Application of Kolb’s Learning Theory as a Framework for Teaching Universal Design

Abstract

The concept of Universal Design considers the environmental needs of people of all ages and abilities. This concept is much broader than the typical approach which emphasizes design for special populations or for compliance with barrier free building codes, the Fair Housing Act, or the Americans with Disabilities Act. If the designed environment is to meet the needs of all users and accommodate changes over their lifespans, design students need to accept Universal Design as a personal design philosophy that is the underlying premise for all of their design work. Kolb’s theory of experiential learning and inventory of learning styles was used as a conceptual framework to develop studio activities that encouraged interior design students to adopt Universal Design as an underlying premise for their own design work. Analysis of the pre/post test results and student commentary indicates there was a change in both knowledge of and attitude toward the concept of Universal Design. Although there is no way to be certain that this change is a direct result of developing the studio activities using Kolb’s theory of experiential learning and inventory of learning styles, the results of this pilot project suggest that this pedagogy has potential and is worthy of additional study.

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Notes on contributors

Louise Jones

Louise Jones is an Associate Professor in the Department of Human, Environmental and Consumer Resources at Eastern Michigan University, Ypsilanti, MI.