Integrating behavioral research in undergraduate design studio in architecture for designing inclusive environments

Authors

DOI:

https://doi.org/10.17411/jacces.v10i2.231

Abstract

Behavioral research as a part of design process in undergraduate design studio in architecture can help bridge the gap between the user needs and design decisions and sensitize the students to the concept of accessibility and social inclusion. This paper presents the process and outcome of three academic design projects in which the students employed behavioral research. The design researches at undergraduate level occurred at different times and with different groups of students. The research for the design for the park for the blind used quasi experimental research while the research for the other two design projects viz.; Home for Elderly and Orphanage used case study research employing qualitative strategies of behaviour mapping and in depth interviews with key informants.The findings which emerged certainly provide the evidence for the overarching hypothesis that behavioural research sensitized the students to the concerns of accessibility and social inclusion and accessibility has to be looked from the point of view of both physical as well as social angles to facilitate inclusion.  Hence the model of incorporating design research as part of the design studio proves to be a useful one. Developing empathy in the students towards the disabled and towards those who need social inclusion, can facilitate social inclusion through design. The contribution of the paper lies in development of a framework for design research for undergraduate students of architecture for inclusive design.

References

Bashier, F. (2014). Reflections on architectural design education: The return of the rationalism in the studio. Frontiers of Architectural Research, 3, 424-430. https://doi.org/10.1016/j.foar.2014.08.004

Berleant, A. (1988). Aesthetic Perception in Environmental Design. In J. L. Nasar, Envrionmental Aesthetics : Theory, Research and Applications (pp. 84-97). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511571213.010

Boyer, E. L., & Mitgang, L. D. (1996). Building Community: A new future for architecture education and practice. New Jersey: The Carnegie Foundation.

Chakravarti, P. (1993). Learning from Ordinary Places. Ekistics, 60 (1), 305-308.

Francis, M. (2001). A Case Study Method for Landscape Architecture. Landscape Journal, 20 (1), 15-29. https://doi.org/10.3368/lj.20.1.15

Groat, L., & Wang, D. (2002). Architectural Research Methods. NY: John Wiley and Sons Inc.

Hitch, D., Dell, K & Larkin, H. (2016). Does Universal Design Educaiton Impact on the Attitudes of the Architecture Students towards People with Disability. Journal of Accessibility and Design for All, 6(1), 26-48. DOI: 10.17411/jacces.v6i1.103

Heylighen, A., Doren, C. V., & Vermeersch, P. W. (2013). Enriching our Understanding of Architecture through Disability Experience. Open House , 38 (1), 7-19.

Kroemner, K. (2006). Extra Ordinary Ergonomics - How to accomodate small and big persons, the disabled and elderly, expectant mothers and children. Boca Raton: Taylor and Francis.

Laurie, M. (1975). An Introduction to Landscape Architecture. New York: American Elsivier Pub. Co. In.

Lindel, M. (1991). The Living Environment. In M. Shaw, The Challenge of Aging [2nd Ed.]. London: Churchill Livingstone.

Morrow, R. (2002). Building and Sustaining a Learning Environment for Inclusive Design: A Framework for teaching inclusive design within built environment courses in the UK. Online: Centre for Education in the Built Environment. Retrieved from Queens University Belfast Research Portal: https://pure.qub.ac.uk/ws/files/13453576/CEBE_Building_and_Sustaining_a_Learning_environment_for_inclusive_design_full_report.pdf

Mostafa, M. (2013). Expanding Normal: Towards a More Inclusive Approach to Designing the Built Environment. Open House, 38 (1), 4-6.

Nicolle, C., & Maguire, M. (2003). Empathic Modelling in Teaching Design for All. Retrieved October 18, 2018, from https://dspace.lboro.ac.uk: https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/722/1/PUB184%20Empathic%20Modelling.pdf

Pallasmaa, J. (2009). The Thinking Hand: Existential and Embodied Wisdom in Architecture. London: John Wiley and Sons Ltd.

Roberts, A. (2007). The Link between Research and Teaching in Architecture. Journal of Education in the Built Environment, 2 (2), 3-20. https://doi.org/10.11120/jebe.2007.02020003

Rutledge, A. J. (1985). A Visual Approach to Park Design. NY: John Wiley and Sons.

Savitribai Phule Pune University. (2015, 12 1). 3-4-5 Detailed Syllabus [Annexure A]. Retrieved from www.unipune.ac.in: http://collegecirculars.unipune.ac.in/sites/documents/Syllabus%202017/3-4-5%20Detailed%20Syllabus%20[Annexure%20A].pdf

Teklenburg, J., Zacharias, J., John, H., & Teresa, V. (1996, August 3). Spatial Analysis in Environment Behavior Studies : Topics and Trends. Retrieved March 12, 2001, from IAPS 14 Conference - Evolving Envrionmental Ideals, Chaning Ways of life, values and Design Practices: www.bwk.tue.nl/bwk/urb/p/Jan/Spatial.htm

Article cover

Downloads

Published

2020-11-30

How to Cite

Natu, A. S. (2020). Integrating behavioral research in undergraduate design studio in architecture for designing inclusive environments. Journal of Accessibility and Design for All, 10(2), 209-228. https://doi.org/10.17411/jacces.v10i2.231