Students explore interdisciplinary theories that provide foundational understanding for health and wellbeing in the built environment. Learning Goals: 1. Identify specific theories related to health...
Students explore interdisciplinary theories that provide foundational understanding for health and wellbeing in the built environment. Learning Goals: 1. Identify specific theories related to health and wellbeing within the built environment. 2. Discuss the application of health and wellbeing theories as a means of improving the built environment. 3. Analyze the use of health and wellbeing theories as applied to existing design.
This course introduces students to the evolving and interdisciplinary understanding of Biophilia as both a design philosophy and a human necessity—bridging the biological, psychological, and social...
This course introduces students to the evolving and interdisciplinary understanding of Biophilia as both a design philosophy and a human necessity—bridging the biological, psychological, and social dimensions of nature-connected design. Rooted in current scholarship and practical application, the course explores Biophilia through contemporary lenses such as trauma-informed design, post-disaster recovery, neuroarchitecture, and human evolution. Students engage critically with the 14 Patterns of...
Students examine materials used in the built environment that are contrary to human health such as mold, asbestos and other known hazards, along with abatement procedures for these materials....
Students examine materials used in the built environment that are contrary to human health such as mold, asbestos and other known hazards, along with abatement procedures for these materials. Learning Goals: 1. Discuss the transmission and proliferation of viruses, bacteria, and chemical agents. 2. Discuss the role of the interior environment in relation chemicals and pollution. 3. Analyze legislation intended to preserve human health.
This course introduces design students to new ways of understanding places in the world and how design professionals can enhance people’s lives. Through the exploration of a broad range of spaces,...
This course introduces design students to new ways of understanding places in the world and how design professionals can enhance people’s lives. Through the exploration of a broad range of spaces, including homes, workplaces, and public space, students gain an understanding of how the psychological paradigms of neurobiology, learning behaviors, social culture, cognition and human behavior apply to spatial design and how design can enhance the lives of individuals from children to elders to...
Students explore different physical and psychological chronic health conditions in relation to specific designs of residential and institutional housing. Learning Goals: 1. List an array of...
Students explore different physical and psychological chronic health conditions in relation to specific designs of residential and institutional housing. Learning Goals: 1. List an array of physical, psychological and sociological health conditions that effects how one interacts with the built environment. 2. Discuss the different types of living environments occupied by people with chronic health conditions. 3. Analyze existing environments for supports and constraints related to a specific...
This course explores specific Human Conditions; what they are and how they can affect the planning and design of the built environment. Students will learn about, and how to identify physical,...
This course explores specific Human Conditions; what they are and how they can affect the planning and design of the built environment. Students will learn about, and how to identify physical, psychological, and cultural human factors, as well as obstacles from the environment. They will discuss and analyze the specific influences from these factors and how they can be considered throughout the design process. Students will then synthesize practical design solutions that are best for human...
In this course students will learn to assess and think critically regarding how the designed environment facilitates or inhibits play, including curiosity and risk-taking, across the lifespan....
In this course students will learn to assess and think critically regarding how the designed environment facilitates or inhibits play, including curiosity and risk-taking, across the lifespan. Through the use of case studies and peer-reviewed evidence, students will practice design thinking and reflection to strengthen their ability to observe, evaluate and generate designed spaces that foster play, curiosity and risk-taking behaviors and why this is critical for human health.
Students explore their environments as spiritual spaces for attentive observation & mindful participation. Discover the basics of spiritual design and how the designed spaces influence the...
Students explore their environments as spiritual spaces for attentive observation & mindful participation. Discover the basics of spiritual design and how the designed spaces influence the experiences relative to sensory perceptions.
This course explores key ideas, strategies, and modes of design representation within and related to the design professions. The skillsets introduced and developed throughout this course are...
This course explores key ideas, strategies, and modes of design representation within and related to the design professions. The skillsets introduced and developed throughout this course are intended to support creative and analytical thinkers who work with, around, and for architects, interior designers, landscape architects, urban designers, urban planners, and other built-environment professionals—and who may not (yet) consider themselves designers. Over the course of eight weeks, students...
In this one and half-credit asynchronous elective course students will learn to apply trauma-informed design (TiD) theory to a design project of their own. Students will practice communicating...
In this one and half-credit asynchronous elective course students will learn to apply trauma-informed design (TiD) theory to a design project of their own. Students will practice communicating through visualizations, and spoken, and written means about trauma-informed design. Students will be expected to include evidence (peer-reviewed scientific evidence, precedence from contemporary sources, and other sources of sound evidence). This theory-into-practice applied approach will provide...
In this one and half-credit asynchronous elective course students will learn about the trauma-informed design (TiD) approach, trauma, and why it matters in design. Students will practice...
In this one and half-credit asynchronous elective course students will learn about the trauma-informed design (TiD) approach, trauma, and why it matters in design. Students will practice communicating through spoken and written means about TiD. Students will be expected to include evidence (peer-reviewed scientific evidence, precedence from contemporary sources, and Learning Goals: 1. Be aware of emerging TiD frameworkes and how it applies to trauma-informed care to design. 2. Be aware of the...
Students examine the relationship between race, economics, and political power on the formation and evolution of community urban development. Learning Goals: 1) Compare historical patterns of...
Students examine the relationship between race, economics, and political power on the formation and evolution of community urban development. Learning Goals: 1) Compare historical patterns of community development with present-day trends. 2) Analyze the relationship between “isms” and political power to make sustaining community-based changes. 3) Discuss the role of commoditization in community development and identity.