While the growing demand for technology integration in healthcare education and practice, technology training in speech-language pathology education is limited. Further research is warranted to investigate digital health and literacy training across interprofessional experiences. This study investigated interdisciplinary digital health and learning across speech-language pathology, technology, and interior design, as well as collaborators for virtual reality environments in rehabilitation and aging-in-place practices. Participants included 53 adult students studying speech-language pathology (N=35), technology (N=10), or interior design (N=7). The Interdisciplinary Digital Health and Learning survey was adapted from the Lin et al. (2021) for implementation across speech-language pathology, technology, and interior design. Non-parametric Kruskal-Wallis H-tests and Chi-square tests were conducted with α of p

Since the end of the 20th century, colleges have competed globally, using contemporary campus buildings such as dormitories, student unions, and fitness centers to attract and retain students. However, large portions of college campuses were developed before the ongoing diversification of student demographics and the emergence of student-centered pedagogical theories and teaching practices, which altered needs for campus spaces. This article explores the lived experiences and perceptions of diverse members of a college community regarding six historic sites on a public university campus in the Midwestern United States. A team of interdisciplinary researchers relied on participant-generated photographs, collected during group site visits, and photo-based transformative focus group discussions with 30 participants representing four generations and a wide range of campus roles. Participants discussed campus features that enhanced or hindered their experiences. The researchers’ analysis of 67 participant-created photographs and narrative captions was guided by Affordance Theory. Findings revealed accessibility barriers and maintenance issues in outdoor spaces while highlighting the value of green spaces, comfortable seating, and informal learning environments in fostering positive and intergenerational interactions. Recommendations for future campus master plans include prioritizing accessibility across campus areas and embracing age- and gender-inclusivity and family-friendliness as guiding principles for campus development.

Dining out is a popular activity worldwide that is rooted in sensory and emotional engagement. How an individual experiences the sensory conditions in restaurants varies widely, highlighting the importance of designing dining environments that accommodate diverse perceptual needs and abilities. The purpose of this study is to address how existing dining environments overlook inclusive and accessibility-centered design by examining how hearing loss intersects with the acoustic, sensory, and social dimensions of dining environments. This study employed a mixed method, exploratory approach by gathering quantitative data through a survey and qualitative data through follow-up interviews to generate a holistic and data-driven understanding of how hard of hearing (HOH) individuals experience public dining environments. A total of 140 survey respondents participated in the study, with 11 of whom participated in the follow-up interviews. Survey results of this study indicated meaningful differences between the dining experiences of hearing and HOH patrons, particularly in communication ease, social participation, and overall satisfaction with restaurant experiences. Interview results illustrated 12 environmental factors that influenced positive or negative dining experiences for HOH diners, indicating that challenges for HOH diners extended beyond audibility, influencing feelings of inclusion, confidence, and engagement throughout meals. Participants ultimately valued environmental features that supported multimodal communication and a sense of autonomy within dining environments. The significance of this study lies in its potential to broaden restaurant design research by incorporating the perspective of HOH individuals, advancing environmental design research, and informing practical strategies for more inclusive, multisensory dining experiences.