Design Education and Learning
Evaluating Living and Learning on Campus: A Community Engaged Research Model
Rebekah Radtke
University of Kentucky
rebekah.radtke@uky.edu
Keywords: community-engaged design research; post-occupancy evaluation; campus design; design pedagogy
Abstract
How can we strategically assess the investments made to living and learning environments and its impact on students? How can we create an inclusive design research model in higher education? By utilizing a post-occupancy evaluation process, students completed a nine-month study to investigate and assess the investment in student living and learning spaces. This paper shares the findings of the post occupancy evaluation of a living-learning program in a residence hall to better understand how the spaces are utilized and its impact on learning. The process utilizes design research as a community engaged model, with collaboration among a diverse group of administration, partners, staff, faculty, and most importantly, students. By combining the need for design research on campus and a framework for participatory research models, this case study reveals the importance of assessing campus buildings through student participation in design research.
This paper is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence.
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Cite this paper: Radtke, R. (2016). Evaluating Living and Learning on Campus: A Community Engaged Research Model. Proceedings of DRS 2016, Design Research Society 50th Anniversary Conference. Brighton, UK, 27–30 June 2016.
This paper will be presented at DRS2016, find it in the conference programme