Our BdB core team has been joined by a number of new colleagues in the last few months and this is the first of a series of posts introducing some of our new team members.
Emma Street has joined our BdB core team.
Dr Emma Street joined the BdB group in 2017. She is Associate Professor of Planning and Urban Governance in the Department of Real Estate and Planning. An urban geographer by background, Emma’s research cuts across the urban planning, urban design and architecture disciplines.
She is interested in the values, assumptions, decisions and processes that shape the way that urban environments look, function and are governed. Emma has a particular interest in exploring this via what might be seen as the mundane, instrumental or procedural; be that building codes and regulations, urban policies or elements of the planning system. For example, her work as part of the EPSRC-funded cycleBOOM project explored how regulation and policies have shaped the landscape of cycling in the UK, and what measures might engage more older adults in cycling.
Concerns about equality and social justice inform Emma’s research and approach to Teaching and Learning. She sits on Henley Business School’s Diversity and Inclusion Committee and is working on research linked work-life balance in academia, partly prompted by her experiences as a new parent.
Yesterday, students from four of our distinct MA programmes (Typeface Design, Book Design, Creative Enterprise and Information Design) participated in our inclusive design workshops.This is the first time that MA Typeface Design and MA Book Design students have participated in some of our Breaking down Barriers initiatives. Inclusive design activities, with a particular focus on inclusive wayfinding, was introduced into the MA Information Design and MA Creative Enterprise programmes in 2016–7.
Guest speaker, Fiona Corby talked to students about inclusive design for people who have visual impairments. Fiona highlighted how design decisions for new platforms (particularly touchscreens), professional software, websites and mobile phones can make user experiences very frustrating. She drew on her personal experience of braille, ClearVision books and using screenreading technologies like Jaws to engage students with concrete considerations for inclusive design and reading. She also shared key points to consider for making data visualisation, tables and images more accessible to people with visual impairments.
After asking Fiona lots of questions, the students explored other aspects of inclusive design by evaluating different printed and screen design while using a range of glasses simulating different kinds of visual impairments and simulation gloves. Students noted how these activities helped them realise how many “everyday” actions and experiences are affected by conditions affecting our visual acuity or dexterity.