Co-Authors

no co-authors

Track

Research Project / Learning Theories and Pedagogy

Proposal Abstract

Interior designers as designers of the built environment are tasked with improving the overall lives of their clients, specifically safety, health and welfare of clients. Certain design projects may feature older or disabled individuals, but the focus in those situations tends to be on special needs rather than lifestyles and aspirations. Using the concept of universal design problem solving this qualitative research study explores the role that empathy may have on the experiential learning of interior design students in a residential design studio. Specifically, empathy's role on the knowledge, action and reflection components of experiential learning. Research participants as part of their course requirements were tasked with completing a program analysis and renovation design of the homes of three disabled local farmers. The farmers' residences served as work environments as well. Students prior to commencing the project completed an assignment that simulated a minimum of three disabilities as an introduction into universal design. The qualitative analysis was obtained from students documenting their experiences and perceptions in a design journal, summary of the disability simulation assignment, semi-structured interview and observational analysis of completed design project.

Session Format

Presentation Session

Location

Room 212

Publication Type and Release Option

Presentation (Open Access)

 
Mar 31st, 9:00 AM Mar 31st, 9:45 AM

Empathy in Experiential Learning: Universal Design Problem Solving

Room 212

Interior designers as designers of the built environment are tasked with improving the overall lives of their clients, specifically safety, health and welfare of clients. Certain design projects may feature older or disabled individuals, but the focus in those situations tends to be on special needs rather than lifestyles and aspirations. Using the concept of universal design problem solving this qualitative research study explores the role that empathy may have on the experiential learning of interior design students in a residential design studio. Specifically, empathy's role on the knowledge, action and reflection components of experiential learning. Research participants as part of their course requirements were tasked with completing a program analysis and renovation design of the homes of three disabled local farmers. The farmers' residences served as work environments as well. Students prior to commencing the project completed an assignment that simulated a minimum of three disabilities as an introduction into universal design. The qualitative analysis was obtained from students documenting their experiences and perceptions in a design journal, summary of the disability simulation assignment, semi-structured interview and observational analysis of completed design project.