Abstract
This paper explores an innovative approach to urban design education that addresses societal inequities through playful learning landscapes. College design students engage in a community-focused experiential class to create interactive STE(A)M and literacy installations in underserved neighborhoods. The process challenges students to shift from personal aesthetics to co-creating designs that meet community needs and cultural contexts. Key aspects of the participatory design process include spatial integration through guided neighborhood tours and mapping exercises; cultural representation via community stories and artwork, addressing specific community needs and concerns and fostering multi-generational appeal and inclusivity. Students learn that authentic community engagement is crucial for creating meaningful, sustainable playful learning spaces. Residents become equal partners, ensuring cultural resonance and desired learning interactions. This deep involvement extends beyond input-gathering, as community contributions shape all aspects of the installations. The immersive experience provides students with real-world impact while developing proficiency in participatory design. The resulting child-friendly spaces become organically woven into the neighborhood’s physical and cultural fabric, benefiting both students and the community. This approach demonstrates how design education can address societal challenges by creating equitable learning opportunities in urban environments.
Presenters
Debra RubenAssociate Professor, Associate Dean for Academic and Faculty Affairs, Architecture, Design & Urbanism, Drexel University, Pennsylvania, United States Ulrike Altenmüller-Lewis
Department Head/Associate Professor, Architecture, Design & Urbanism, Drexel University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Participatory Design, Inclusive Design, Design for Children, Community Engagement
