Design for Social Impact Sarah Malin GES Day February 23, 2013
Goals for Our Session •Reveal how the built environment can be an empowering tool for behavior and social change. •Give a brief summary of the Design for Social Impact movement. •Inspire you to be a critical thinker about your environment.
Hello! What’s your name? What are you majoring in? What can’t you leave the house without? Why are you interested in this topic?
“” Culturedenotes an historically transmitted pattern ofmeanings … a system of inheritedconceptions … by means of which mencommunicate, perpetuate, and develop theirknowledge about and attitudes toward life. –Clifford Geertz
“Well, the water, to me, represents the earthand all the things that happen on the earth,reality. And the moonlight represents ourdreams and our minds.”“And…”“And the reflection… well, I guess thereflection represents art. It’s what lies betweenour dreams and reality.” –An Object of Beauty, Steve Martin
Group Discussion What does “learning” mean? What does learning look like?
How can we use the builtenvironment to better bring forth this definition?
Reflect. What gets you out of bed in the morning? Where do you go to be inspired? Where do you go to be productive?
Analyze. How do you feel in this room? What does this room expect you to do? How does learning happen here? How does it compare to the places where you are inspired and productive? Does this room facilitate what you defined as learning?
Reimagine. What is your ideal daily routine? What should the campus look like or involve to best support your ideal daily routine?
Group 1•Dorms in the center, campus circulararound that core – “build around thehuman element”•Everything you need is on campus•Food truck brings food throughout•“Really green” – landscapingeverywhere•“Combine inspiring places” –performance is located on the lake
Group 2•Centralized campus•Dorms arranged around an outdoorgathering area•“Dome” library –Green space inside –Open-air –Encourage breaks•Put amenities near the living area
Group 3•Dynamic running trails•Personal transportation (i.e. segways)•Round tables to encourage groupgathering•Support “me time”•Collaborative, comfortable classspaces
Group 4•Outside: –Outdoor hangout space –More outdoor activities•Moving through: –More transportation –Easier transportation –Functional walkways•Campus buildings: –Less of a north/south campus divide –Art inside and outside –Timeless, classic design –Transparency –Large areas and comfy furniture•Student center: –Central social place –Student ownership – displayed work –Tall ceilings
Sarah Malin1117 W. Dickens Ave, Apt 2 Chicago, IL 60614 email@example.com Sarahmalin.com (914)400-5159
Insights•Participants recognized outdated design intentions and reflected on howthese are either irrelevant or create a harmful pattern –i.e. North/South campus divide originally a Methodist intention to separate fraternities from sororities but now creates an unfortunate divide across the campus –i.e. Coat hooks in the classroom are remnants from old behaviors that are no longer practiced•Design-wise, participants favored a centralized, student-centered campuswith plenty of social spaces and connections to nature.•Participants had different interpretations and opinions of the classroom –This shows us that design will never be universally good or bad. The physical environment can’t satisfy everyone and can’t keep up with the pace of societal change. Instead of striving for universality, we can empower users to critique their environment, change their surroundings, and feel free to act the way they need to in any context. This allows them to better communicate their needs and to help designers keep their environment relevant.