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| dc.contributor.author | Probert, Jack | |
| dc.date.accessioned | 2023-04-28T17:28:08Z | |
| dc.date.available | 2023-04-28T17:28:08Z | |
| dc.date.issued | 2023-04-28 | |
| dc.identifier.uri | http://hdl.handle.net/10429/2449 | |
| dc.description | The general focus of this thesis investigation is trying to understand the impact that spatial elements within the built environment have on the well-being of an individual. Specifically focusing on high school students and their walk to school. As architecture and urban design continue to progress, in terms of design, technology, and societal impacts, it is important to understand the influence that design has on the well-being of high school students and the current residents. While anybody is at risk of acquiring a mental health problem, high school students are particularly vulnerable as they begin to reach the emerging adulthood period within their lives. While entering the early stages of adulthood, high school students are attempting to balance their new workload, personal and social lives, first jobs, and academic responsibilities, making them vulnerable to stress that affects their well-being. The current issue revolves around the state of specific neighborhoods in Detroit. These neighborhoods do not support the well-being of its residents. Specifically, residents that live on low income tend to live in areas with characteristics that are more likely to impact well-being in a negative connotation. These include increased traffic, pollution, noise levels and more. It is evident that there is a sheer lack of basic amenities, safe spaces, and public connections within low-income neighborhoods in Detroit. This thesis investigates the influence that the built environment within select neighborhoods in Detroit has on the development and well-being of high school students. Through precedent research and understanding of existing frameworks from multiple literature reviews, those of which include Restorative Cities by author Jenny Roe, and Cities Alive: Toward a Walking World from ARUP, it was determined that for this thesis, there are four critical framing concepts that will be used to address the built environment and user well-being. Well-being is a positive mental state that helps individuals to reach their full potential, manage life’s stressors, work productively, and contribute meaningfully to their communities. It also contains resilience, contentment, a sense of belonging, and a sense of purpose (CDC, 2022). The primary research questions that are driving this thesis investigation include; “How does the surrounding context and built environment of a low-income neighborhood in Detroit affect the well-being of an individual?” This will be used to analyze the current conditions within the community and develop an actionable and executable plan to assist these students in their development and well-being. Secondly “How does the built environment within the Denby Neighborhood impact student’s well-being compared to adults?” Students are subject to vastly different situations than adults. They are particularly vulnerable as they begin to reach the “emerging adulthood” period within their lives. Understanding the difference between demographics will present more thorough research into creating spaces for these specific individuals. Third, “How can restorative urbanism be beneficial at a smaller scale. Such as the Denby neighborhood?” The scalability of this thesis is incredibly important. This investigation aims to act as a precedent for communities facing the same scenario as Denby, but this may occur within a denser city or sparse neighborhood. Lastly, “How does one know when a positive well-being has been achieved within the Denby Neighborhood?” These questions will be used to continue and further the research and solve complex issues that relate to the topic. The central argument based off the framework suggests that the built environment of specific, low-income neighborhoods in Detroit does not support the development and well-being of high school students within it. The sheer lack of basic amenities, safe spaces, public connections, and environmental elements help inspire an urban design project engaged in developing a neighborhood that is calibrated toward the development and well-being of high school students in Detroit. Although focused on high school students within low-income neighborhoods in Detroit, the larger goal is to generate a thriving community in which every population can be properly supported. The work examines the complexities of social, environmental, and economic issues in the urban built environment, as well as their effects on the development and well-being of high school students. What does this entail for the students who attend high school in low-income areas? Must these students merely accept these conditions without the ability to improve them? A thorough analysis of the Denby neighborhood will be completed through a variety of methods. Data, evidence, and materials will be gathered to help address the research questions presented. Firstly, on site observations of the Denby neighborhood will be conducted. This will be used to understand how the community functions and to recognize the assets and gaps within the area. Secondly, Census data will be used to analyze the demographics within the neighborhood. Additional demographic factors include household income, obesity rates, age, household size, etc. Next, surveys will be conducted to understand how residents and high school students currently feel about the community. What do they like about it? What do they need? Third, a combination of qualitative and quantitative data will be used to create a collection of maps that will help visualize areas of concern and areas of opportunities within the Denby neighborhood. Lastly, analyzing case studies and previous research on well-being will help further assess the complexities of this thesis investigation. These processes will be used to carefully develop a comprehensive analysis of the research topic, and to propose how the community can support the well-being of its high school students as they walk to school. One opposing view regarding this investigation is “How does one know that this approach will improve the well-being of high school students?” There have been numerous attempts within Detroit neighborhoods that have implemented parks, recreational spaces, or urban gardens, and they end up neglected and underutilized. One aspect of the critique to this thesis position that is acceptable is that it is hard to measure well-being. Maintaining a positive well-being can be considered an aspect of perception. What one individual may view as a positive impact may be different from another individual. The limitation of this study is time. When a space is created, it takes numerous steps. This includes connecting with local community members and students, then a planning phase with multiple iterations, and lastly, observing the space to see if it impacts the users in a positive connotation. The topics of well-being, physical, psychological, and social health in architecture and urban design have always been relevant; however, over the past few years, this subject matter has been pushed to the forefront with the COVID-19 pandemic and numerous quarantines. Anxiety, stress, depression, and pressure are all areas of concern that have increased dramatically since the start of the pandemic. This thesis is to develop a neighborhood plan derived from the complexities of the built environment and its influence on high school students’ development and well-being. With the goal of creating an obtainable and actionable plan for the residents and high school students of low-income neighborhoods within Detroit that places well-being at the forefront of design. | en_US |
| dc.description.abstract | Well-being is a positive mental state that helps individuals to reach their full potential, manage life’s stressors, work productively, and contribute meaningfully to their communities. It also contains resilience, contentment, a sense of belonging, and a sense of purpose (SFT, 2019). As architecture and urban design continue to progress in terms of design, technology, and societal impacts, it is important to understand the influence that design has on the well-being of the user. This thesis investigates the influence that the urban fabric within Denby, Detroit has on the development and well-being of high school students. However, research from the University of Toronto, and a variety of academic studies have determined that areas described as low-income tend to have characteristics that are more likely to negatively impact well-being, which include; increased traffic, pollution, noise levels, poor walkability, etc. What does this entail for the students who attend high school in low-income areas? How does the built environment within the Denby Neighborhood impact student's well-being compared to adults? Must these students merely accept these conditions without the ability to improve them? The sheer lack of basic amenities, safe spaces, public connections, and environmental elements inspires an urban design project engaged in developing a neighborhood that is calibrated toward the development and well-being of high school students in Denby, Detroit. Although focused on high school students within low-income neighborhoods in Detroit, the larger goal is to generate a thriving community in which every population can be properly supported. The work examines restorative urbanism as a fundamental strategy and places mental health, wellness, and quality of life at the forefront of city planning and urban design (Roe, 2021). Restorative urbanism is a recurring framing concept throughout this thesis and is used to repair, regenerate, and revitalize degraded urban environments, and aims to improve the social, economic, and environmental sustainability within Denby, Detroit. A thorough analysis of the Denby neighborhood is completed through a variety of methods. On-site observations, census data collection, and a combination of qualitative and quantitative data are used to create a collection of maps that help visualize areas of concern and areas of opportunities within the Denby neighborhood. The purpose of this thesis is to develop a neighborhood plan that includes a variety of improvements and site interventions that help to improve the development and well-being of high school students. With the larger goal of creating an obtainable and actionable plan for the residents and high school students of Denby, Detroit, that will create a flourishing and thriving precedent that all neighborhoods in Detroit should strive for. | en_US |
| dc.language.iso | en | en_US |
| dc.subject | Well-Being | en_US |
| dc.subject | Restorative Urbanism | en_US |
| dc.subject | Urban Design | en_US |
| dc.subject | Wellness | en_US |
| dc.subject | High School Students | en_US |
| dc.title | The Neighborhood for Well-Being | en_US |
| dc.type | Thesis | en_US |
