Integration of the Universal Design Curriculum in the 5 year Architecturual Education Program Academic Year 2001- 2002

Facts and Principles

• The 5 year architecture program leads to the Diploma of Architect. After the initial two years of study (1AR+2AR,candidature: first and second year) students choosing the Architecture curriculum can graduate as an architect after a minimum of three additional years of study (3AR+4AR+5AR, second cycle).
• Universal Design is one of the many concepts shaping the theory, the practice, and the teaching of architecture, besides construction constraints, architectural style and aesthetic preferences, semantics, economics, function, safety, ecological principles, historical context, sustainability, etc.
• Universal Design is the ultimate client-centred approach for which it is crucial to involve real users with varying age and ability levels in the awareness training programs, the theoretical courses, the design assignments as well as in the research programs.
• In the graduate program Universal Design should not be taught as a separate course, this would be against the principles of the integral and inclusive approach. UD should rather be part of all relevant courses and assignments.
• Unlike 'design for special needs' and 'physical accessibility' which can partly be checked and measured, 'universal design' is of a more subjective nature and is best expressed through a more holistic approach.
• Far beyond theoretical insight and precise design principles there is the fundamental need for a UD culture and spirit in the educational and in the professional setting.
• Because of this rather evolving nature much of the UD teaching is experimental and tentative.
• What follows reflects my personal teaching approach for the academic year 2001-2002.

Universal Design Curriculum Development

A. 2AR 'Theory of Architecture'

General introduction of the 'Design for All' concept and the Universal Design' principles as a specific chapter of the 2AR 'Theory of Architecture' course.

• 2 hour lecture. Case study: 'Barrier free EXPO 2000' World Exhibition, Hanover, Germany.
• 2 hour lecture. 'Human Diversity'. Relevant physical and/or mental impairments and disabilities and the impact on the built environment.
• 'Handicap Creation' versus 'Handicap Elimination'.
• 4 hour lecture. 'Handicap, Architecture and Design' CD by Poul Ostergaard, Aarhus School of Architecture. Christian Ejlers, Publisher. ISBN 87 7241 191 0
• 4 hour lecture. 'Adaptable Housing' (*) Dutch language Design Guide. Froyen, H.P., Van Baelen L., Zeelmaekers P. Publisher VZW Toegankelijkheidsbureau, Hasselt, 64 pages.

2AR Assignment: Analysis of the design for the 'Underground House'

Separate from the 'Theory of Architecture' lectures on accessibility etc. all 57 second year students had designed a below ground level house. After the individual design projects were finished and evaluated students where asked to check the floor plans of a fellow student on accessibility.

A formal 9 page checklist summarised all design criteria as mentioned in the theoretical course on 'Adaptable Housing'(*).

Assignment: a. Include a clear floor plan of your fellow student's underground house and check it on accessibility for a wheelchair user. Use the 9 page checklist as a standard. b. Summarise your analysis in a written report. c. Describe in words the possible redesign of his/her underground house to make it wheelchair accessible

B. 3AR-4AR-5AR Experimental Design Studio. 'Growing Old in My House'

Mixed teams of 3rd, 4th and 5th year students select one of the proposed topics for a one week fulltime design studio.

For the 'Growing old in my house' theme, people older than 60 were invited to work in teams with two students of architecture each. The elderly were recruited in the local community through a newspaper ad and 9 singles or man-wife teams where finally selected to work with 23 students. Old and young attended a series of theoretical introductions on design criteria for 'Life-time Homes' and each team used the design guide.

Next the owner occupier-student teams went out and thoroughly analysed the individual private homes with the students carefully listening to the needs and the wishes of the users.

Students then started redesigning the house for their client. Finally students and clients discussed the proposed home modifications in a full afternoon session.

3AR second semester design project. 'Universal Hotel'

15 weeks A hotel is chosen as a building type to explore and to integrate the principles of 'Universal Design', because a hotel is simultaneously a public building, with obligations for full accessibility, but also has the characteristics of a (temporary) home. 50 Third year students will each design a 130 room Business and Family hotel and mainly focus on the diverse needs of a largest possible diversity of visitors and users.

Throughout the design process student will be assisted by experts from Radisson SAS Hotels and Resorts, as virtual clients and by architects of the 'Toegankelijkheidsbureau' (Accessibility Office). People with disabilities will advise the students and participate in the final evaluation.

Tentative Conclusion

Teaching Universal Design is quite new and experimental. Schools involved in teaching UD should:

• collaborate
• communicate
• research

To this end three Belgian schools of architecture have joined forces. In the period October 2001- October 2002 three researchers, one from each school, meet one day each week to further develop the UD Curriculum and also to prepare a similar 'Universal Hotel' design project for the academic year 2002-2003. Students of architecture will simultaneously work on the same assignment in the three different places.

In a next phase other design disciplines will be involved.

Creation of a European Thematic 'UD Education' Network under the EC Socrates program was discussed in an international 'UD Education' conference held in Brussels on May 17, 2002.

For more information, contact Hubert Froyen at hfroyen@mail.phlimburg.be

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Citation: Froyen, Hubert (2003). Integration of the Universal Design Curriculum in the 5 Year Architectural Education Program Academic Year 2001-2002 ©. Retrieved (Enter Date), from Universal Design Education Online web site: http://www.udeducation.org/teach/program_overview/program_infused/froyen.asp

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