Susan Ang

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

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.

Readiness for interprofessional learning: a cross-faculty comparison between architecture and occupational therapy students

Abstract Health and wellbeing includes a need for built environments to accommodate and be inclusive of the broadest range of people and a corresponding need to ensure graduates are ready to engage in this field of interprofessional and inter-industry practise. All too often, interprofessional education in higher education is neglected with a tendency towards educational silos, particularly at a cross-faculty level. This paper reports on an initiative that embedded universal design practice education into the curricula of first year architecture and third year occupational therapy students and evaluated the impact on students’ readiness for interprofessional learning. The Readiness for Interprofessional Learning Scale (RIPLS) was given to students at the beginning and end of the semester during which students participated in a variety of online and face-to-face curriculum initiatives. Results showed that at the beginning of semester, occupational therapy students were significantly more positive about interprofessional learning than their architecture counterparts. Post-results showed that this trend continued but that occupational therapy students became less positive on some items after the interprofessional learning experience. This study provides insights into the interprofessional learning experiences of a group of students who have not previously been studied within the available literature.

Transitional Issues of Induction into Design Education for International Undergraduate Students: A Case Study Analysis of Architecture

Abstract The overarching aim of this paper is to present and discuss a collaborative undertaking between the School of Architecture and Building and the Academic Skills Unit at Deakin University, Australia in a programme called The Integrated Support Programme for Architecture. It does this in the following ways. It provides a justification for the setting up of an integrated programme for international architecture students. It describes the programme that was set up and outlines the reasons for collaboration between an academic School and an Academic Skills support services unit to prepare students both nationally and internationally as graduates of architecture. It then reports on a study undertaken to evaluate the programme in terms of student response and perception. Following this, it highlights directions for effective and strategic transition of past and present learning for international students. Using a case study analysis, the thrust of this paper is to advance knowledge and understanding of the pertinent issues related to international students either commencing or articulating into the professional course of architecture. It is envisaged that in this discussion matters may be raised for a strategic and effective transition of generic and internationalised learning for international students.

Working with Policy and Regulatory Factors to Implement Universal Design in the Built Environment: The Australian Experience

Built environments that are usable by all provide opportunities for engagement in meaningful occupations. However, enabling them in day to day design processes and practice is problematic for relevant professions. The purpose of this phenomenological study was to gain greater understanding of the policy and regulatory influences that promote or hinder the uptake of universal design in built environments, to inform better future design. Focus groups or telephone interviews were undertaken with 28 key building industry and disability stakeholders in Australia. Four themes were identified: the difficulties of definition; the push or pull of regulations and policy; the role of formal standards; and, shifting the focus of design thinking. The findings highlight the complexity of working within policy and regulatory contexts when implementing universal design. Occupational therapists working with colleagues from other professions must be aware of these influences, and develop the skills to work with them for successful practice.

Review on sustainable building design and construction in the rural context: the case of building Ampara, Sri Lanka

The hands-on experience from the recently completed Deakin’s iDiDe (Intercultural Dialogue Through Design) program in 2016 concluded that there is a clear and critical need to empower rural communities in the Ampara region of Sri Lanka to achieve United Nation’s Sustainable Development Goals 2015–2030. Although the contribution of building design and construction processes for sustainable community development has been frequently discussed in other research, it has been mostly with reference to urban areas, urban population, urban problems and/or one or more of selected “sustainability” philosophies in the building domain among many, demonstrating substantial disintegration. Taking the above into consideration, as part of a much larger research initiative originated through the Deakin’s iDiDe program, this paper presents the need for an integrated framework for sustainable building design and construction in the rural context with a specific focus on Ampara region of Sri Lanka with an ultimate goal of empowering its communities. This was achieved through the hands-on experience gained through the iDiDe study program conducted by Deakin University partnered with a number of institutions and organizations and rural communities in Ampara region, Sri Lanka; and a critical literature synthesis. Study findings concluded that adoption of the Integral Sustainable Design and Construction (ISDC) framework for rural contexts is vital to address prevailing physical, social and cultural issues.

Intercultural Dialogue Through Design (iDiDe) as a Platform for Built Environment Education for Sustainability in Rural Developing Contexts: Building Ampara, Sri Lanka

The 2016 Pritzker Prize awarded to socially conscious Chilean architect Alejandro Aravena for dedication towards improvement of social and humanitarian issues around the globe heralded a firm spotlight on socially responsible architecture and a holistic view of sustainability. Deakin University’s iDiDe (pronounced “i-dee-dee”) delivered a global mobility study tour model with structured immersive learning that focused upon sustainable rural community development in the Eastern district of Ampara, Sri Lanka. The program facilitated student learning of sustainability across the realms of environmental, cultural and social dimensions. Deakin University partnered with a number of institutions and organizations and pursued community participatory approaches to the design process. Mixed teams of students engaged collaboratively in context analysis and research for sustainable design. Three prototype projects being a Community Based Organisation (CBO) community facility, an adaptable classroom and low-cost teacher’s house, alongside the introduction of bamboo as an integral sustainable building material were initiated in 2016. This paper evaluated student assessment outcomes and reflected upon partnerships in the context of the collective response to community needs. It concluded that there is academic merit in an immersion unit such as iDiDe to act as a global platform for education for sustainability in Asia. The adoption for an integral sustainable design and construction framework appropriate for rural contexts has been recognized as a way forward and a direction for future research.