In US urban environments, many are seeking to age in place, as this has proven to be beneficial to both the community and individuals (Brim et al., 2021; National Institute on Aging, 2022). In urban underserved spaces where people are aging in place, community-centered approaches to design are increasingly necessary to create safe and economical aging communities (Chong et al., 2010; Sanders and Stappers, 2008). Various institutional efforts have been undertaken to innovate ways for the community and the adjacent institutions to support intergenerational living and aging-in-place (Nicholas, D. et al., October 18; Writer’s Room, 2023). In addition, large urban institutions, such as universities, often play a role in the communities that are adjacent and have typically been a force for gentrification in these spaces (Allen-Handy et al., 2024; Ayana Allen-Handy et al., 2023). This intergenerational group, adjacent to an urban campus, combines university faculty, students, community groups, and individuals and is developing an aging-in-place cohousing solution that has been influential on the adjacent design school that is participating in realizing this project.

In this paper we will delve into the graduate design theses at this university and the use of evidence-based community co-design practices. The projects explored here put research, co-design, and co-creation with the community at the center of the process explored. Over the past 40 years, as buildings, products, and services become more elaborate, our focus as designers has slowly shifted to a more community-centered and research-oriented practice. Such practices draw on co-creation with the community for evidence-based sustainable solutions (Wang & Vaux, 2020; Wang & Groat, 2013). Rooted in a long-term intergenerational community-based project, the projects discussed here bring best practices in community participatory design and evidence-based design into a conventional design thesis process. An in-depth exploration of design student learning outcomes and community process is a central part of this presentation and paper, in the hopes that other curricular designers will be able to draw on our experience in a community-based participatory process and design education.

Keywords: Aging-in-place, urban issues, design education, thesis, co-design.