Graduate Certificate in Design for Health and Wellbeing

This subject explores evidence‐based planning and design practices for health and wellbeing. Derived from translational medicine, the approach seeks to access rigorous, robust and peer reviewed examples of evidence‐based design practices which exist in not only the architectural and urban planning sectors but also through environmental psychology, population health, health planning, biophilic and biourbanism experiences and related case studies. Cultural and creative practices including aspects of Australian indigenous knowledges further contribute to the learning content. The subject is informed by the International WELL Building Institute (IWBI) which is the leading international tool for advancing health and wellbeing in the built environment.

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How might design thinking strategies help you resolve complex, ill-defined and changing issues within the built environment? In this subject you will apply design thinking techniques to understand and empathise with the end user, then to define, ideate, prototype and test solutions to complex problems. Traditional linear approaches to problem solving will be replaced with generative and hands-on strategies aimed at opening up possibilities for testing. Analysing and synthesising information will help iteratively define the problem issues. Co-design strategies and alternative ways to view and resolve problems will reveal and challenge assumptions. Whether you come from a design or non-design background, this subject will open new possibilities for complex problem solving by applying critical and creative design thinking approaches.

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UX is short for User Experience and is established within the disciplines of information technology, visual design and product design but is less well known with the built environment design professions. In this subject, we explore UX design for built environments by focussing on human-centred design that contributes positively to health and wellbeing. This subject will bring together designers and non-designers to develop skills to better research and understand the ways in which the built environment impacts diverse users. The partner subject called Evidence-based Design for Health & Wellbeing takes a health planning approach to consider how research evidence might best be developed and adopted to influence decision-making. In this subject, we focus on ourselves and others as users. Students will begin by developing personas based on research and interviews. Students then undertake a UX assessment of and UX plan of improvement for a self-selected built environment setting applying skills and knowledge developed across the subject. The built environment can be broadly conceptualised as the human-made spaces and places in which we live, learn, work, recreate, socialise and rehabilitate.

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Demographic ageing is creating a shift in how to think and define homes, cities and public spaces. This subject explores feasible and sustainable approaches to keep the older segment of the population physically and socially active. Innovative changes in design can lead to significant advancements in service delivery, transportation models and homes that allow people to age in place. In addition, design principles for dementia and palliative care are a few of the many concepts that help minimise stress on people as they age and their families. Students will explore these topics and develop their own ideas about the way design can optimise the ageing process for comfort, security and overall well-being.

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Leading Change in Ageing aims to provide students with skills and techniques to think laterally, sustainably and to lead change in systems, policy, attitudes and service delivery. As Einstein said, “We cannot solve our problems with the same thinking we used when we created them.” Subject content is designed to raise awareness around individual, community, national and global issues; address barriers; leverage opportunities; and promote more productive attitudes towards ageing. Systems, policies and services are examined from multiple perspectives along with innovative ideas that support a healthy and vibrant later life in a range of settings.

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This subject provides insight into the design briefing process for a range of facilities, with a specific focus on learning and health environments. Key issues addressed include how to effectively engage with users/occupants of buildings, collect data about their organisational objectives, activities and spatial requirements, and strategically link such information to the work of architects and other design consultants.

The subject examines evidence-based design, effective planning processes that include stakeholder engagement and consultation, change management, spatial literacy, and workplace cultures and pedagogies. Participants will develop skills associated with developing strategic briefs that translate organisational objectives and patterns of activity into spatial requirements, including affinity and relationship diagrams.

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In this subject you will study research, applications and practice of therapeutic landscapes across social, community, horticultural and education settings. The content includes methods and approaches used in therapeutic horticulture, horticultural therapy programs, planning, design and construction of therapeutic landscapes, models and examples of successful practice in school, children and community gardens. Field visits and practical activities form part of the content, with 5hr field trips conducted in weeks 7 and 11 to visit sites in metropolitan Melbourne discussed in the preceding weeks.

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