Appendix D: Universal Design Draft Course Outlines
(Modelled on the Trinity College Dublin course outline format)
1. Early stage module (e.g. First year of course)
2. Later stage module (e.g. Final year of course)
1. Universal Design - Early Stage Module: (Lecture)
Lecturers: [insert names]
Course Organisation
This optional course runs for the XX weeks of XX Term. It normally comprises X lectures per week. In addition, students have a number of assignments based on X site visits, X workshops and X laboratory sessions.
Term | Start Week | Hours of Associated Practical Sessions | End Week | Lectures | Tutorials | ||
Per Week | Total | Per Week | Total | ||||
XXX | X | X | X | X | Xx | X | X |
Total Contact Hours: xx | |||||||
Course Description
The module provides a detailed introduction to the Universal Design philosophy and a theoretical understanding of design tools and techniques.
In a growing and aging society, where the need for sustainable (both social and environmental) design solutions is critical, Universal Design has been accepted globally as a means of meeting existing and future needs. More than a set of practical design rules or prescriptive design guidelines, Universal Design is a way of thinking, requiring the designer to consider the consequences of design, and placing the needs of all people at the very heart of the process.
The background will include an overview of the Seven Principles of Universal Design, stressing that these merely act as a starting point. The rationale for Universal Design will include social, economic, legislative and business cases. Recent advancements and developments taken from related fields (including ergonomics, usability engineering, user centred design, health and safety research, software engineering, etc.) will provide a more practical understanding of the evolving design approach.
Learning Outcomes
On completion of this course, the student will:
- Be familiar with, and have a theoretical understanding of
Universal Design as it is applied in engineering; - Have a complete understanding of the legislative
requirements for Universal Design; - Have a complete understanding of the business and social
benefits of Universal Design; - Be aware of the development and application of new
research concepts and advances in the field; - Appreciate the benefit of consulting with end
users.
Course Syllabus
Universal Design introduction
- Background
- Legislative Requirements
- Business case - benefits for designer or design
firm - Economic case - benefits for e.g. Irish industry and
Government spending - Social case - e.g. aging society, ability as a continuum,
human rights and equality - Relationship to the Sustainability agenda
Universal Design approaches
- Human Diversity
- User engagement
- User-centred design tools and techniques - personas,
focus groups, user consultation, task analysis, simulation, post design
evaluation - Expanding from designing for a sample of representative
users toward truly designing for all people - Design for cognitive, sensory and physical human
factors
Application of Universal Design in Engineering
- Stages of design (how Universal Design fits into design
steps) - The engineer, the end user, and the design stakeholders
Design research
- Understanding research publications
- Evidence-based design research
- Related guidelines and standards
Case studies
- Built Environment
- Products
- Services
- Information and Communication Technologies
(ICT)
Recommended Texts
- Universal Design Handbook: Preiser and
Ostroff - Building for Everyone 2010: National Disability
Authority, Ireland. - Inclusive Design for the Population: Keates and
Clarkson - Countering Design Exclusion: Keates and
Clarkson - Centre for Excellence in Universal Design website
www.Universaldesign.ie
Teaching Strategies
The teaching strategy is lectures and tutorials. These are designed to provide the student with a sound knowledge of the theory behind Universal Design.
Assessment Modes
70% of the assessment is due to a two hour examination held during Trinity Term. The remaining 30% is allocated for continuous assessment of tutorial activities.
2. Universal Design - Later Stage Module (Laboratory / Studio)
Lecturers: [insert names]
Preferred Prerequisite: Universal Design - Early Stage Module
Course Organisation
This optional course runs for the XX weeks of XX Term. It normally comprises X lectures per week. In addition, students have a number of assignments based on X site visits, X workshops and X laboratory sessions.
Term | Start Week | Hours of Associated Practical Sessions | End Week | Lectures | Tutorials | ||
Per Week | Total | Per Week | Total | ||||
XXX | X | X | X | X | Xx | X | X |
Total Contact Hours: xx | |||||||
Course Description
The module provides a detailed explanation of and a practical understanding of Universal Design.
In a growing and aging society, where the need for sustainable (both social and environmental) design solutions is critical, Universal Design has been accepted globally as a means of meeting existing and future needs. More than a set of practical design rules or prescriptive design guidelines, Universal Design is a way of thinking, requiring the designer to consider the consequences of design, and placing the needs of all people at the very heart of the process.
The theoretical part of the module will reintroduce students to the Universal Design philosophy including social, economic, legislative and business cases and providing an update on more recent developments in these areas. Recent advancements and developments taken from related fields (including ergonomics, usability engineering, user centred design, health and safety research, software engineering, etc.) will provide a more practical understanding of the evolving design approach.
Practical aspects of this Universal Design course will include learning how to engage with users, learning how to apply lessons learned from previous design projects, learning how to use inclusive design tools and techniques, and practice applying these in projects and industry collaborations.
Learning Outcomes
On completion of this course, the student will:
- Be familiar with, and have a practical understanding of
Universal Design as it is applied in engineering; - Have a complete understanding of the legislative
requirements for Universal Design; - Have a complete understanding of the business and social
benefits of Universal Design; - Be aware of the development and application of new
research concepts and advances in the field; - Be capable of consulting effectively with end
users; - Have an understanding of design as it is applied in
Industry; - Have applied, demonstrated or translated a Universal
Design approach; - Have developed team work and interpersonal
skills.
Course Syllabus
Universal Design re-introduction
- Background
- Legislative Requirements
- Business case - benefits for designer or design
firm - Economic case - benefits for e.g. Irish industry and
Government spending - Social case - e.g. aging society, ability as a continuum,
human rights and equality - Relationship to the Sustainability agenda
Universal Design approaches review
- Human Diversity
- User engagement - from individual to
community - User-centred design tools and techniques - personas,
focus groups, user consultation, task analysis, simulation, post design
evaluation - Expanding from designing for a sample of representative
users toward designing for as many people as possible - Design for cognitive, sensory and physical human
factors
Application of Universal Design in Engineering (show in project)
- Stages of design (how Universal Design fits into design
steps) - The engineer, the end user, and the design stakeholders
Design research review (show in project)
- Understanding research publications
- Critical appraisal of research
- Evidence-based design research
- Related guidelines and standards
Case studies review (select for area for project)
- Built Environment
- Products
- Services
- Information and Communication Technologies
(ICT)
Site visits (select one for part of research paper assignment)
- Demonstration of Universal Design construction techniques
(lifetime homes standards) - Post occupancy evaluation of accessible buildings
(audit) - Commercial/corporate design services studio
- Usability testing services laboratory
Workshops - Universal Design Tools and Techniques (apply in project)
- Use of Personas
- Simulation techniques
- Universal Design Toolkits
- Human factors in design (age, size, abilities,
disabilities) - Using demographic data, population statistics and
research to inform design - Direct user engagement techniques
- Design evaluation techniques
Project 1: Student team project (example)
The class is divided into teams, with individuals mimicking the typical roles of professional design teams. The aim of the project is to demonstrate the constraints of a true design project and for the students to explore how these constraints can be resolved without hindering the Universal Design agenda.
Project 2: Industry collaboration project (example)
Individuals or teams of students work in partnership with industry on a project. The aim of the project is for design professionals to demonstrate how Universal Design works in the real world, to maintain strong links between academia and professional designers and for the projects to encourage continued application of Universal Design in design firms.
Project 3: User centred design project (example)
Individuals or teams of students work in partnership with members of the community on a project. The aim of this project is for design students to experience working directly with end users throughout the design process and to learn how to engage with users during, for example, the early exploratory/research stages, during the brainstorming/concept development stages and during the prototype evaluation stages.
Project 4: Evidence-based design (example)
Individual students develop a design concept, X No. Of features of which have been informed by sound evidence-based findings. The aim of this project is for design students to learn how to make informed conscientious design decisions. Design decisions, brought through to concept stage, will be based on the information gathered from research (information gathered in Workshop 5), design evaluation (information gathered in Workshop 7) and end user engagement (information gathered in Project 3).
Recommended Texts
• Universal Design Handbook: Preiser and Ostroff
• Building for Everyone 2010: National Disability Authority, Ireland.
• Inclusive Design for the Population: Keates and Clarkson
• Countering Design Exclusion: Keates and Clarkson
• Centre for Excellence in Universal Design website www.Universaldesign.Ie
• Individual research papers to be provided as part of coursework material
Teaching Strategies
The teaching strategy is a mixture of lectures, workshops, site visits and project reports. These are designed to improve the student's ability to appraise and communicate as well as to provide the student with a better knowledge of the practical elements of Universal Design. Finally, the project reports include a final presentation to provide the student with training in communicating design concepts.
Assessment Modes
30% of the assessment is due to a two hour examination held during Trinity Term. The remaining 70% is allocated for assessment of project work.