the module... and I spoke to them about the avail-
ability of the handbook and some of the other material that was available by way of
guidelines. I did not, you know, follow it up to see whether they had gone to the
library... and I can 't say that I remember noticing much....

The graduate student indicated that she was unable to find much resource infor-
mation dealing explicitly with universal design.

Student: And I just looked in all the books that I could Jind. But most things were
dealing along the ADA guidelines. Universal design is fairly new. It wouldn 't be in
many of the books I was finding, would U?

Strateg ws for Teach in aI Design 227

Chapter 25: Virginia Polytechnic Institute and State University

It appears that many of the students relied on a single lecture, given by a member
of the project team to the technology course, for their understanding of universal
design. In their interviews, both the graduate student and the teaching assistant men-
tioned that lecture as helpful.

In the studio, students spent much of the semester developing proposals at the
urban district scale. The final component of the project was intended to be the
design of an urban open space. As is common in studios, time ran out before all the
students were able to complete all the work that the professor had planned. The stu-
dio professor expressed a need for about two more weeks of studio time to bring the
work to the level she expected.

The exercise given in the technical course received relatively little weight in the
final semester grade. Students appeared to "blow it off." Those who were in both
the studio and the technical course struggled to create construction details because
their schematic design proposals were not sufficiently developed. Unfortunately, the
bulk of the work for both assignments took place at the end of the semester when
the students are anxious and tired. As a result, there is limited value to evaluating the
students' work.

Perhaps the prototype received little use because it provided only minimal techni-
cal and experience-related support to the students, a result of the team's decisions
about content rather than limitations inherent in multimedia. While the computer will
not replace the need for contact with end users, multimedia can be used to present
case studies and technical information effectively. One reason the prototype did not
move further in this direction was the difficulty encountered in locating resources for
quality case studies.

The level of familiarity that students have with the computer influences their will-
ingness to use it as an informational and instructional resource. The interviewed stu-
dent who was quite familiar with computers tended to focus on the mechanics of the
application and ignore the content.

Graduate Assistant: Actually, I was looking for more vocal material. I wanted it to
talk more. It didn't talk enough. A couple things... actually the sound effects are
what I was interested in the most. There were a couple of sounds that I can t
remember... maybe there were some comic strips or something in a few of the
images. I thought that was interesting

His peer, less familiar with computers, expressed reluctance to use the tutorials
without someone to assist.

228

'Enrolling Students with Disabilities in a Design Class'

Student: / think the fact that it is on a computer.. J never would hate done it if
Howard [fellow student and computer literate] hadn 1 taken me in there, sat down
and turned it on for me.

The prototype tended to overlook these differences among end users. In choos-
ing to use the tutorials to experiment with multimedia, the project team violated two
well-documented principles of computer-assisted instruction. The tutorials did not
present the user with a consistent interface and the level of user control was varied.
As a result, the presence of the computer was emphasized rather than minimized.

By intention, use of the tutorials was not tied to any specific course in the curricu-
lum. At the same time, the development of the database to attend the tutorials was
delayed so that it was not in place during the evaluation. The interviews suggest that
students are interested in access to raw information where the computer serves to
facilitate searches. The tutorials with less user flexibility were seen as unduly linear
and constraining (even for less experienced computer users).

Student: Maybe because I didn 1 know how to use it, but sometimes there were
parts I didn t want to deal with that you had to go through to get to the next part. I
was looking for information rather than trying to answer all those questions to pro-
ceed to the next part at times.

Considering the limited amount of use the tutorials received it appears they
should be used with some caution in open lab environments. The cost and effort
involved in development of multimedia-based instruction that is not course specific
may not be justified. On the other hand, the availability of user friendly data search-
ing applications seems to hold much promise as a means of expanding resources
available to design students.

At the outset the project team made a choice to emphasize values (through the
development of tutorials) rather than information (through development of a data-
base). Students readily espoused the values inherent in universal design when these
were presented. Because this was occurring through a number of channels simultane-
ously, the importance of the tutorials was over estimated. In choosing to emphasize
values rather than information, the project team misjudged the educational needs of its
constituency.

The level of use and resulting influence of the tutorials appears to be less than
anticipated. The data suggests that the presence of the project team had more influ-
ence than the tutorials. However, the range of activities and frequency of discussion
related to universal design has substantially increased. If increased discourse about

Strategies for Teaching I yy.iersal Design 229

Chapter 25: Virginia Polytechnic Institute and State University

universal design will indeed change habits of practice, we can anticipate that a future
generation of designers will place higher value on the needs of people with disabili-
ties.

As noted in the principal investigator's journal, awareness and acceptance of uni-
versal design values and concepts increased substantially during the course of the
UDEP work. The interviewed students indicated a desire to incorporate universal
design concepts in their future work. Similarly, the interviewed professor expressed
the intention to continue opening this issue to students in future studios and to adjust
the schedule to better accommodate investigation. It is difficult to attribute this
change to any single activity or intervention, but clearly the UDEP work has been a
contributing factor.

References

Bruner, J. (1977) The Process of Education., Harvard University Press, Cambridge.

Bruner, J. (1985) Models of the Learner, Educational Researcher, June/July.

Dewey, J. (1963) Experience and Education., Collier Books, Macmillan Publishing
Co., New York.

Dilnot, C. (1982) "Design as a Socially Significant Activity: An Introduction.", Design
Studies, 3, 139-46.

McNally, D.W. (1977) Piaget, Education and Teaching., The Harvester Press, Sussex,
England.

Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action.,
Basic Books Inc., New York.

Schon, D. and G. Wiggins (1992) "Kinds of seeing and their functions in designing."
Design Studies, 13:2, 135-56.

Toward Universal Design, (1993) The Universal Design Initiative, Washington D.C.,

230

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