Abstract
This research proposes a novel method to design didactic products that favor the social inclusion of people with disabilities by creating learning experiences for engineering students that develop disciplinary and personal competencies. This manuscript briefly describes the notions of inclusion, diversity, and urgency to foster community equality, involving governments, companies, and society. We propose a methodology based on Experiential Learning, Challenged-based Learning, and Competency-Based Education to impart learning experiences that ignite awareness of social inclusion competencies and lead to improved learning outcomes. The methodology describes the design application for inclusivity, showing the interactions of students in different civil partnerships and institutions that support the needs of people with visual impairment, Down Syndrome, and Alzheimer’s. The Results section discusses the participation of students in the learning experiences at host institutions that facilitated their involvement to understand social needs and then contribute to the design and production of supportive products.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Sterling, M.C.: Universal design problem solving. J. Family Consum. Sci. 96(2), 40–44 (2004)
Altay, B.: User-centered design through learner-centered instruction. Teach. High. Educ. 19(2), 138–155 (2014)
Watchorna, V., Larkina, H., Angb, S., Hitch, D.: Strategies and effectiveness of teaching universal design in a cross-faculty setting. Teach. High. Educ. 18(5), 477–490 (2013)
Mulligan, K., Calder, A., Mulligan, H.: Inclusive design in architectural practice: experiential learning of disability in architectural education. Disabil. Health J. 11, 237–242 (2018)
Nicholl, B., Hosking, I.M., Elton, E.M., Lee, Y., Bell, J., Clarkson, P.J.: Inclusive design in the key stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centered design principles in design and technology. Int. J. Technol. Des. Educ. 23, 921–938 (2013)
Hutter, L., Lawrence, M.H.: Promoting inclusive and accessible design in usability testing: a teaching case with users who are deaf. Commun. Des. Q. 6(2), 21–30 (2018)
Kenning, G.: Reciprocal design: inclusive design approaches for people with late-stage dementia. Des. Health 2(1), 142–162 (2018)
Chang, B., Tremblay, K., Dunbar, B.: An experiential approach to teaching universal design. Education 121(1), 153–158 (2000)
Bang, M., Vossoughi, S.: Participatory design research and educational justice: studying learning and relations within social change making. Cogn. Instr. 34(3), 173–193 (2016)
Hennessy, S., Murphy, P.: The potential for collaborative problem solving in design and technology. Int. J. Technol. Des. Educ. 9, 1–36 (1999)
Blascoa, R., Blancoa, T., Marcoa, A., Berbegalb, A., Casasa, R.: Needs identification methodology for inclusive design. Behav. Inf. Technol. 35(4), 304–318 (2016)
Garay-Rondero, C.L., Rodríguez, E.Z., Salinas-Navarro, D.E.: Experiential learning at lean-thinking-learning space. Int. J. Interact. Des. Manuf. 13, 1129–1144 (2019)
Kolb, D.: Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, New Jersey (1984)
Wharton, R., Parry, L.: The good, the bad, and the ugly: using experiential learning in the classroom. J. Scholarsh. Teach. Learn. 3(2), 56–68 (2012)
Garay-Rondero, C.L., Rodríguez, E.Z., Salinas-Navarro, D.E.: Developing and assessing engineering competencies at experiential learning spaces. In: IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, pp. 1–5 (2019). https://doi.org/10.1109/fie43999.2019.9028355
Lean Thinking Learning Space. https://www.youtube.com/watch?v=3fDT5Bab0FI&t
Acknowledgment
The authors would like to acknowledge the technical support of Writing Lab, TecLabs, Tecnologico de Monterrey, Mexico, in the production of this work.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Garay-Rondero, C.L., Salinas-Navarro, D.E., Calvo, E.Z.R. (2020). Design for Inclusion and Diversity: Developing Social Competencies in Engineering Education. In: Di Bucchianico, G., Shin, C., Shim, S., Fukuda, S., Montagna, G., Carvalho, C. (eds) Advances in Industrial Design. AHFE 2020. Advances in Intelligent Systems and Computing, vol 1202. Springer, Cham. https://doi.org/10.1007/978-3-030-51194-4_12
Download citation
DOI: https://doi.org/10.1007/978-3-030-51194-4_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-51193-7
Online ISBN: 978-3-030-51194-4
eBook Packages: EngineeringEngineering (R0)