Integration Of Universal Design Across The Curriculum At The University Of Idaho
Shauna Corry, Ph.D
Interior Design Program, Department of Architecture, University of Idaho
Moscow, Idaho, USA
Introduction and Program Objective
How does built space contribute to human oppression? Can it contribute to human liberation? If we could build anew our cities, neighborhoods, workplaces and dwellings in ways that fostered relationships of equality and environmental wholeness, what would they be like? Weisman (1992, p. 2)
The above quote provides the foundation for integrating inclusive design concepts throughout the Interior Design (ID) curriculum at the University of Idaho. The students in ID 101; Introduction to Interior Design are asked this question as part of class a discussion during sections on Social and Cultural Responsibility in Design (these sections include presentations on universal design). The students answer the question in a written discussion that is then shared with their peers during a later class session. This Spring when the students in ID 151 were asked to respond to the question Weisman (1991) so eloquently proposed, one student spoke of the values of empathy and equality in her answer:
Those designing and building spaces also need to be more aware of how people using the space will be affected by it. They need to remember to think of the different needs of different people when they are designing. There are a lot of ways we can build to get rid of oppression but I believe the most important thing is for people to gain a greater understanding of oppression. Only then can we make changes for the better. In an ideal community we could all live side by side regardless of race, class, gender or disabilities and nobody would feel less important because of how a space was designed. University of Idaho Freshman, ID 151 May 5, 2003
This initial discussion of universal design focuses not on issues of accessibility in terms of codes and technical information, but on the broader spectrum of creating inclusive vs. exclusive built environments. This is one of two introductions to universal design that interior design students receive at the beginning of their education. UD is then infused throughout the ID curriculum culminating an ID capstone course (ID 452) and for some students an upper division and graduate theory course (Arch 504 Environment and Behavior).
The program does have a course focusing on UD (ID 343 Universal Design) as part of the curriculum and it is offered as a required course for ID students and as an elective course for architecture and landscape architecture undergraduate and graduate students. Universal design content is not integrated in the architecture curriculum where the focus is on design (form, volume, line, etc.). Although the ID faculty have discussed dropping the separate universal design course from the curriculum, the decision was made to continue offering the course for open enrollment in an effort to increase awareness of universal design concepts throughout the department and college.
Program Content
Examples of universal design content within the curriculum can be found in the following courses:
Arch 151 The Built Environment
-Both architecture and ID students are introduced to the concept of inclusivity
in relationship to people with disabilities.
ID 151 Introduction to Interior Design
-ID majors and minors are introduced to Social and Cultural Design Responsibility
including an overview of the Principles of Universal Design.
ID 152 Interior Design Studio
-ID students are required to design a condominium for a client and apply
the Principles of Universal Design within their solution. Students interact
with consultants who are disabled, tour universally designed homes, and
explore universal design resources.
ID 281 History of Interiors
-ID, Architecture, General Studies, and other interested majors discuss
how people with physical disabilities were able to/not able to access the
built environment and how social stratification encouraged exclusive spaces.
ID 343 Universal Design
-ID, Architecture, and Landscape architecture students study and apply universal
design principles in a number of ways including interaction with consultants
who are disabled and disability consultants, conducting building evaluations,
and participating in sensitivity training exercises, etc.
ID 351/352 Interior Design Studio
-ID students design contract spaces for non-profit organizations or campus
departments. The projects focus on program development and client interaction
as well as application of universal design principles.
ID 368 Materials and Processes
-Universal design principles are discussed in relationship to specifying
interior materials and components and problem environments are analyzed
for human factor considerations, issues of zoning, privacy, aesthetics,
and inclusivity and exclusivity.
ID 451/452 Interior Design Studio
-ID students design contract and residential spaces with seamless integration
of universal design principles. Project examples from the 2002/2003 academic
year include a center for diversity in Northern Idaho, a gallery/tapa and
wine bar/artist residence in Toledo, Spain where inclusive design was integrated
into a 600 year old building, trade show booth design for the garment industry
in Las Vegas, and a renovation of an assisted living complex in Northern
Idaho.
Arch 405 Environment and Behavior
-Architecture, ID, and Landscape Architecture undergraduate and graduate
students explore the relationship between “placemaking” and
universal design social status, and discrimination in conjunction with environment
and behavior theories.
Summary
The success of universal design integration throughout the curriculum is evident not only in student design projects but is also reflected in their values and design philosophy. As an example, one junior ID student was required to write a reaction report to a guest lecture given for the department’s program lecture series. The lecturer was a successful alumnus who has won national awards for his urban, residential developments in Southern California. While the student noted that the architect’s work was inspirational, she was critical of his attitude towards addressing universal design issues.
. . . The major downfall in (the architect’s) town house design is the disconcern (he has for)“verticality without accessibility.” The tall narrow buildings are split (and) have a room or two per floor, so the staircase soars, as proud as the person who defeats it . . . When confronted (about) issues of accessibility, he avoided the reality by saying, “There are plenty of accessible apartments throughout the area . . . this was a budget issue.” It is understandable that it is easier to design without concern for accessible issues, but far be it for any occupant to age, have an injury, illness, or friends/family without ample mobility and or energy to endure the verticality of the buildings. It is understandable, but not justified, and honestly disheartening that this negligent attitude is still surviving in the 21st Century.
University of Idaho Junior, March 28, 2003
Providing a strong universal design foundation and integrating inclusivity concepts throughout the curriculum will continue to be a goal for the ID program at the University of Idaho. The challenges faced by the faculty in maintaining and increasing universal design content are numerous, and include concerns about continuity in faculty teaching assignments, maintaining universal design concepts in courses taught by adjunct instructors, and expanding universal design into the architecture curriculum. As the program offers students a six-year option that results in an ID BFA and an M’Arch the integration of universal design across both curriculums is an issue that needs to be explored further with the architecture faculty.
References
Weisman, L. K. (1992). Discrimination by design: A feminist critique of the man-made environment. Urbana: University of Illinois Press.
University of Idaho Student Reaction Reports. (2003). ID 151 Introduction to Interior Design. Moscow, ID.
For more information, contact Shauna Corry at scorry@uidaho.edu.
Citation: Corry, Shauna (2003). Integration of Universal Design Across The Curriculum At The University of Idaho ©. Retrieved (Enter Date), from Universal Design Education Online web site: http://www.udeducation.org/teach/program_overview/program_infused/corry.asp
