Curriculum development in health and the built environment: creating a multidisciplinary platform to enhance knowledge and engagement.
Curriculum development in health and the built environment: creating a multidisciplinary platform to enhance knowledge and engagement.
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DOI：
10.1108/arch-09-2019-0212
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发表时间：
2020-11-11
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我们的生活体验是复杂的、动态的，并且通过虚拟现实在本地和全球范围内越来越紧密地联系在一起，这需要建筑教育领域的发展和响应。为了确保未来建筑环境的设计能够促进康复和健康，本文旨在解决建筑教育中的一个关键需求，即在学生的课程中整合健康和社会行为学科的知识。作者将概述在美国巴尔的摩摩根州立大学建筑与规划学院准备一门关于健康与建筑环境（HBE）的新多学科课程的过程，这是为了挑战建筑领域特定学科学习途径的障碍。核心问题是如何发展一种积极的学习教学法，以培育一个多学科的学习环境，重点是“实践”（如何）以人为本的设计方法，以提高人造环境和自然环境促进健康和康复的能力。本课程有意以学生的真实经历为中心，以建立他们对健康和福祉领域的新理解。该课程提案经过了来自美国国立卫生研究院（NIH）和摩根州立大学其他部门的广泛同行评审过程，以确保健康和建筑特定课程之间的平衡，并采用跨学科方法来理解复杂的健康问题。本文展示了课程中应用的工具和技术的有效性，挑战建筑学生在他们的设计中整合各种健康和行为观点，并将健康和治疗原则应用到他们当前和未来的设计项目中。虽然美国大学的一些课程提供了与建筑环境有关的健康问题的传统介绍，但对设计领域方法改善健康和治疗结果的关注有限。
Our lived experiences are complex, dynamic and increasingly connected locally and globally through virtual realities that call for an evolution and responsiveness from the field of architecture education. To ensure future built environments are designed to nurture healing and health, this paper aims to address a critical need in architecture education to integrate knowledge of health and social-behavioral disciplines in students’ course work. The authors will outline the process of preparing a new multidisciplinary course on health and the built environment (HBE) at the School of Architecture and Planning at Morgan State University in Baltimore, USA, as an effort to challenge the barriers of discipline-specific pathways to learning in the field of architecture. The central question is how to develop an active learning pedagogy to foster a multidisciplinary learning environment focused on the “practice” (how to) of human-design-oriented approaches to improve the capability of built and natural environments to promote health and healing. The course intentionally centered on the real-life experiences of students to ground their new understanding of health and well-being fields. The course proposal went through an extensive peer-review process of reviewers from the National Institute of Health (NIH) and other departments at Morgan State University to ensure a balance between health- and architecture-specific curricula with a transdisciplinary approach to understanding complex health issues. This paper shows the effectiveness of tools and techniques applied in the course to challenge architectural students to integrate various health and behavior perspectives in their designs and to apply health and healing principals to their current and future design projects. While there are courses in American universities that offer a traditional introduction to health concerns related to the built environment, there is limited focus on the perspective of the design field approach to improve health and healing outcomes.
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影响因子：
2.5
作者：
Gehlert, Sarah;Murray, Ann;Olopade, Olufunmilayo
通讯作者：
Olopade, Olufunmilayo
影响因子：
5.5
作者：
Botchwey, Nisha D.;Hobson, Susan E.;Winkle, Curtis
通讯作者：
Winkle, Curtis
影响因子：
5.5
作者：
Dannenberg, Andrew L.;Bhatia, Rajiv;Rutt, Candace D.
通讯作者：
Rutt, Candace D.
影响因子：
3.2
作者：
Annang, Lucy;Wilson, Sacoby;Svendsen, Erik
通讯作者：
Svendsen, Erik
DOI：
10.1111/j.1749-6632.2009.05333.x
发表时间：
2010-01-01
期刊：
BIOLOGY OF DISADVANTAGE: SOCIOECONOMIC STATUS AND HEALTH
影响因子：
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作者：
Roux, Ana V. Diez;Mair, Christina
通讯作者：
Mair, Christina