Track
Research Project / Learning Theories and Pedagogy
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
Recommended Citation
Gomez-Lanier, Lilia Dr., "Empathy in Experiential Learning: Universal Design Problem Solving" (2016). SoTL Commons Conference. 4.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/4
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.
