Authors:Victoria Lanteigne, Traci Rose Rider, Peter Stratton Pages: 8 - 23 Abstract: Universal Design came into prominence as a successor to the Americans with Disabilities Act (ADA), contributing to broader notions of accessibility beyond baseline codes and standards. Rooted in human factors research, Universal Design primarily centers on supporting human performance through the development of accessible and usable environments (Steinfeld and Maisel 2012, 95-96). As such, Universal Design pedagogies predominantly focus on enhancing environments for people with disabilities and aging populations (O Shea 2018, 721; Steinfeld and Maisel 2012, 49). However, some believe Universal Design is on the cusp of a paradigm shift to address broader aspects of social justice (Salmen 2012; Steinfeld and Maisel 2012, 159-160). This paper synthesizes existing literature to explore how current academic and practice-facing Universal Design pedagogies support the movement’s expansion to address social justice across demographic groups. Critical audiences for this work include architectural educators, students, researchers, policymakers, and building professionals interested in advancing the theory and practice of Universal Design. Recommendations from this work reposition Universal Design pedagogies as a pathway for creating more equitable and inclusive buildings, spaces, and communities that are truly designed for all. PubDate: 2022-09-05 DOI: 10.17831/enqarcc.v19i1.1135 Issue No:Vol. 19, No. 1 (2022)
Authors:Jeffrey Kruth, Elizabeth Keslacy Pages: 24 - 46 Abstract: The architecture curriculum is usually divided into studio courses and lecture or seminar courses where design and research, respectively, are separately pursued. Although the curriculum is designed to unite the approaches of design, the humanities, and the sciences that together comprise the architectural endeavor, in practice these epistemological forms of inquiry are divided into separate courses and rarely allowed to crossover into one another. Two structures common to architecture programs avoid these divisions: the community design center and the research studio. The first unifies design with community engagement and exposure to the real-world issues of marginalized communities, while the second incorporates humanities-based research into the studio. In this paper, we will present the work of a three course-sequence recently taught at Miami University as a “Humanities Lab” that pursued methodological promiscuity by mixing community-based research and design. In so doing, we jettisoned the expertise traditionally claimed by architecture to create a more inclusive practice–inclusive of community members and their expertise and centering the experiences and histories of marginalized people instead of buildings. We do so by engaging in what Eyal Weizman has called “critical proximity,” in which the distanciated position of the researcher is jettisoned in favor of working alongside and for marginalized communities. Over the course of three semesters, we explored the impact of critical proximity in three different endeavors–a seminar, research studio, and exhibition design–and discovered inclusive pedagogical strategies: thickness, research-in-community, and decentered production. Together, these strategies allowed us to refigure the role of the architect as a researcher aligned with community interests. PubDate: 2022-09-05 DOI: 10.17831/enqarcc.v19i1.1134 Issue No:Vol. 19, No. 1 (2022)
Authors:David Fortin Pages: 47 - 61 Abstract: This essay posits the role that the spaces for architectural production have played in supporting a design ethos that has historically neglected our relationship with the Land, and how its reconceptualization could contribute to a ‘spiritual and cultural’ shift through a placed-based ethical framework. More specifically, the space where design typically takes place is most often described in English as the “studio”, a term that has been adopted by universities and professional offices alike, and is broadly considered the core of architectural education and production around the world. Yet, surprisingly, we rarely question - why a “studio”' What is the nature of a “studio” exactly, and how does this potentially impact how we teach design and, subsequently, what we design' Can an element of the sacred infiltrate the spaces of architectural production in the twenty-first century in an effort to prioritize the flourishing of all life on our planet, and how can Indigenous knowledge guide us along this path' The essay first examines the history of the “studio” and questions its ongoing relevance, as well as recent alternatives. This is followed by a proposition for the concept of a “design lodge” that might best be able to inspire “transformational” change in architectural education by transcending conventional fixations on object-centred design. PubDate: 2022-09-05 DOI: 10.17831/enqarcc.v19i1.1133 Issue No:Vol. 19, No. 1 (2022)
Authors:Stephanie Z Pilat, Angela Person Pages: 62 - 75 Abstract: The culture of the architectural design studio continues, in large part, to be based on centuries old traditions. Research on teaching, learning and bias suggest, however, that a rethinking of these traditions is long overdue if we aim to create inclusive learning environments and diversify our profession. Drawing on recent research on the cultivation of expertise, student motivation and stereotype threat, this essay considers how we might rethink design studio instruction. Studies on the development of expertise suggest a critical re-imagining of the instructor’s role in design studios. Research on student motivation suggests that many of the traditional practices of architectural education inevitably leave students unmotivated and need to be reconsidered. Finally, research on the ways in which stereotypes impact academic performance illuminate some of the roadblocks to diversifying our classrooms and profession. This essay shares evidence-based strategies to address these roadblocks and traditions to develop a more inclusive and effective design studio culture. PubDate: 2022-09-05 DOI: 10.17831/enqarcc.v19i1.1127 Issue No:Vol. 19, No. 1 (2022)
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