Skip to main content

Hepi G. Wachter

Title: Chair

Department: Design

College: College of Visual Arts and Design

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Oklahoma, 2018
    Major: Interdisciplinary Studies
    Specialization: Environmental Gerontology
    Dissertation: Exploring Educational Interests and Preferences of Older Adults
  • MFA, Kunstakademie Düsseldorf (Germany), 1990
    Major: Sculptor
  • MArch, Kunstakademie Düsseldorf (Germany), 1989
    Major: Architecture
    Specialization: Art and Philosophy
    Dissertation: Movement and Speed Persecption in Architectural Design
  • Diplom Ingeneur, University of Applied Sience, 1984
    Major: Interior Architecture
    Dissertation: Klepperstrasse Rosenheim

Current Scheduled Teaching

ADES 4700.722Professional InternshipFall 2024 Syllabus
ADES 4700.742Professional InternshipFall 2024 Syllabus

Previous Scheduled Teaching

ADES 4700.722Professional InternshipSummer 8W1 2024
ADES 4700.722Professional InternshipSpring 2024
ADES 4700.772Professional InternshipSpring 8W2 2024
ART 5700.501Seminar in University Art TeachingSpring 2024 SPOT
ADES 4700.722Professional InternshipFall 2023 Syllabus
ADES 4700.748Professional InternshipFall 2023
ART 4120.888Art on LocationSpring 3W1 2023 Syllabus SPOT
ADES 4700.722Professional InternshipSpring 2023 Syllabus
ADES 4700.722Professional InternshipFall 2022 Syllabus
ART 4120.888Art on LocationSpring 3W1 2022 Syllabus
ADES 4700.722Professional InternshipSpring 2022 Syllabus
ADES 4700.722Professional InternshipFall 2021 Syllabus
ADES 4615.900Topics in Interior DesignFall 2021 Syllabus SPOT
ADES 4700.722Professional InternshipSpring 8W2 2021 Syllabus
ADES 4615.900Topics in Interior DesignSpring 2021 Syllabus SPOT
ADES 4700.722Professional InternshipFall 2020 Syllabus
ADES 4615.900Topics in Interior DesignFall 2020 Syllabus SPOT
ADES 4615.001Topics in Interior DesignSummer 5W2 2020 Syllabus
ART 4120.888Art on LocationSpring 3W1 2020 Syllabus
ADES 4700.722Professional InternshipSpring 2020 Syllabus
ADES 4700.739Professional InternshipFall 2019 Syllabus
ADES 4700.722Professional InternshipSummer 5W2 2019 Syllabus
ART 4120.601Art on LocationSpring 3W1 2019 Syllabus SPOT
ADES 4900.739Special ProblemsSpring 2019
ADES 4700.739Professional InternshipFall 2018 Syllabus
ADES 4700.739Professional InternshipSpring 2018 Syllabus
ADES 4900.001Special ProblemsSpring 2018
ADES 4615.002Topics in Interior DesignSpring 2018 Syllabus SPOT

Published Intellectual Contributions

    Abstracts and Proceedings

  • Wachter, H. (2018). Universal Design: Research Findings and Implications for Practice.
  • Wachter, H.G. (2017). Lighting recommendations for special populations.
  • Wachter, H.G. (2017). Making places age friendly.
  • Wachter, H.G. (2017). Service Collaborative Charrette Environmental Gerontology Network.
  • Wachter, H.G. (2016). Making places: Interior design for older adults.
  • Wachter, H.G. (2015). Evidence based healthcare desgin: Implications for practice.
  • Wachter, H.G. (2015). Shifting Access: Needds of hte Elderly Non-Traditional Learner in Higher Education and Formative Degree Programs.
  • Conference Proceeding

  • Wachter, H.G. (2017). Exploring older adults educational interest and preferences.
  • Wachter, H.G. (2017). Balancing School Safety and Healthy Learning Spaces.
  • Keesee, M., Janitz, A., Holiday, L., Wachter, H., Skraastad Jurney, P. (2017). Balancing School Safety with Healthy Learning Spaces.
  • Wachter, H.G. (2017). Evaluating older womens preferences of light color, light temperature and source type.
  • Wachter, H.G. (2017). Key considerations when specifying light for classroom lighting.
  • Wachter, H.G. (2017). A Measure for Assessing Situation Awareness of Fall Risk for Older Persons Using Education Videos.
  • Wachter, H.G. (2016). Older Adults and their impact on design of future learning environments. Chicago, Interior Design Educator Council.
  • Wachter, H.G. (2016). Marriott Side Lobby and Reception. Chicago, Interior Design Educator Council.
  • Wachter, H.G., Gains, K., Perritt, M., Park, P. (2016). Making Places: Interior design for older adults. Chicago, Interior Design Educator Council.
  • Wachter, H.G. (2016). Making Places: Environmental Gerontology.
  • Wachter, H.G. (2016). Places for People of all Ages.
  • Wachter, H.G. (2016). Making Places: Environmental Gerontology. Athens, International Confernce on Architecture.
  • Wachter, H.G., Holliday, L.M., Keesee, M.S. (2016). Wish Lists and Trade-offs: Planning Safe and Healthy Schools. Other. Common Ground.
  • Wachter, H.G. (2016). Older adults and their impact on design of future learning environments.
  • Wachter, H.G. (2016). Motivations and aspirations of adult 50 to 89 years of age suggesting their educational goals in later life. Washington, Association for Gerontology in Higher Education.
  • Wachter, H.G. (2015). Age related symptoms of indoor environmental qualities.
  • Wachter, H.G. (2015). Building next generation schools.
  • Wachter, H.G. (2015). Wedge.
  • Wachter, H.G. (2015). Reinventing the balance for school safety with other requirements in todays school design. EdSpaces.
  • Wachter, H.G. (2015). Influence from the Outside: How school prinicpals can benefit when advisory boards, research universities and government funding agencies together discuss points of views.
  • Bhattacharjee, S., Wachter, H.G. (2015). Relationship between Health Symptoms and Indoor Air Qualities of Different Age Groups. Eindhoven, Healthy Building Europe.
  • Holliday, L.M., Wachter, H.G., Hoehn, C. (2014). Balancing School Safety with other Design Parameters in Today's School Designs. Portland, OR, Council of Educational Facility Planners International Conference.
  • Wachter, H.G., Brown, J., Hoehn, C. (2014). Creating Learning Environments: Learnscape 1.0. Philadelphia, PA, 5th International Conference on the Construction Environment.
  • Wachter, H.G. (2014). The Elderly Student in Higher Education: Informal and Formative Degree Programs. Osaka, 6th Asian Conference on Education.
  • Ellis, N.D., Wachter, H.G. (2014). Creating Making: Theory, Modeling and Synthesis to Build: Theorizing the Studio Curriculum. IDEC SW Regional Conference.
  • Critical Review

  • Wachter, H.G. (2016). Wish Lists and Trade-offs: Planning Safe and Healthy Schools.
  • Dissertation

  • Wachter, H. (2018). Exploring Educational Interests and Preferences of Older Adults.
  • Journal Article

  • Salary, S., Keesee, M., Holiday, L., Wachter, H. (2018). Building Features in Schools That Influence Academic Performance. Other. 12 (3) 163-197. New York, NY, David Publishing.
  • Wachter, H.G. (2016). Evaluating School Building User Needs. 3 (10) 1718-1728.
  • Wachter, H.G., Keesee, M.S., Holliday, L.M. (2016). Evaluating School Building User Needs. Other. 3 (10) Ethan Publishing Company. http://www.ethanpublishing.com/index.php?m=content&c=index&a=show&catid=266&id=752
  • Wachter, H.G. (2015). Building safe and healthy schools. Council of Educational Facility Planners Journal. 48 (2,3) 47-51.
  • Magazine/Trade Publication

  • Wachter, H.G. (2017). Power of Charrette.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Holliday, L.M. (Principal), Keesee, M.S. (Co-Principal), Wachter, H.G. (Co-Principal), "Balancing Safety, Sustainability, Healthy Buildings, and Healthy Learning Environments when Building Schools," sponsored by Environmental Protection Agency, Federal, $980000 Funded. (2014 - 2018).
  • Wachter, H.G. (Co-Principal), Azzarello, J. (Principal), Hall, B. (Co-Principal), Bruckner, S. (Co-Principal), Hamm, R. (Co-Principal), Sorocco, K. (Co-Principal), "A measure of assessing situations awareness of fall risk in community dwelling older adults," sponsored by D.W. Reynold College of Nursing Excellence Interdisciplinary Seed Grant Program of the D.W. Reynolds Foundation, Private, $30000 Funded. (2016 - 2017).
  • Wachter, H.G. (Principal), "OU Sencer Service Learning," sponsored by University of Oklahoma, State, $500 Funded. ( - 2014).
  • Grant - Teaching

  • Craig, J.M., Wachter, H.G., Mukherjee, D., "Charn Uswachoke International Development Fund Award," sponsored by Charn Uswachoke International Development, University of North Texas, $2500 Funded. (2018 - 2019).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE