Cities across Canada are facing an unprecedented demographic shift as Canadians are living longer and in increasing numbers with the aging of the Baby Boom generation. This course examines the roles of urban and architectural research and design, urban and community development, and public policy in understanding and creating cities that are responsive to the needs of older adults who want to stay independent and engaged in their communities for as long as possible. It will look at some of the major past, present, and future issues of aging in the city with a survey of local, national, and international design approaches and design solutions.
Aging, Design, and the City
What will you learn?
By the end of the course, you will be able to:
- Dispel the myths of population aging
- Identify ageist and age-friendly approaches in architecture, urban design and community development
- Describe the major contours of age-friendly planning and design in North American, Western European and Japanese cities
- Adopt architectural design solutions that support aging in place
- Describe the key elements of successful supportive housing for older adults
- Describe the key elements of a dementia-friendly community
- Engage seniors and forge relationships with the right partners in age-friendly community development
- Outline the promise and limits of technological solutions to aging in the city
Who is this course for?
- Practising professionals in urban planning and design, community development, architecture, gerontology and related fields (e.g., social work)
- Other students of ‘the city’
- Anyone with a deep interest in a community-based, design-led response to the challenges and the opportunities presented by population aging in our cities
How will you learn?
You will learn concepts and skills through the following activities:
- Class discussions
- Case studies
- In-class group exercises
How should you prepare?
Please email the instructor prior to the course with specific interests or questions you would like addressed. The final course curriculum will be tailored to meet participant needs and interests. We'll send more information on this request to those who register.
Textbook and learning materials
We will provide all information during the course, or online at the conclusion of the class.
Professional development credits
AIBC: 6.5 core LU.
PIBC members and BCSLA members may self-report for continuing education learning unit consideration.