Dr.Witiya Pittungnapoo, Naresuan University

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1 Dr.Witiya Pittungnapoo, Naresuan University Learning by doing, either in or beyond the classroom: A Case of Educating Architecture Students on Design for People with Disabilities

2 Introduction To educate architecture students to care more on other people is not easy and is complicated, because of two issues. Unfortunately, the nature of architectural profession has mainly relied on capitalism; the more property market grow, the more money the architect gains.

3 It is a fact that most of customers are the rich who can afford to hire architects. The poor have always been excluded from this design service. This is not a problem, unless someone who really need special design for living. Introduction

4 Introduction Furthermore, most of architect designs are based on their individual favorite which goes beyond any boundary. The problem is that universal design has been necessary to all; especially, to physical improvement for disabled people. Architects have no longer design freely on their own; on the other hand, they have to learn and understand more about universal design concept.

5 Introduction Undoubtedly, disabled people are a vulnerable case in point which require special care and special space for living; sadly, most of them are poor. The question is, who can help these marginal people to design their houses.

6 Introduction The first answer may be no one; as these poor certainly have nothing to pay.

7 Introduction On the other hand, the second answer may be an architect who is willing to help without charging any professional fee. Service Minded X

8 Introduction Architecture students at Naresuan University are examples that challenge the University for building up service minded professionals that is the aim of this presentation.

9 Leadership in Universal Design Education Universal design has been imperative for making place friendly for all aging with different physical mobility. However, this concept remains new and has not been paid attention much in learning curriculum; particularly, in the design field of study. The faculty of Architecture, Naresuan University is concerned with this issue; therefore we have prepared and developed our students and faculties in various ways.

10 Leadership in Universal Design Education Firstly, universal design principles were integrated into existing relevant courses. Secondly, the faculty has purposed a new course on Universal Design or Sathapattayakam Yang-r-torn (in Thai) as defined by the Royal Institution on 16 December 2011.

11 Leadership in Universal Design Education Importantly, the Faculty of Architecture, Naresuan University has signed the Memorandum of Understanding with the National Office for Empowerment of Persons with Disability (NEP) on 12 September 2011 to ensure collaboration will be carried on.

12 Leadership in Universal Design Education Another significant movement is collaboration between the faculty and the Institute of Health Promotion for People with Disability which is a main learning lesson from this article.

13 Leadership in Universal Design Education There are ten people with disabilities that have been involved in this design project. Eight houses are in Dok Kam Tai District and the other two houses are in Phu Kam Yao District in Phayao Province.

14 Ten Disabled Cases in Dok Kam Tai

15 Ten Disabled Cases in Dok Kam Tai

16 Ten Disabled Cases in Dok Kam Tai

17 Ten Disabled Cases in Phu Kam Yao

18 Leadership in Universal Design Education Developing service minded for architecture students is a case in point which can dilute individualism and succeed this project. There are two main approaches for achieving this. First of all is to orient students to universal design principles either in or outside the classroom: lecture and knowledge management are examples. The second process is to give students direct experiences in learning by doing: role play and participative professional learning from fieldwork are examples. These will be presented in respectively.

19 Educating Students on Universal Design Universal design consists of seven principles, namely, equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error/safety, low physical effort, size and space for approach and use (Centre for Universal Design of North Carolina State University, 1997).

20 Educating Students on Universal Design The concept of university design has been integrated into the learning curriculum in relevant curses, such as architectural, landscape and environmental design.

21 Educating Students on Universal Design

22 Educating Students on Universal Design Furthermore, the universal design concept is also presented in an academic seminar which allows all participants to learn and to share knowledge; particularly in disabled cases.

23 Knowledge Management on Design for All Learning and sharing knowledge is a crucial process to review concepts and achieve mutual understanding. These kinds of activities are more dynamic than lecturing only; as it can encourage students to participate more.

24 Role Plays Learning by doing can do in many ways; however, role plays were selected to allow architecture students to experience in being a person with disability. This process is an active learning which allows participants understand behavior of disabled and their difficulty in mobility. At this stage, participants awareness on design for all has been increased.

25 Participative Professional Learning in Fieldwork This is the must do process for instilling awareness in voluntary design for architecture students. This provides real experience in problem solving which is a design service carried out by collaboration between the Faulty of Architecture, Naresuan University and the Institute of Health Promotion for People with Disability.

26 Participative Professional Learning in Fieldwork The main purpose of this survey is to help the local poor households (which were selected by the Phayao Provincial Social Development and Human Security Office) to measure and access existing housing conditions which allowed students to determine problems and limitations of access.

27 Participative Professional Learning in Fieldwork Certain architecture students, who already know the concept of universal design, were participating in this fieldwork. Moreover, observation and in-depth interviews were included in this process which allowed students to understand behaviors of disabled people and their difficulties in mobility.

28 Contributions of educating architecture students on Universal Design First, the direct benefits are better understanding on universal design and enhancement of students service mindedness; particularly in participative design practice.

29 Contributions of educating architecture students on Universal Design Interestingly, architecture students who participated in the fieldwork have recognised the importance of now their profession contributes to others and they are willing to contribute their design for voluntary purposes. Secondly, a sense of supportive community and caring public has increased in the University s role. Growing of public minded intellectuals, eventually, has sustained collaboration among Naresuan University and relevant bodies, as well as communities in the long term.

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31 University s role of developing public minded intellectuals

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46 Conclusion and recommendation Making universities a place for developing service minded professionals has been a challenge to the future of Asian countries; especially, for the developing countries. Where the majority of the population is still poor and mainly lives in rural areas. Educating architecture students on universal design for helping disabled people has led to change in professional attitude; particularly from business to voluntary approaches.

47 Conclusion and recommendation This article reveals that the university has an important role in leading voluntary academic service for helping society in several fields of studies and ways. First, to encourage collaboration among scholars to work with relevant organisations: memorandum of understanding is a case in point.

48 Conclusion and recommendation Secondly, to create learning environments which promote knowledge sharing and management on or beyond the campus.

49 Conclusion and recommendation Additionally, development in the learning curriculum should integrate service mindedness in line with professional practice.

50 Conclusion and recommendation Participative learning experience in helping communities in real situations should also be provided for students; as this is an effective way for building up their service mindedness.

51 Conclusion and recommendation The breeding of professional volunteers has been a challenge to Thai universities; as it seems a likely way to develop intellectual resources in order to achieve a better inclusive society, particularly in developing regions like many countries in ASEAN.

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53 Thank you for all attention Witiya Pittungnapoo Faculty of Architecture, Naresuan University