The loss and degradation of our natural environments is increasing at an alarming rate. Within the urban environment there is very little evidence of natural environments left, and what does still exist has been significantly impacted by human activity. Not only is there a need to restore and reintroduce nature back into the urban context for the health of the environment, but as well for the health of the human population. The “biophilia hypothesis” suggests that human beings have an innate connection to nature, and need this connection for their general well-being. The University of Manitoba Fort Gary campus is an everyday environment for many students seeking a post secondary education in Winnipeg, MB. It is a place that students and staff experience on a daily basis, and where high levels of stress and anxiety are ever apparent. This practicum explores how landscape and theories of biophilia can be utilized in the context of a post-secondary institution to mediate the negative impacts stress can have on well-being in this environment. Designing exterior spaces for the well-being of people will encourage a reconnection with nature, wildness, wonder, and awe that we are beginning to lose sight of as we continue to move towards a technology dependent world. An understanding of the various theories surrounding biophilia, wellness, and the environment is outlined in a literature review, resulting from an examination of existing research. Following research, a focused site analysis of the University of Manitoba Fort Gary Campus was conducted and resulted in a design at varying scales and levels of detail incorporating aspects from each stage of the design process.

The loss and degradation of our natural environments is increasing at an alarming rate. Within the urban environment there is very little evidence of natural environments left, and what does still exist has been significantly impacted by human activity. Not only is there a need to restore and reintroduce nature back into the urban context for the health of the environment, but as well for the health of the human population. The “biophilia hypothesis” suggests that human beings have an innate connection to nature, and need this connection for their general well-being. The University of Manitoba Fort Gary campus is an everyday environment for many students seeking a post secondary education in Winnipeg, MB. It is a place that students and staff experience on a daily basis, and where high levels of stress and anxiety are ever apparent. This practicum explores how landscape and theories of biophilia can be utilized in the context of a post-secondary institution to mediate the negative impacts stress can have on well-being in this environment. Designing exterior spaces for the well-being of people will encourage a reconnection with nature, wildness, wonder, and awe that we are beginning to lose sight of as we continue to move towards a technology dependent world. An understanding of the various theories surrounding biophilia, wellness, and the environment is outlined in a literature review, resulting from an examination of existing research. Following research, a focused site analysis of the University of Manitoba Fort Gary Campus was conducted and resulted in a design at varying scales and levels of detail incorporating aspects from each stage of the design process.

No description available.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Stephanie A. Rolley / Landscape architects have the opportunity to compose a setting in which certain types of socialization may prosper by altering the environment to improve opportunities for socialization. Socialization, or interpersonal contact, is a primary determinant in the formation of individual characteristics and behavior. The experiences to which one is exposed contribute to personal development and are affected by environmental stimuli. The purpose of this thesis is to document the design process of a project that has enhancement of socialization as the primary goal. This study includes a review of the existing literature to determine the design elements that can improve socialization in the designed environment employing the theories of Randolph Hester (1975), Clare Cooper Marcus with Trudy Wischemann (1998) and William “Holly” Whyte (1980). These design elements are categorized by the types of socialization that they can facilitate: manifest, latent, and spontaneous interaction. Next, a case study of Spaights Plaza on the University of Wisconsin-Milwaukee campus was conducted to define the current socialization levels among university users. A new design addressing socialization elements was drafted, and a comparative analysis of the existing and proposed designs concludes the thesis.

This thesis is an analysis of methods by which modern interventions uphold the existing architectural fabric of a historic place, thereby establishing a connection and legitimacy that should endure for the life of both the building and the setting. / Master of Architecture / Although there are several approaches architects may take when designing new structures in historic settings, this thesis studies two particular methods that offer the most promise of success and chance of survival for subsequent generations.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / William P. Winslow III / The American campus is a distinct place. Harboring collegial values much different from American social-scapes, urban campuses are insular places of outward-minded activism. The University of Pennsylvania is breaking down these perceived barriers that separate its campus from the city; attempting to reconnect with adjacent neighborhoods, civic institutions and the greater Philadelphia-area. Dynamism at Palestra Green seeks to establish this connection along the most important pedestrian corridor linking Penn to Center City Philadelphia. A proper connection requires extensive knowledge of Penn’s genius loci. By synthesizing an analysis of the historic DNA of Penn and its spaces, as well as regionalism and site-specific programming, the proper design of Palestra Green is achieved. Furthermore, the proposed site design is intended to provide flexible spaces for the accommodation of numerous programmatic functions located both on site and in adjacent campus buildings. Adapting to seasonal campus, event and civic programming while adhering to the aesthetic and underlying qualities of Penn creates a truly unique and dynamic destination. Through this robust design, Palestra Green connects to the whole of Penn, properly accommodates the range of uses and events taking place on site, and contributes to the extensive park network in Philadelphia. In addition, the implementation of multiple designed systems provides a diverse set of amenities contributing to the flexibility of use and sustainability at Palestra Green. Supporting these solutions is a project-specific conceptual framework driven by personal philosophy and experience. The conceptual structure is tuned to actively reconcile and resolve all site and program issues. In its final state, Dynamism at Palestra Green communicates the significance of all proposed components, discusses the space’s long-term value to the university and city and exhibits how the new Palestra Green positively contributes to the profession of landscape architecture.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Stephanie A. Rolley / The challenges of the 21st Century will require a force of bright, innovative thinkers and leaders, researchers and scientists. Academic Institutions all across the world must prepare these future leaders. Creating physical spaces that manifest an institutions mission is critical. This study seeks to find a paradigm for the 21st Century campus; to create a more collegial, engaging, influential environment to study, research and learn. Each academic institution is guided by a mission that shapes curricula and informs scholarship. It is the campus environment that provides the physical space for study and shapes interactions between students and faculty and creates a meaningful community of learning. The goal of the project is to create spaces which encourage strong interaction, collaboration and the creation of ideas. The intersection and convergence of knowledge at Wellesley College exemplifies the dynamic campus of the 21st Century. The study will connect the campus community through the creation of vibrant, dynamic campus spaces along its waterfront, furthering the goals —engagement, collaboration and experience—while enhancing the immutable regionalism of Wellesley College. Convergence at Wellesley College aspires to create spaces which inspire, encourage and assist in the education of leaders who will confront the worlds greatest challenges.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Lee R. Skabelund / Universities play a key role in the progression of society. With increased releases of carbon into the atmosphere and the effect of carbon dioxide and related pollutants on air quality and climate, it is critical that universities reduce their carbon footprints. Alternative landscape architectural designs and management techniques, such as rain gardens, constructed wetlands, restored prairies, and woodlands can be implemented to mitigate carbon outputs. Infrastructural landscapes‐called “green infrastructure” for their ability to meet essential human needs using natural processes ‐ sequester carbon at high rates, improve storm water runoff quality, and reduce runoff volumes. Establishment of native and other appropriate green space networks on university campuses can provide rich settings for education, research, and infrastructural services while also promoting carbon neutrality—achieving net zero carbon emissions by balancing carbon released to the atmosphere with an equivalent amount sequestered in vegetation or offset by investing in renewable energy sources. The large experiential landscapes associated with university campuses can operate simultaneously as alternative storm water and carbon mitigating landscapes. They likewise have the potential to restore critical ecological processes while reflecting many of the ecosystems associated with the eco‐region where each university resides. The educational aspect of universities will be enhanced through an interwoven landscape of green infrastructure networks and pedestrian corridors that engage and inform faculty, students, staff and visitors. Development of green infrastructure on university campuses can significantly reduce human impacts on the local environment. They can also increase environmental awareness and showcase responsible stewardship of the land and recourses. These landscapes have great potential to restore native ecosystems and/or historic landscapes habitats. In the right locations they can provide stable environments for various regionally important plant and animal species. Green infrastructure can also reduce short‐ and long‐term costs associated with creating, maintaining, and replacing traditional pipeto‐ pond storm water infrastructure. Increased carbon sequestered in infrastructural landscapes could likewise be a source of additional revenue for universities through the carbon trading market (assuming this market becomes active and remains productive in the U.S.), thus creating a return on investment in the overall green infrastructure system for a campus.

Master of Landscape Architecture / Department of Landscape Architecture / Laurence A. Clement, Jr. / Restorative landscapes are a growing trend within health care environments and can have a lasting impact on people if applied within other settings, particularly higher education campuses. Their design captures the many healing qualities of nature that humans are instinctively attracted to (Heerwagen, 2011). Within restorative landscapes, people have been historically found to experience relief of stress, improved morale, and improved overall well-being (Barnes et al., 1999). While campus planning standards do consider the outdoor environment as an extension of the classroom, higher education campuses can do more to utilize the cognitive benefits of nature for students, faculty and staff. This project explores principles and theories of restorative landscape design, empirical psychological research, and campus design to develop a framework that facilitates the creation of restorative campus spaces on higher education campuses. In partnership with the Office of Design and Construction Management at the University of Kansas, the framework was subsequently applied through the design of the landscape for the Center for Design Research on the KU campus. In the context of current campus planning challenges, restorative landscape design is a potentially valuable strategy in strengthening the beneficial roles and efficacy of the campus landscape. This design project explores its application to envision places within a higher education campus that, along with other benefits, relieve stress for students, faculty and staff.

The mental capacity for knowledge production, storage and dissemination is one of the characteristics that makes us human. Throughout history humankind has built spaces to accommodate knowledge in its various forms: from medieval monasteries to state-of-the-art research laboratories. The evolution of these ‘knowledge spaces’ and their architectural character can tell us a lot about a society´s views and perceptions of knowledge. Using monasteries, universities, libraries and research laboratories as examples of ‘knowledge spaces’ this essay aims to explore the relationship between knowledge and architecture throughout history in order to understand where knowledge has traditionally been produced, stored and disseminated. Drawing on this information, the appropriateness of the historical typologies will be assessed with regards to today´s context where the nature of knowledge is rapidly changing as a result of the emergence of new technologies