Strategies and effectiveness of teaching universal design in a cross-faculty setting

Abstract

Universal design of built environments is an area of professional interest for both architects and occupational therapists, yet is not always specifically included in undergraduate curricula. This paper reports on the student experience of introducing universal design education into architecture and occupational therapy curricula. Online and face-to-face teaching methods were employed, including virtual and real-life simulation activities designed to provide students with a personal experience of impairment. Virtual simulation activities used the medium of Second Life™. Results showed improvement in self-reported learning outcomes related to universal design and, overall, students found the learning activities and resources useful. Real-life simulations were reported to be more useful than virtual simulations. Project outcomes support the introduction of universal design education into architecture and occupational therapy curricula, and offer insight into student perceptions and future directions for related teaching and learning resources.

Keywords:

• universal design
• architecture
• occupational therapy
• education
• environmental design
• Second Life™

Acknowledgements

The authors acknowledge the support of a grant from the 2010 Deakin University Strategic Teaching and Learning Grant Scheme (STALGS). The authors also acknowledge the contribution of the Deakin University Design 4 Diversity research team, participants and technical and administrative support of the School of Health and Social Development, the School of Architecture and Building, Knowledge Media Division, Institute of Teaching and Learning, and the Division of Equity and Diversity.