Faculty Profile

Hepi Wachter

Hepi Wachter

Title
Chair
Department
Design
College
College of Visual Arts and Design

    

Education

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

Current Scheduled Teaching*

ART 4120.888, Art on Location, Spring 2022
ADES 4700.722, Professional Internship, Spring 2022
ADES 4700.722, Professional Internship, Fall 2021 Syllabus
ADES 4615.900, Topics in Interior Design, Fall 2021 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

ADES 4700.722, Professional Internship, Spring 8W2 2021 Syllabus
ADES 4615.900, Topics in Interior Design, Spring 2021 Syllabus SPOT
ADES 4700.722, Professional Internship, Fall 2020 Syllabus
ADES 4615.900, Topics in Interior Design, Fall 2020 Syllabus SPOT
ADES 4615.001, Topics in Interior Design, Summer 5W2 2020 Syllabus
ART 4120.888, Art on Location, Spring 3W1 2020 Syllabus
ADES 4700.722, Professional Internship, Spring 2020 Syllabus
ADES 4700.739, Professional Internship, Fall 2019 Syllabus
ADES 4700.722, Professional Internship, Summer 5W2 2019 Syllabus
ART 4120.601, Art on Location, Spring 3W1 2019 Syllabus SPOT
ADES 4900.739, Special Problems, Spring 2019
ADES 4700.739, Professional Internship, Fall 2018 Syllabus
ADES 4700.739, Professional Internship, Spring 2018 Syllabus
ADES 4900.001, Special Problems, Spring 2018
ADES 4615.002, Topics in Interior Design, Spring 2018 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Abstracts and Proceedings
Wachter, H. (2018). Universal Design: Research Findings and Implications for Practice.
Wachter, H. (2017). Lighting recommendations for special populations.
Wachter, H. (2017). Making places age friendly.
Wachter, H. (2017). Service Collaborative Charrette Environmental Gerontology Network.
Wachter, H. (2016). Making places: Interior design for older adults.
Wachter, H. (2015). Evidence based healthcare desgin: Implications for practice.
Wachter, H. (2015). Shifting Access: Needds of hte Elderly Non-Traditional Learner in Higher Education and Formative Degree Programs.
Conference Proceeding
Wachter, H. (2017). Exploring older adults educational interest and preferences.
Wachter, H. (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. (2017). Evaluating older womens preferences of light color, light temperature and source type.
Wachter, H. (2017). Key considerations when specifying light for classroom lighting.
Wachter, H. (2017). A Measure for Assessing Situation Awareness of Fall Risk for Older Persons Using Education Videos.
Wachter, H. (2016). Older Adults and their impact on design of future learning environments. Chicago: Interior Design Educator Council.
Wachter, H. (2016). Marriott Side Lobby and Reception. Chicago: Interior Design Educator Council.
Wachter, H., Gains, K., Perritt, M., Park, P. (2016). Making Places: Interior design for older adults. Chicago: Interior Design Educator Council.
Wachter, H. (2016). Making Places: Environmental Gerontology.
Wachter, H. (2016). Places for People of all Ages.
Wachter, H. (2016). Making Places: Environmental Gerontology. Athens: International Confernce on Architecture.
Wachter, H., Holliday, L. M., Keesee, M. S. (2016). Wish Lists and Trade-offs: Planning Safe and Healthy Schools. Other. Common Ground.
Wachter, H. (2016). Older adults and their impact on design of future learning environments.
Wachter, H. (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. (2015). Age related symptoms of indoor environmental qualities.
Wachter, H. (2015). Building next generation schools.
Wachter, H. (2015). Wedge.
Wachter, H. (2015). Reinventing the balance for school safety with other requirements in todays school design. EdSpaces.
Wachter, H. (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. (2015). Relationship between Health Symptoms and Indoor Air Qualities of Different Age Groups. Eindhoven: Healthy Building Europe.
Holliday, L. M., Wachter, H., 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., Brown, J., Hoehn, C. (2014). Creating Learning Environments: Learnscape 1.0. Philadelphia, PA: 5th International Conference on the Construction Environment.
Wachter, H. (2014). The Elderly Student in Higher Education: Informal and Formative Degree Programs. Osaka: 6th Asian Conference on Education.
Ellis, N. D., Wachter, H. (2014). Creating Making: Theory, Modeling and Synthesis to Build: Theorizing the Studio Curriculum. IDEC SW Regional Conference.
Critical Review
Wachter, H. (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., 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. (2016). Evaluating School Building User Needs. 3(10), 1718-1728.
Wachter, H. (2015). Building safe and healthy schools. Council of Educational Facility Planners Journal. 48(2,3), 47-51.
Magazine/Trade Publication
Wachter, H. (2017). Power of Charrette.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Wachter, H. (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, $30000.00 Funded. (September 1, 2016August 30, 2017).
Wachter, H. (Principal), "OU Sencer Service Learning," Other, $500 Funded. (2014).
Grant - Teaching
Craig, J., Wachter, H., Mukherjee, D., "Charn Uswachoke International Development Fund Award," Sponsored by Charn Uswachoke International Development, University of North Texas, $2500 Funded. (June 2018May 2019).
Uncategorized
Holliday, L. M. (Principal), Keesee, M. S. (Co-Principal), Wachter, H. (Co-Principal), "Balancing Safety, Sustainability, Healthy Buildings, and Healthy Learning Environments when Building Schools," Sponsored by Environmental Protection Agency, Federal, Funded. (November 1, 2014October 31, 2018).
,
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
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