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Correspondence: Address correspondence to Christine A. Price, PhD, Department of Human Development and Family Science, Ohio State University, 151 Campbell Hall, 1787 Neil Ave., Columbus, OH 43210. E-mail: Price.121{at}osu.edu
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Abstract |
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 TOP Abstract The University-Community...SummaryReferences |
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Key Words: Aging in place • Home assessment • Service learning • Extension • Home modification
Compounding the lack of accessible housing for seniors is a deficiency in general knowledge about universal design features and benefits (Wagnild, 2001). The universal design concept offers housing solutions that enhance the behavioral functioning of all people while still maintaining an aesthetically pleasing visual effect (Null, 1996). Typical features characteristic of universal design include at least one no-step entry, first-floor access to a bedroom and bathroom (with walk-in shower), easy-grip controls (i.e., lever handles), accessible appliances, and wider doorways. All of these features can be attractive and seamless, making it possible to age in place more successfully.
The universal design concept has been discussed among academicians and design professionals for more than 20 years. To generate broader interest, such groups as the Center for Universal Design at North Carolina State University and the National Resource Center on Supportive Housing and Home Modification based at the University of Southern California have made considerable efforts to provide resource and educational information to both professionals and consumers. Further, AARP has developed a comprehensive web site (AARP Webplace) and includes articles on universal design in their organizational publications (Berger, 2002; Pouncy, 2001). Despite these efforts, however, the general public, residential builders, home building suppliers, remodelers, and even health care professionals still have limited exposure to the universal design philosophy. Exacerbating the problem, universal design information is frequently presented with an emphasis on the benefits for individuals with disabilities. As a result, the average consumer or builder believes universal design characteristics are not a relevant aspect of residential housing for able-bodied individuals of all ages.
The attitude of specialized housing for specialized groups, as opposed to universal design, has led to a rippling effect throughout the housing industry. Manufacturers of housing components do not readily supply universally designed products (or supply products at a higher cost), retailers do not carry the products on their shelves (requiring custom orders), retail employees and contractors are not aware of what products to recommend, and finally, consumers do not know what to request.
To change this narrow approach to housing design and construction, community education is critical. Providing information about universal design characteristics and products in a residential context is the first step toward increasing awareness. It is only through informed consumers and informed professionals that increased pressure will be placed on the building industry to provide home environments that support the needs of older adults.
In this article, we present a university–community–retail partnership model that was used to facilitate and direct a university outreach and engagement project. The primary goal of the partnership was to address the lack of community knowledge about the value of universal design, the importance of planning ahead, and opportunities for aging in place. What made this collaborative model unique were the number and variety of partners involved, the valuable assets each partner provided, and the momentum and creativity that resulted from this teamwork approach. We believe it was the universal design topic as well as the distinctive contributions of each partner that led to the statewide implementation of the model and substantial interest in the community education program.
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The University–Community–RetailPartnership Model |
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The university–community–retail partnership model that facilitated the universal design project was composed of five stages (Figure 1). To clearly describe the various components of the model, each stage will be presented and discussed.
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Once partner strengths were identified and a mutual goal was established, project members met to share their ideas and resources and to establish a collaborative plan. The shared learning that occurred among partnership members was a critical component of the project. Further, it was in these partnership meetings that the mobilization and synergy described in the Kretzman and McKnight (1993) model were fully realized. Essentially, partners educated each other about their exposure and experiences with universal design and identified ways to benefit the older adult population. Through these exchanges, the goal of the educational project grew from developing one workshop presentation to creating a comprehensive program and designing month-long universal design events to be sponsored in individual Lowe's retail stores.
Stage 2: Program Development
Universal Design Workshop Program
A committee consisting of university faculty, extension agents, and an ODA housing specialist developed an educational program and corresponding resource packet to be used in community workshops. The program was created for workshops ranging in length from 20 to 60 minutes. In addition, materials were designed to address concerns from different audiences; for example, safety features and building code issues were included for health care providers and building professionals. For the general public, such concerns as financial cost and modifications for existing homes versus features to consider in a new home purchase were added. The resource packet consisted of fact sheets, universal design resource information (e.g., web sites, bibliography), and checklists for identifying physical limitations as well as problem areas in the home. Three workshop objectives were outlined in the program materials. At the conclusion of the universal design workshops, participants were to be capable of (a) understanding the benefits of universal design, (b) identifying universal design features and products of personal importance, and (c) generating a goal of implementing universal design features in the home. An evaluation component was included to document participants' perceptions of meeting these objectives.
In the fall of 2001, the program materials were piloted in workshops held in one Lowe's store and in two urban and one rural community setting, with a total of 92 individuals attending. Participants primarily consisted of seniors and adult children of aging parents; however, new home buyers, physical therapists, and one building contractor also were present. The workshops were advertised via local press releases and publicity flyers and by contacting existing community groups (i.e., senior centers and church groups). Based on participant evaluations as well as feedback from extension agents and community partners, program revisions were made. Specifically, the presentation material was reformatted from transparencies to Microsoft Power Point, and information about hiring building professionals and photographs illustrating universal design features were added.
Universal Design Service Learning Course
To include students in the partnership model, the university faculty developed a service learning course titled "Universal Design: Teaching the Benefits," which was open to both graduate and undergraduate students. The students, primarily from interior design and occupational therapy, spent the first 4 weeks on campus learning about universal design, how to present an educational workshop in the community, and how to use a comprehensive home assessment tool. The home assessment instrument was developed by a university faculty member and the project manager specifically for the service learning course (Zavotka & Huss, 2002). Following their on-campus responsibilities, students were paired and subsequently partnered with a county extension agent to teach multiple universal design workshops over a 4-week period. In the remaining 2 weeks, students were assigned to conduct in-home assessments for interested seniors.
Publicity Materials
As a result of their access to public relations specialists and graphic designers, university faculty facilitated project publicity. A recognizable logo, which included partner affiliations, was developed for use on all project materials. Next, publicity brochures, banners, posters, and portable displays were created for use within Lowe's stores as well as other community settings. Finally, university faculty coordinated press and video releases and were interviewed by the local media. This media coverage not only provided information on the time and location of community workshops but also served to publicize the topic of universal design and increase community awareness.
Stage 3: Implementing the Universal Design Program
The implementation stage of this model, which took place in the spring of 2002, illustrated the culmination of the asset-based partnerships originally established. Although each partner contributed to the development of the program, it was his or her involvement in the execution of the project that made it possible to coordinate the many components involved.
In-Store and In-Community Workshops
In-store educational workshops were held in Lowe's stores either in a training room or in a specific department such as electrical lighting or plumbing. Lowe's provided employee assistance and financial support for in-store publicity and educational displays, whereas the service professionals and university faculty provided community publicity (i.e., press releases, list-serv and web site announcements, and brochure distribution). In weeks prior to the workshops, faculty trained Lowe's employees to familiarize them with the universal design philosophy and to suggest strategies for assisting customers.
Extension agents and students taught the universal design workshops. Directly following, store tours were conducted by students to assist workshop participants in identifying and locating universally designed products. Finally, Lowe's employees provided product demonstrations throughout each store in which they illustrated specific features and installation procedures. Workshops were open to the general public; however, individually identified community groups (i.e., church groups, senior groups) also were invited.
In addition to Lowe's locations, workshops were conducted in the community at senior centers, agencies on aging, nature clubs, Kiwanis meetings, and retiree association meetings. Workshops targeting professionals also were conducted, for example, at health care organizations, builder/remodeler associations, and various social service agencies. The in-community workshops did not entail product demonstrations and store tours; however, universally designed product samples were shared, and home modification and installation procedures were discussed.
At the conclusion of both in-store and in-community workshops, voluntary evaluation data were collected from participants (N = 297). The results indicated 91% of participants had a better understanding of the benefits of universal design, 86% of participants were able to identify universal design features and products as a result of attending a workshop, and 73% of participants intended to implement universal design modifications in their homes. Because convenience sampling was used, results may not be representative of all workshop attendees.
In-Home Assessments
As described earlier, interior design and occupational therapy student teams conducted on-site, in-home assessments for interested workshop participants. Part of the home assessment assignment was to research potential universal design solutions to existing safety and accessibility challenges. The students created comprehensive home assessment reports that included providing home modification ideas, universal design product suggestions, and a cost analysis. These reports were reviewed by faculty, mailed to home assessment clients, and followed up with a telephone interview to ensure client comprehension.
Universal Design Web Page
A universal design project web site was established to provide access to fact sheets and curriculum materials as well as product and installation information, educational resources, and links to universal design–related web sites. University faculty, service learning students, and service professionals all contributed to the content of the web page.
Stage 4: Facilitating Collaborative Outreach
Universal Design Training Curriculum
An important element of the university–community–retail partnership model was the dissemination of this educational program to social service professionals and extension agents at the local or county level. Additionally, it was critical to facilitate collaborative partnerships between outreach educators and a local retail business (i.e., Lowe's Home Improvement Warehouse or a local hardware store) for the program to be implemented as it was designed.
To facilitate the adoption of the universal design educational program, a comprehensive training curriculum was developed by project partners. First, the curriculum consisted of an introduction to the universal design philosophy, critical challenges that older adults encounter while living at home, key characteristics of universal design that contribute to aging in place, and specific product solutions and suggestions for prioritizing home modifications. Second, the home assessment tool used in the service learning course, background readings on universal design, and suggestions for establishing community partnerships were included. Third, materials necessary to implement the workshop program at the county/community level (e.g., formal presentation slides and speaker's notes, sample universal design products, resource packet masters, publicity items) were supplied. Finally, curriculum contents were provided in hard copy and on CD-rom as well as made available on the universal design web page.
In the fall of 2002, six formal training sessions involving 101 participants were conducted across the state. Professionals from county extension, the ODA, area agencies on aging, the Alzheimer's Association, Mental Retardation and Developmental Disabilities (MRDD) boards, occupational and physical therapists, private home builders, and remodelers participated.
Stage 5: Shifting Toward Sustainable Outreach
The final stage in the model was a self-sufficient statewide program. This was accomplished as a result of trained outreach educators taking ownership of the program and establishing partnerships and reaching new audiences across the state. This final stage resulted in members of the original partnership moving to a more supportive role.
Six months after the implementation of the universal design program, a survey was mailed to all 67 extension agents trained to use the program. The purpose of the survey was to document program use and impact. Thirty-four agents responded, resulting in a 51% response rate. Of the 34 agents responding, 14 (41%) reported using the universal design program materials, and 15 (44%) planned to use the materials within a year. By partnering with home builder associations, local hardware stores, and councils on aging, the agents reported educating 910 people via community workshops and reaching more than 17,000 individuals via county newsletters.
In addition to the implementation of the program statewide, the universal design project has continued to evolve in new directions, for example, (a) Lowe's stores implementing universal design marketing strategies and continuing to educate consumers on the benefits of universal design, (b) the university faculty consulting with local builders on projects incorporating universally designed features, (c) social service agencies (MRDD, Alzheimer's Association, ODA) using workshop materials to train new and existing employees on universal design, and (d) interior design students working with builders to incorporate universal design characteristics in a local Parade of Homes competition.
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The universal design project was primarily a positive venture; however, there were challenges surrounding the university–community–retail partnership as well as limitations to implementing the final universal design program. One complication was merging the university and retail cultures. Whereas the university culture works around an academic calendar with definitive schedules and stable personnel, the retail culture functions within a seasonal calendar, last-minute schedule changes, and high employee turnover. Although partnering with a regional manager guaranteed the participation of four stores during the project's implementation stage, the participation of stores statewide was not certain. As a result, trained educators adopting the program were sometimes challenged to establish a Lowe's partnership in their local communities. In hindsight, negotiating retail participation at the executive level would have been a better partnership approach. The interest, enthusiasm, and financial support provided by Lowe's illustrated the value of their involvement as well as their recognition of the project's importance. Suggestions for future applications of this model include incorporating more building and remodeling expertise in the original partnership as well as information on financial assistance programs at the state and local levels to aid low-income audiences.
The fact that this collaborative partnership resulted in the development and statewide distribution of a community education program on universal design was due primarily to four factors. The first factor was the diversity of partners involved in the project. Members from the university, retail, and service delivery community, extension education, and the student population all worked together toward a joint interest. The second factor comprised the distinct assets each partner brought to the project, for example, knowledge of community outreach education, expertise in universally designed products and their installation, and the ability to reach the target population. The third factor was the empowerment that results from a collaborative partnership. The final factor was the development of a self-sustaining project that could continue and flourish at the local level independently of the program's originators.
At the center of this collaborative project was the value of providing information to enable older adults to age in place. Although community education alone will not resolve the growing need for housing appropriate to the needs of seniors, it may result in more effective planning and increased public awareness about potential housing solutions.
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Footnotes |
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1 Department of Human Development and Family Science, The Ohio State University, Columbus.
2 Department of Consumer and Textile Sciences, The Ohio State University, Columbus.
3 School of Allied Medical Professions, The Ohio State University, Columbus.
Decision Editor: David E. Biegel, PhD
Received for publication July 31, 2003. Accepted for publication December 4, 2003.
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