The inclusion of experimental narrative writing opportunities throughout an educational program interjects critical thinking and emphasizes the importance of student experiences. Scenarios and simulation based activities were created to help students understand the role of feelings in shaping the human experience in relation to their physical environment. Hands-on activities that create tangible associations with the disabled (or diverse user groups) is the most valuable technique for developing and encouraging positive action. They allow students to filter out personal biases and guide tactical decision making. Research indicates that autobiographical accounts of people create empathy and help students understand the world in different ways rather than relying on preconceived ideas; therefore, reflective narrative writing creates opportunities for students to identify with personas of the populations they research. The simulation and writing activities were implemented within a junior level interior design course relating to understanding building codes for various user groups in society. Pretests were administered to students related to understanding, empathy, and critical thinking in design as it relates to different user groups. Narrative assignments were integrated and user profiles were created for simulation activities based on the information gathered from pretests. Critical writing rubrics were developed and classroom teaching tools were researched and purchased for simulation activities. Students performed simulation activities, writing assignments, class discussions, and reflections. Post tests were administered and evaluated to assess the success of narrative focused activities. The success of student development tracked through the course and was compared to previous year’s final grades and course evaluations.

1. Experiential Education & Narrative Writing: Gateway To User Empathy WHO SAID THIS?
Today just happened to be a more
than usual hot and humid day, making
my already uncomfortable state even
more uncomfortable. I could feel the
arthritis in my fingers more intensely
today and not long into my walk on
campus, I begin to feel my fingers
starting to swell, making my grip on
my walker harder to control. My slow
steps felt heavy and I knew that
before long I would need to sit down
to catch my breath and rest my
aching joints. Unfortunately, on
Scholar's Walk, I only noticed She did!
swinging benches, nothing stable A 21 year old,
enough for an elderly woman like me able
to sit down on …. I kept bodied, INDS
student

2. Experiential Education & Narrative Writing: Gateway To User Empathy
EXPERIENTIAL EDUCATION
& NARRATIVE WRITING:
GATEWAY TO USER EMPATHY
Jennifer Blanchard Belk, IIDA, IDEC, LEED AP
Skylar Spies (Undergrad Research Assistant)
WINTHROP UNIVERSITY
INDS PROGRAM, DEPT. OF DESIGN

3. Experiential Education & Narrative Writing: Gateway To User Empathy ORIGINAL RESEARCH AGENDA
Exploration of the use of narrative writing as a way of
“challenging students to examine their own ways of thinking
about themselves, their beliefs, and their preconceptions
about others” (Bird).
The inclusion of experimental narrative writing opportunities throughout a design
educational program is a way to interject critical thinking and to emphasize the user
centered design experience. The instructional development presented here is
meant to create opportunities in interior design classes for writing, development of
critical thinking skills, and advancement of user empathy. Activities were developed
based on an exploration of autobiographical narrative writing.
Utilize simulations and narrative writing in Interior Design (Junior level)
Codes & Standards course to assist in:
• Development of student empathy and a multiplistic view of design
• Reaching of course objectives
• Cross-curricular application of course content
….. rather than simply being a venue for memorizing building codes!

4. Experiential Education & Narrative Writing: Gateway To User Empathy REASONS FOR INQUIRY….
University Touchstone Program: Student Goals
To communicate clearly and effectively in standard English.
To acquire and appreciate quantitative skills.
To use critical thinking, problem-solving skills, and a variety
of research methods.
To recognize and appreciate human diversity (both past and
present) as well as the diversity of ideas, institutions,
philosophies, moral codes, and ethical principles.
To understand scientific knowledge in terms of its methods or acquisition, its specific
quantitative nature, and its dynamic and contingent character.
To understand aesthetic values, the creative process, and the interconnectedness of
the literary, visual, and performing arts throughout the history of civilization.
To examine values, attitudes, beliefs, habits which define the nature/quality of life.

5. Experiential Education & Narrative Writing: Gateway To User Empathy REASONS FOR INQUIRY….
University’s Global Learning Initiative
Students must be
exposed to all
levels of
Physical,
Social and
Cultural Diversity
…. and be able to apply that understanding in a substantial
way in their chosen area of study.

6. Experiential Education & Narrative Writing: Gateway To User Empathy REASONS FOR INQUIRY….
Writing 465
(Preparation of Oral and Written Reports )
Improved student:
• Technical nature of upper level student work
Remaining issues:
• Fail to connect with user information and exploit those connections
• Right-or-wrong mentality
• Want a scripted path they need to succeed.
• Believe they should receive an “A” because they followed instructions

7. Experiential Education & Narrative Writing: Gateway To User Empathy REASONS FOR INQUIRY….
PREVELENCE OF DISABLED STUDENTS ON WU CAMPUS
• Why? - Support structure and word of mouth within the disabled community
• More wheelchair bound students than ever!
• Although disabilities represented on our campus are varied, most public written
and visual resources related to accessibility focus on the wheelchair access.
• As our campus enrollment and new physical facilities become more inclusive, so
too must our methods of communicating and teaching empathy and diversity.
Comparison of Percentage of Self-Identified as Visually
Impaired
8.0%
6.0%
4.0%
2.0%
0.0%
National Collegiate Average Winthrop Student Body

8. Experiential Education & Narrative Writing: Gateway To User Empathy REASONS FOR INQUIRY….
CODES CLASS is boring 
• More engaging lessons
• Out of classroom experiences
• Utilization of additional campus facilities

9. Experiential Education & Narrative Writing: Gateway To User Empathy THE BACKSTORY (Literature Review)
The goal of major studies should be to move students from
“dualistic absolutes to a more contextual understanding of knowledge
…..students approach knowledge as a collection of
known facts that are right and wrong….
and thereby demonstrate an over reliance on the instructor”
(Carmel-Gilfilin).
Based on the highly referenced scholarly article, “Humanizing Design through
Narrative Inquiry” (Danko), we understand that a way to interject a more critical
thinking and user centered design experience is the inclusion of narrative writing
opportunities throughout the design program. This happens in three typical ways :
• Heightening User Empathy
• Enhancing Multi-Sensory Conceptualization and Visualization
• Facilitating Holistic Thinking
Teaching contextual and multiplistic thinking,
critical analysis of design scenarios, and narrative writing
shifts the responsibility of success and knowledge acquisition
onto the student.

10. Experiential Education & Narrative Writing: Gateway To User Empathy THE BACKSTORY (Literature Review)
“the ability to employ creative problem solving was second
only in importance to critical thinking skills.”
(CIDA Future Vision Forum )
‘‘Entry-level designers must have a global view and weigh design decisions within
the parameters of ecological, socio-economical and cultural contexts’’
(Carmel-Gilfilen).
Student’s biased, uninformed, prejudiced, or dualistic beliefs must be challenged.
Critical thinking
Sound research and reasoning
Sensitivity to diversity
Thoughtful examination of users
These skills cannot be implanted in students in the Touchstone program and then
abandoned within their major coursework. They must be systematically cultivated
and continually reinforced to prepare graduates for professional or graduate work.

11. Experiential Education & Narrative Writing: Gateway To User Empathy THE BACKSTORY (Literature Review)
“Writing is a very important component in the designer’s professional life. It creates a
bridge between the visual and verbal communication; it emphasizes a communication
method with which clients are familiar; and it is a method of efficient expression.”
(Denise Guerin)
“Reading (and writing) stories engages people in active exploration of causal links to
personal experience providing a mechanism for exploring opposing views and promoting an
understanding of how others form meaning in their own unique ways …. People aren’t
characters until stories make them so”
(Danko)
“Moving beyond absolute right and wrong, design problems and processes necessarily
involve critical thinking and multiple perspectives to frame and arrive at fully formulated
solutions…..development of critical thinking requires a thoughtful balance between
challenge and support. Critical thinking and problem-solving skills should be emphasized in
order to help students see a step beyond their current perceptions, thus propelling them to
the next level of development”
(Carmel-Gilfilen).
“Project work (within INDS and the field of design) is increasing in complexity, scale, context
and content….. without a well-thought out conceptual and/or research-based
foundation, projects lack substance”
(Carmel-Gilfilin).

12. Experiential Education & Narrative Writing: Gateway To User Empathy THE BACKSTORY (Literature Review)
“Narrative writing, creative and persuasive in nature, creates opportunities for
students to connect with varied user groups and identify with personas they have
researched in order to create. It allows them to step outside of themselves to
identify and evaluate interactions between users and their social, natural, and
designed surroundings “
(Guerin).
They create “counter stories – narratives which give voice to society’s out-groups
and underrepresented minorities” and these stories have the unique ability to
unite people on a passionate plane providing the needed inspiration to boost
performance and originality
(Danko).
“Design narrative theory addresses the true complexity of human experience as a
prevailing factor in design. It provides a comprehensive framework for
understanding the internal human response to interior space”
(Ganie).

13. Experiential Education & Narrative Writing: Gateway To User Empathy THE BACKSTORY (Literature Review)
Autobiographical accounts of people create empathy rather than
judgment, and help designers understand the world in different ways
rather than relying on predispositions or preconceived ideas, moving
students away from the position of being a detached observer to a
position of significance and engagement.
Creating a persona (Faculty)
• Integral to the oneness needed for a realistic engagement with the client or
character. Personas help establish an “empathetic focus in the design process”
(Williams, K).
• Empathetic character development can be used “to engage interior design
students in a dialogue about the importance of adopting a socio-cultural
perspective for insight into the social fabric, attitudes and
behaviors, perceptions, beliefs, history, etc. in interior design” (Williams, S).

14. Experiential Education & Narrative Writing: Gateway To User Empathy THE BACKSTORY (Literature Review)
Often design clients are not necessarily a person with whom a student
can associate. They are often organizations and corporations into which
the designer must theoretically place himself in order to understand client
needs and motivations. A narrative method can be a tool for investigating
concepts and guiding conclusions, a method of informing design
programming, and a way a student can begin to understand corporate
vision and values. This understanding can be subsequently conveyed in
the development process and final environmental product (Danko).
Writing the Narrative (Students)
• These experiences emphasize “how humans interact with the physical world as
agents of change and meaning” and writing descriptions of second hand
experiences “would be limited to functional meaning, without the emotional-
volitional quality of direct experience” (Fiore).
• In-class sharing can give classmates exposure to an array of human experiences
they would not have the time to explore individually, as well as creates another
opportunity to practice oral communication skills, another goal of our
Touchstone Program.

15. Experiential Education & Narrative Writing: Gateway To User Empathy GOALS FOR IMPLIMENTATION
Goals for students:
Filter out personal biases
Understand the role of feelings in shaping the human
experience in relation to their physical environment
Create a sensitive and user centered vocabulary
Increase tactical decision making
Enhance writing skills
… all while learning about the accessibility codes
as required by course competencies!

16. Experiential Education & Narrative Writing: Gateway To User Empathy THE STEPS
The simulation and writing activities discussed were implemented within a
junior level Interior Design Codes and Standards course.
The process included:
• Literature review performed regarding narrative writing, empathy and design.
• Pretests were created and administered to students re:
understanding, exposure, empathy, and critical thinking in design as it relates to
different user groups.
• Determine implications and best practices for course integration
• Simulation equipment was researched and purchased (and stored!)
• Assignments, student instructions and user profiles were created for simulation
activities based on the information gathered from pretests and research.
• Creative/critical writing rubrics were developed from industry/university samples.
• Students performed campus based simulation activities, writing
assignments, class discussions, and reflections as well as had training regarding
respect and professionalism prior to the onset of assignments.
• Grade assignments, debrief with students, and modify as needed
• Post tests were administered and evaluated to assess the success of narrative
focused activities. The success of student development (via assessment of
narrative reflections) was tracked through the course and was compared to
previous years’ final grades and course/instructor evaluations.

17. Experiential Education & Narrative Writing: Gateway To User Empathy PRE-TESTS and ASSESSMENTS
Student Comfort Level
Age
Gender
Sexual Orientation
Mental Disabilities
Physical Disabilities
Political/Religious = Lowest
Weight/Obesity Comfort Levels
Higher/Lower Economic Class
Race
Ethnicity/Origin
0 1 2 3 4 5
Student Exposure Level
Age
Gender
Sexual Orientation
Mental Disabilities
= Lowest
Physical Disabilities Exposure Levels
Political/Religious
Weight/Obesity
Higher/Lower Economic Class
Race
Ethnicity/Origin
0 1 2 3 4 5

18. Experiential Education & Narrative Writing: Gateway To User Empathy PRE-TESTS and ASSESSMENTS
Importance of Cultural Consideration
Age
Gender
Sexual Orientation
Mental Disabilities
Physical Disabilities
Political/Religious
Weight/Obesity
Higher/Lower Economic Class
Race
Ethnicity/Origin
0 1 2 3 4 5
= Most
Important Roles
for
Consideration in
Interior Spaces

19. Experiential Education & Narrative Writing: Gateway To User Empathy PRE TEST
Knowledge of users with 1= very low
various 2= low
mobility, aging, vision, hearin 3= neutral
g, language, behavioral… 4= above average
5= high
Comfort level with
integrating universal design
within your projects?
Willingness to put user needs Pre Test
above your personal design
agenda?
Awareness of the growing
need/issues pertaining to
design for aging in place?
0.00 1.00 2.00 3.00 4.00 5.00

20. Experiential Education & Narrative Writing: Gateway To User Empathy THE PROCESS
Discussions and
Instruction
On-Campus
Pre-Surveys
Stimulations
Reflections and
Discussions
Off-Campus
Post Surveys
Stimulations

21. Experiential Education & Narrative Writing: Gateway To User Empathy PUTTING IT INTO CAMPUS CONTEXT…..

22. Experiential Education & Narrative Writing: Gateway To User Empathy THE PERSONAS
Ms. Smith Goes to College
You are a new returning student to the university. However, you are elderly, use a
walker, and have multiple age related issues. There is a lot you have to do for
admissions, enrollment and Welcome Week. You have come to campus to perform the Aging
tasks of a normal freshman and will return home to perform the tasks of a normal home Population
owner.
Why can’t things just be like they used to be?....
You will experience a day in the life as WU student who was just recently
paralyzed/injured and now requires the use of a wheelchair. Acting as this student, “live” Wheelchair-
your first day back on campus since the accident, reflecting on how the experience felt Bound
and your personal experiences from the perspective of this newly wheelchair confined
student.
WU Alumnus Experiences WU Preview Day
Experience WU Preview Day as one of WU’s alumni who became blind after graduating; Vision
however, they are now a parent who is with their child to see what WU has to offer. As an Impaired
alumnus of WU, they will experience a different context between their old experiences
and the new campus.
A temporary, and unexpected, loss of hearing
In this scenario, you are yourself … a junior, Interior Design major; however, you are Hearing
experiencing temporary hearing loss due to developing middle ear infections. The Impaired
pressure from the fluid has caused your ear drums to rupture; thus, impairing your
hearing ability. Continue to go about your life as you need to; however, you have
temporary lost your hearing.
Psychological/Mental Impairments Mental
You are your INDS Contract Documents Project 3 client, 40 year old couple with a special Illness
needs relative suffering from an Anxiety disorder, Attention-deficit disorder, Autism and
development disorder, Mood disorder, Depression disorder, Eating
disorder, Communication or Tic disorder.

23. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLE ASSIGNMENT COMPONENTS
INTRODUCTION &
INSTRUCTIONS
WU Alumnus Experiences WU Preview Day
Experience WU Preview Day as one of WU’s alumni who became blind
after graduating; however, they are now a parent who is with their child
to see what WU has to offer. As an alumnus of WU, they will experience a
different context between their old experiences and the new campus.
Visual Impartment Equipment List: Blindfold & Blind Cane
Instructions:
•Partner up to determine how you will tackle your simulation.
•Partner responsibilities:
•Assist your partner as a Winthrop Ambassador telling the parent
about WU buildings as they travel on campus.
•Photograph his/her interactions, document their responses from
others, note difficulties
•“Call them” on cheating but protect them from harm
•Maintain notice of time & coordinate exchange of equipment for
take home activity
•Go as a group go to the West Center. Split into pairs for remainder of
activity
•Discussion about respect, dignity and decorum

24. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLE ASSIGNMENT COMPONENTS
ON CAMPUS As a parent, I want the right college
ACTIVITIES experience for my daughter. I need to
hear from Winthrop students about
their first hand experiences on
campus to make sure I feel
comfortable with my child attending
WU for college. I need to attend the
College Experience small group
discussion at Markey’s Food Court.
Prior to lunch in Thomson Hall, Jane
and I will go on an ambassador
building tour of Kinard Hall since my
daughter will be sociology major.
On Campus Activities:
Choose one of the
following four profiles to
complete within the 50
minute timeframe.
Immediately document
your experiences!

25. Experiential Education & Narrative Writing: Gateway To User Empathy USING THE ENTIRE CAMPUS ENVIRONMENT
My daughter is extremely excited about college and would like nothing
more than to attend WU; however, I need to ensure about the workings of
financial aid at WU to make my daughter’s dream possible. I am attending
the Financial Aid discussion in DIG’s room 114. My daughter, Sally, will be
a business major and prior to lunch in Thomson Hall our ambassador will
show us Thurmond Building.

26. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLE ASSIGNMENT COMPONENTS
OFF CAMPUS
ACTIVITIES
Off Campus Activity:
Do at least one of the following activities with a partner while using the visual impartment
equipment.
•Make the trip to your local supply store such as Hobby Lobby or Staples and navigate
your way to the office supplies section.
•Visit a local restaurant, place your order, and eat a meal

27. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLE ASSIGNMENT COMPONENTS
FINAL REFLECTION Reflection Activity:
PREPARATION
Once you have completed both assignments, reflect on your
day’s experiences. Write a FIRST PERSON NARRATIVE ACCOUNT
of your day (on campus and off) as a visually handicapped
citizen, trying to lead a productive life, dealing with the
navigational issues of visual impairment and the
psychological/social issues they entail. This could be written as
if it were a journal entry to yourself or as a letter to a close
family member or friend.
Some things to consider:
•What were your difficulties? What were your successes?
•How did you feel (physically and emotionally) and what
were your needs/wishes?
•What significance did your experiences have? Why?
•How did people respond to you (this may come from
observing your partner)?
•Was the built environment helpful or stressful to you?
Why?
•How did you use your other senses to help you?

28. Experiential Education & Narrative Writing: Gateway To User Empathy ASSIGNMENT RUBRIC
Narrative Reflection Rubric Name:_______________
Concrete Examples: 5 4 3 2 1 x 4 = ______
· Indication of chosen activity (on-campus & off-campus)
· Observation of the reactions of others
· Reaction of the built environment
Evidence of Reflective Thought: 5 4 3 2 1 x 8 = ______
· Description of feelings (physical & emotional)
· Utilization of other senses/Description of use of other senses
· Comparison of difficulties and successes
Personal/Narrative Development: 5 4 3 2 1 x 4 = ______
· Development of character and ability to empathize
· Personal thoughts and reactions
· Significance of this experience has on character’s new school life
Grammar & Sentence Variety: 5 4 3 2 1 x 2 = ______
· Sentence structure and variety
· Spelling, punctuation, capitalization
· Word choice and usage
Attention to Directions: 5 4 3 2 1 x 2 = ______
· Respectful participation in on-campus & off-campus activities
· Reflection written in first person
· Minimum 600 words; Posted on Turitin.com
Grade:__________

29. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLES FROM NARRATIVES
When I began my college career at Winthrop, I
was able to experience the beauty and small feel of
the campus. Today, I am left with only my
memories of this great place. The last time I
visited campus, I still had my vision. It’s strange
thing, going to places that you feel you know as if
they were the back of your hand, all the while
feeling trapped in darkness. It’s difficult to
explain the defeat of relying solely on your other
senses, mainly by touch and smell. Being a mother
through the years and being unable to see my sons
grow up and age as they mature has been difficult
for me. They were only toddlers when I lost my
vision.

30. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLES FROM NARRATIVES
As we approached the entrance, I noticed by the
feel of my cane that there was some sort of tile
flooring. Sometimes, this type of flooring bothers
me because my cane can easily (and frequently
does) get caught in the groves of the grout. As
James held the door open for me, I could easily
tell by the sounds that this was a large, open
space. Chitter chatter echoed and voices of
dozens of people murmured in the background. At
this point, I really felt like I was missing out on
seeing this. My recollection of Dinkins, the old
student center, did not sound like this, nor were
there ever this many people inside. I knew I was
the parent all of the students were
watching, holding my cane and latched onto my
husband for guidance. As we sat down in the

31. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLES FROM NARRATIVES
We started the long trek over to Thurmond. The
farther we went from the central hub around Digs
the less confident I was. I quickly learned to
prepare myself for nuts and debris on the sidewalks
when I felt shade because big trees were scattered
all along the campus. The sidewalks were also a bit
uneven, which made me terrified of falling. There
were vehicles traveling along this route, and in the
distance I could hear lots of traffic. The campus
had handicap ramps with transition pads at every
crosswalk we came to, which gave me a bit more
independence when crossing the streets. However,
at one point there were two traffic stops close
together and so irregularly placed that I was
confused by their sounds and lost my direction.
After lunch, I started to pay more attention to

32. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLES FROM NARRATIVES
My cane soon hit a metal ping and I brought my
hand upwards to feel what I had hit. I could feel
cool glass and a handle, so I knew I was at the
beverage coolers, and that these lined the left
wall. Using my hand on the coolers as a guide, and
my cane, I walked straight until the coolers ended
and my hand dropped to a shelf. I felt around and
felt the texture of a notebook, which let me know
we were in the office supplies.
We got in the car, and continued home. During the
remainder of the drive, I began to realize how
much sound and textures played a big role in my
life now. Before I was blind, I never noticed the
“sounds” of the buildings, or the different textures
that let me know where I was or what I was

33. Experiential Education & Narrative Writing: Gateway To User Empathy SAMPLES FROM NARRATIVES
What I thought was going to be a walk down
memory lane was altogether a new experience for
me, a very humbling one. At times I felt timid and
self-conscious, but the more time I spent on
campus the more assured I felt in my journey. It
is such a shame I took my sight for granted when I
did have it. Would life be easier and would it help
me if I had memorized things: for example, the
placement of all the old trees at WU? Probably
not, but I should have stopped and appreciated the
vision of them more often.

34. Experiential Education & Narrative Writing: Gateway To User Empathy SENSORY SPATIALITY
Environmental multi-sensory information=
fundamental for orientation
The ability to establish and maintain an awareness of one’s
position in space and is dependent upon gathering and
interpretation of available sensory information.
Info may be:
Visually impaired travelers are taught to
• Visual
recognize and anticipate the regularities
• Auditory
of the environments in which they travel.
• Kinesthetic
….They become landmarks which a
• Tactile
traveler can use to pinpoint his or her
• Thermal
exact location in space.
• Olfactory

35. Experiential Education & Narrative Writing: Gateway To User Empathy SENSORY SPATIALITY
Multi-sensory signifiers – Tangible items
Passive echolocation – ID by externally
made sounds
Biogram – Memory of movements
shaped by senses
Keynote Sounds – Background noises
Sound signals - Foreground warning
sounds
Soundmark - Unique community
sounds

36. Experiential Education & Narrative Writing: Gateway To User Empathy SENSORY SPATIALITY

37. Experiential Education & Narrative Writing: Gateway To User Empathy SENSORY SPATIALITY

38. AGING POPULATIONS
Ms. Smith Goes to College
Experiential Education & Narrative Writing: Gateway To User Empathy
You are a new returning student to the university. However, you are elderly, use a walker, and have
multiple age related issues. There is a lot you have to do for admissions, enrollment and Welcome Week.
You have come to campus to perform the tasks of a normal freshman and will return home to perform the
tasks of a normal home owner.
Elderly Simulation Equipment List (discuss):
• 12 lb weight vest; Set of 3lb wrist weights with extensions (muscle weakness; discuss stroke victims!)
• Adhesive bandages for fingers (joint issues); Walker (mobility and support)
On Campus Activities:
Choose 4 of the following activities/tasks to complete . Between tasks, take a restroom break. After your
two tasks, come back to our meeting place to trade equipment. Immediately document your experiences!
• Go get your WU ID and then go pay on your WU account
• Go get an immunization shot and then go pick up information about internships
• Go change your major to the Arts & Sciences and then go to a show at Byrnes Auditorium
• Go buy a soda at Markley’s and then go pick up an application from Res Life
• Go to the locker room at the gym and then go make an appointment with a personal trainer
• Go watch a lecture at the Amphitheater and then go to a recital at Barnes Recital Hall
Off Campus Activity:
Without assistance from a family member, do at least one of the following activities in full equipment. This
activity should take at least 30 minutes.
• Prepare a meal
• Get yourself ready for class (hair drying, dressing, etc.)
• Clean a space in your home
• Outdoor maintenance (gardening?) or indoor maintenance (laundry?)

39. WHEELCHAIR BOUND
Why can’t things just be like they used to be?....
Experiential Education & Narrative Writing: Gateway To User Empathy
You will experience a day in the life as WU student who was just recently paralyzed/injured and now
requires the use of a wheelchair. Acting as this student, “live” your first day back on campus since the
accident, reflecting on how the experience felt and your personal experiences from the perspective of this
newly wheelchair confined student.
Mobile Impairment Equipment List: A Wheelchair
On Campus Activities: Choose one of the following profiles to complete within the 50 minute timeframe.
Immediately document your experiences!
• My name is Allison Rode and I was a dance major until an accident left me wheelchair bound. Although I
no longer dance, most of my friends are still dance majors. I plan to travel from my room in Courtyard to
Johnson Hall to support my friends and watch their performances.
• My name is Sally Joe and I am a business major. I was on a soccer scholarship for the WU team but I
became paralyzed in training. I spend most of my time in Carroll Hall for classes and studying. I want to
continue my love for sports and soccer by writing for the Johnsonian and covering WU sporting events.
• My name is Blakely Reynolds and I love the outdoors and activities; however, I blew out my knees skiing
on spring break. I’m a double major in education and mathematics. The majority of my classes are in
Withers and I work at the Math Tutorial Center.
• My name is Sydney Bright and I am an art history major who was an avid runner before my car accident.
I want to continue my work at the West Center help desk with all my friends as well as working at the
Academic Success Center three times a week tutoring in art history.
Off Campus Activity:
Without assistance from a family member, roommate, or friend, do at least one of the following activities in
the wheelchair:
• Prepare a meal or actively use various kitchen appliances such as oven, refrigerator, pantry, etc.
• Make a short errand to a local drug store, post office, or other “walkable” errand you typically make.

40. HEARING IMPAIRMENT
A temporary, and unexpected, loss of hearing
Experiential Education & Narrative Writing: Gateway To User Empathy
In this scenario, you are yourself … a junior, Interior Design major; however, you are
experiencing temporary hearing loss due to developing middle ear infections. The
pressure from the fluid has caused your ear drums to rupture; thus, impairing your
hearing ability. Continue to go about your life as you need to; however, you have
temporary lost your hearing.
Impartment Equipment List: Set of Ear plugs & Headphones
Hearing Impartment Activity:
Wear headphones and earplugs for at least 5 hours during the following week.
The majority of this time must be done in the presence of others
(cafeteria, library, apartment, public space, etc) but you must not verbally
communicate.
Reflection Activity:
Once you have completed the assignment, reflect on your day’s experiences. Write
a FIRST PERSON NARRATIVE ACCOUNT of your day as a hearing impaired citizen
trying to lead a productive life. Reflect on your feelings of separation and seclusion
as well as your typical understanding and attention to your senses and the built
environment.

41. NON-PHYSICAL DISABILITIES
Psychological/Mental Impairments
Experiential Education & Narrative Writing: Gateway To User Empathy
You are your INDS Contract Documents Project 3 client, 40 year old couple with a special needs relative
suffering from an Anxiety disorder, Attention-deficit disorder, Autism and development disorder, Mood
disorder, Depression disorder, Eating disorder, Communication or Tic disorder.
Reflection Assignment:
• Your reflection is in the voice of the primary client from the project having a heart-felt discussion with
the designer about the clients’ concerns about accommodating the psychological / mental disability
within the new environment. This might be an email written to the designer as follow up your more
informational initial programming meeting.
• You are NOT a designer (and therefore you do not have a designer vocabulary). You are simply a parent,
child or sibling who wants the best for their family.
• Talk about what your goals are for the space, your family, and their future? What should this space allow
your family to do, be, feel, etc.?
• Reflect on your concerns for your relative functioning in the new built environment; include specific
knowledge (from your research) of impairments tied to your concerns.
• The writing should represent your knowledge of the “worst case scenarios” of the occupants of the
space, your understanding of the impairments, and your empathy for ALL occupants (not just the one
with accommodations).
• As before, lean on your senses and the less “tangible” aspects of the experiences.
• Discuss the issues of your previous home and its worst case scenarios. Discuss how you hope the new
home accommodates and improves your family’s lifestyle.
• Some things to consider when comparing your previous home vs new home:
• If the special needs occupant is new, what are your fears and trepidations about them
working (and thriving) in the space? If they are not new, what were your difficulties? What
were your successes? Was the built environment helpful or stressful to your family? Why?
• Consider functionality, inclusion, aesthetics, independence of occupants, etc.

42. Experiential Education & Narrative Writing: Gateway To User Empathy POST-TESTS and ASSESSMENTS
Student Comfort Level
Age
Gender
Sexual Orientation
Mental Disabilities
Physical Disabilities
Political/Religious = Growth
Weight/Obesity
Higher/Lower Economic Class
Race
Ethnicity/Origin
0 1 2 3 4 5
Student Exposure Level
Age
Gender
Sexual Orientation
Mental Disabilities
= Growth
Physical Disabilities
Political/Religious
Weight/Obesity
Higher/Lower Economic Class
Race
Ethnicity/Origin
0 1 2 3 4 5

43. Experiential Education & Narrative Writing: Gateway To User Empathy PRE-TESTS and ASSESSMENTS
Importance of Design Consideration
Age
Gender
Sexual Orientation
Mental Disabilities
Physical Disabilities
Political/Religious
Weight/Obesity
Higher/Lower Economic Class
Race
Ethnicity/Origin
0 1 2 3 4 5
= - = GROWTH

44. Experiential Education & Narrative Writing: Gateway To User Empathy POST TESTS
Knowledge of users with
various 1= very low
mobility, aging, vision, hearing, 2= low
language, behavioral abilities?
3= neutral
3.29 to 4.57 = Change of 1.29
4= above average
Comfort level with integrating 5= high
universal design within your
projects?
4.14 to 4.71 = Change of .57
Week 1 - Pre Test
Willingness to put user needs Week 15 - Post Test
above your personal design
agenda?
3.29 to 4.29 = Change of 1
Awareness of the growing
need/issues pertaining to
design for aging in place?
2.86 to 4.71 = Change of 1.86
0.00 1.00 2.00 3.00 4.00 5.00

45. Experiential Education & Narrative Writing: Gateway To User Empathy STUDENT COMMENTS
“Reflection assignments, real world examples, and the stimulation
activities were very effective. I came to understand the heightening of
other senses.”
“Our discussions, activities and reflections helped me to understand how
to design for an elderly or disabled person… It was eye opening!”
“Really enjoyed the empathy exercises… I feel that accessibility is a
factor that is grossly misrepresented.”
“I have a greater respect for not only the disabled community but also
for the interior designer’s role in the creation of the built environment”
“I would recommend this for all emerging designers …. I feel more
capable now of designing for equality”
“ I realize frustration is the main emotion for those who struggle in
public spaces. I do not pity them … poor attention to design causes this.”

46. Experiential Education & Narrative Writing: Gateway To User Empathy STUDENT COMMENTS
One student who showed a marked rise
in comfort level and awareness stated:
“I personally felt that the simulations have given me a much
better understanding of how to effectively design for various
types of people. I think the reflection papers were a great way
to express what certain groups of people encounter on a daily
basis … that really helped me in becoming less sympathetic but
more empathetic toward their struggles.”

47. Experiential Education & Narrative Writing: Gateway To User Empathy OUTCOMES: GRADE COMPARISONS and EVALS
FALL 2011 CLASS
FINAL GRADE AVERAGE
= 89.4 (B+)
FALL 2012 CLASS
FINAL GRADE AVERAGE
= 92.5 (A-)
_______________________
Rate how much the stimulation activities and reflection papers
have affected your attitudes and opinions
towards different user groups?
Average Student Response=
4.4 (above average to high) out of 5

48. Experiential Education & Narrative Writing: Gateway To User Empathy ADDITIONAL EXPECTED OUTCOMES
• IDENTIFICATION OF INDIVIDUAL
CAMPUS BUILDING
ACCESSIBILITY ISSUES
- Supplemented by
Individual Building
Analysis assignment in
preparation for Final
Scenario Exam
• IDENTIFICATION OF CAMPUS
CONNECTIVITY ISSUES
(ACCESSIBILITY OF
BUILDING TO BUILDING)

49. Experiential Education & Narrative Writing: Gateway To User Empathy SUPPORTIVE CONNECTION TO COREQUISITE COURSEWORK
• BUILDING SYSTEMS
• PROJECT AND CONSTRUCTION DOCUMENTATION
• BUILDERS OF HOPE
- RETIREMENT HOUSING ADAPTIVE REUSE
• COMMERCIAL TENANT UPFIT
• CUSTOM RESIDENTIAL KITCHEN
- SPECIAL NEEDS CLIENT
• JUNIOR STUDIO

50. Experiential Education & Narrative Writing: Gateway To User Empathy UNEXPECTED OUTCOMES
ASID Carolinas Chapter
2012-2013 Otto Zenke Student Design Competition
Florence Hotel
Project Challenges
Design for this mixed and adaptive reuse building …….The design solution must
include a sensitive response to sustainable design, accessible and universal
design, through appropriate space planning within the spatial envelope, code
compliance, lighting, and interior finishes and furnishings.
Code and Accessibility Compliance
These selected legal requirements for occupancy must be incorporated into the
project. Refer to the actual code for complete information. This list is not
intended to be complete in the legal requirements.
Concept and Solution Statement
On the first or second presentation board, include a concept and solution
statement …. respond to the concept and/or solutions to research
statements, sustainability, codes, and accessible/universal design.

51. Experiential Education & Narrative Writing: Gateway To User Empathy UNEXPECTED OUTCOMES
• INDS STUDENT CAMPUS
AWARENESS and APPRECIATION
• CAMPUS VISIBILITY and
AWARENESS OF INDS PROGRAM