The State of Universal Design in Interior Design Curricula

Beth Tauke (University at Buffalo - State University of New York)
Eric Dolph (Buffalo State College - State University of New York)
Sue Weidemann (University at Buffalo, Dept. of Architecture & BOSTI Associates)

Although its roots are in the Disability Rights movement of the 1970s, Universal Design (UD) has evolved into a design approach grounded in social justice for all underrepresented populations. As such, it has reached back to deeper roots in the Civil Rights movement of the 1960s to establish equal opportunity in the built environment.

This expansion of UD has resonance today because: a) increased longevity is changing the age structure of society, b) global migrations are increasing local and regional diversity, and c) new technologies are making it easier to address many societal needs.

Is UD education keeping pace with this evolving scope? If so, how? Toaddress these questions, researchers have taken on a series of surveys aimed at educators in several design disciplines: architecture, interior design, landscape architecture, and urban design. The most recent survey, sponsored by a National Endowment for the Arts grant, has assessed the status of UD in accredited interior design programs throughout the U.S. This presentation will focus on the results from interior design educators. Reponses were obtained from 268 participants representing 108 of the 158 surveyed schools. The survey consisted of both quantitative and qualitative questions that sought information related to the understanding, attitudes, and incorporation of UD into each program’s curriculum. The results of this survey have produced the beginnings of an evidence base that allows educators to make informed decisions about UD education.

Presenters will review the quantitative findings, and will focus on qualitative results relating to current strengths/weaknesses of UD instruction as well as recommendations for improvement. The findings will provide a framework for discussion on a) innovative ways to incorporate UD content into coursework, b) effectiveness of UD content at multiple levels of curricula, and c) research needs in UD education.