Over the last few decades, the emergence of various social problems within the urban neighbourhoods of cities, especially in developed countries such as the UK, has called for further research into the relationship between the built environment and the social sustainability of urban developments. Recently, the Scottish government and local authorities have started to revisit and refine their policies and guidelines in order to promote positive social interaction between residents, which is a critical factor in creating a sense of community, and preventing social problems, such as segregation, crime, and apathy. However, in the absence of any detailed information or any practical framework for designers, these policies and guidelines have ended up drawing pictures of an ideal world without helping the designers with the socially responsive solutions. Using multiple case studies, this research aims to establish if and how the design of urban residential developments can facilitate social interaction between residents in Scotland. To achieve this aim, primary data have been collected from seven urban residential developments in Scotland. Self-completion questionnaires, semi-structured interviews and a site survey, have been used to collect data in three areas: social interaction patterns, use of communal spaces and design qualities of the communal spaces within selected developments. Content analysis and GIS analytical maps have been used to analyse the data. The findings show that the access routes and service spaces of urban residential developments, such as entrances, lifts and corridors accommodate most of the interactions between residents. This calls for more attention to the design of these unintentional communal spaces as actual places of contact among neighbours. A number of physical attributes, mostly concerned with the affordance, privacy, physical proximity and visual attractiveness of communal spaces have been found to affect social interaction and the use of space patterns within selected case studies. This research contributes to the much-needed empirical evidence to inform the design of future sustainable housing developments in Scotland by creating a detailed list of design recommendations based on empirical evidence along with modifications of existing assumptions about the quality and quantity of social interaction among residents and the role of communal spaces in facilitating these interactions. It also contributes to our knowledge by introducing new methods of empirical research in the built environment, specifically for research on building scale by expanding the use of analytical GIS maps and the refinement of existing indicators and measures.

As the world shifts and changes, so do its people, and every day, more refugees are forced out-of-place, out of their homelands, and into a foreign and unfamiliar context. Many of these refugees are women, single mothers, who along with their children, are set to face many challenges in the process of re-settling into a new cultural landscape. This project is a study on how the design of an interior can aid in the difficult process of transitioning between lands and cultures. Within it, I explore the making of place through the design of a transitional residence for women and children refugees, set within the dynamic urban landscape of West Broadway in Winnipeg, Manitoba. I proceed through this project through an exploration of four conceptual frameworks and examine the project and its users in relation to movement and migration, to boundaries, to the contact zone, and finally to weaving.

As models and methods of educational pedagogy are altered by social media and digital technology, so too are the spaces where learning takes place. Creative education, particularly the education of design students, does not fit into the “typical” higher education classroom, and therefore requires a different physical setting. Despite changes in learning styles, there are many unchanged traditions and functions of the physical setting of design education. The lack of changes has continued to isolate architectural education from the real, urban experience of the city. This practicum aims to address these issues by proposing a satellite campus in an authentic urban environment for the University of Manitoba’s Faculty of Architecture students and teachers. I will investigate theories regarding emerging trends in higher education, the importance of place in education, and the process of educating designers. Throughout this investigation, emphasis is placed on creativity, collaboration, and flexibility in design education.

As the world shifts and changes, so do its people, and every day, more refugees are forced out-of-place, out of their homelands, and into a foreign and unfamiliar context. Many of these refugees are women, single mothers, who along with their children, are set to face many challenges in the process of re-settling into a new cultural landscape. This project is a study on how the design of an interior can aid in the difficult process of transitioning between lands and cultures. Within it, I explore the making of place through the design of a transitional residence for women and children refugees, set within the dynamic urban landscape of West Broadway in Winnipeg, Manitoba. I proceed through this project through an exploration of four conceptual frameworks and examine the project and its users in relation to movement and migration, to boundaries, to the contact zone, and finally to weaving.

As models and methods of educational pedagogy are altered by social media and digital technology, so too are the spaces where learning takes place. Creative education, particularly the education of design students, does not fit into the “typical” higher education classroom, and therefore requires a different physical setting. Despite changes in learning styles, there are many unchanged traditions and functions of the physical setting of design education. The lack of changes has continued to isolate architectural education from the real, urban experience of the city. This practicum aims to address these issues by proposing a satellite campus in an authentic urban environment for the University of Manitoba’s Faculty of Architecture students and teachers. I will investigate theories regarding emerging trends in higher education, the importance of place in education, and the process of educating designers. Throughout this investigation, emphasis is placed on creativity, collaboration, and flexibility in design education.

This project outlines the design proposal for an alternative public high school in Toronto, Ontario. For this project the school is re-imagined as a Community Learning Centre. The goal of the Community Centre model is to foster life-long learning in young people which can occur when space emphasizes social interaction, citizenship, and life long learning. The design of the Community Learning Centre is an attempt to align educational priorities with design, to create learning environments that best suit the needs of the users. The focus of the project, is on places between the classrooms where there is opportunity for informal learning to take place. The term schoolscapes is use to describe these spaces. They include all of the places between classrooms and are a way of reimaging the corridors as active, lively and engaging spaces. To support and expand on the idea of schoolscapes, how the environment impacts people and learning, the shifting values in education, and how public space can be related to school interiors, have been investigated. The work of Prakash Nair, Annalise Gehling and Herman Hertzberger, on school design and its correlation to public space have been extremely influential for this project, as has the work of Jan Ghel on lively city spaces. Jan Ghel identifies key features of good public space that can provide the foundation for the design of informal learning spaces. The writing of Nair, Gehling and Hertzberger will be used to support how these characteristics can be applied to the learning environment. The design of the Community Learning Centre explores how the ideals imbedded in public space can be carried over to the interior of a learning environment.

This project outlines the design proposal for an alternative public high school in Toronto, Ontario. For this project the school is re-imagined as a Community Learning Centre. The goal of the Community Centre model is to foster life-long learning in young people which can occur when space emphasizes social interaction, citizenship, and life long learning. The design of the Community Learning Centre is an attempt to align educational priorities with design, to create learning environments that best suit the needs of the users. The focus of the project, is on places between the classrooms where there is opportunity for informal learning to take place. The term schoolscapes is use to describe these spaces. They include all of the places between classrooms and are a way of reimaging the corridors as active, lively and engaging spaces. To support and expand on the idea of schoolscapes, how the environment impacts people and learning, the shifting values in education, and how public space can be related to school interiors, have been investigated. The work of Prakash Nair, Annalise Gehling and Herman Hertzberger, on school design and its correlation to public space have been extremely influential for this project, as has the work of Jan Ghel on lively city spaces. Jan Ghel identifies key features of good public space that can provide the foundation for the design of informal learning spaces. The writing of Nair, Gehling and Hertzberger will be used to support how these characteristics can be applied to the learning environment. The design of the Community Learning Centre explores how the ideals imbedded in public space can be carried over to the interior of a learning environment.