Residual spaces between buildings are often overlooked as a design opportunity and are seen rather as a by-product of regulatory actions, which as a result, perpetuate the status quo of planning and design rather than challenge or enable design. Often, these codes are understood as givens, rather than guiding principles, leading architects and planners to not stray from status quos. These regulations often only set minimum requirements, which begin to dictate building setbacks and declare non-conforming uses in those setbacks to ensure life safety. Varying greatly by allowable uses, these residual spaces should be taken into greater consideration when being constructed either formally by architects and planners or informally by users. The use and appropriation of residual spaces is often better understood by the user and not by designers. Understanding social constructions, perception, and ownership in addition to legal land rights of these residual spaces is vital to bridging the fields of architecture and urban planning. By understanding these intricacies, architects can begin to answer the question of how existing regulatory frameworks can be subverted to challenge common design practice norms.

Traditionally seen as a top-down, expert-driven design approach in the 20th century, planning in the 21st century has the opportunity to foster a method of study and comprehension of site development and re- activation that can work with regulations to reshape existing communities by realizing the potentials of residual spaces. The built environment is typically designed as a set of objects, rather than a system that understands impacts that go beyond a project’s borders. By understanding more of the individual users’ needs, routines and habits, both architecture and urban planning professionals can create customized spaces based on individual desires.

STATEMENT OF ISSUE The healthcare system in the U.S. has emphasized curing disease through funding for research in and practice of remedial medical care during the last century. However, with the beginning of the 21st century a greater emphasis was put on the importance of preventive medicine and the concept of the wellness center as part of the healthcare system. Members of these kinds of facilities are mostly from the baby boom generation (those who were born in 1946-1964). This study will be concerning the extent to which existing wellness centers are responding to the needs and life style preferences of baby boomers, particularly women, so they can enjoy a healthy life and general well being for a longer period of time.

STATEMENT OF ISSUE This thesis investigates a modeling method for daylight design in the early design phase, as a means of promoting a positive and inclusive educational environment that allows for multiple modes of learning. Specifically, this study focuses on developing a tool for designers to study and apply daylighting methods in a rapid but informed manner. It also provides metrics to allow design- ers to analyze different daylighting design variables in relation to one another and against the light- ing requirements of different modes of learning.

STATEMENT OF SIGNIFICANCE OF ISSUE The design of learning environments is an important specialty within architectural practice, and encompasses “ever changing educational theories, the subtle spatial and psychological require- ments of growing children and practical issues that are unique to these types of buildings.” (Dudek, 2000) It is argued that the architectural environment has a psychological effect on all humans, but can an inclusive, naturally well-lit environment presented to children aid in cognitive, spatial, and sensorial development? The significance of this topic lies in the fact that our first formal learning environments have the capability to influence the development of attitudes, knowledge, and skills throughout our lives. If all children experienced well-designed, inclusive environments, would they be more curious, creative, and open to new experiences, people, and places? Numerous studies have concluded that children experiencing naturally well-lit environments perform better on stan- dard tests and that natural light promotes positive learning behaviors. Despite this, there seems to be few examples of naturally well-lit schools. This thesis proposes a tool designers can use to aid in the development of day lit schools and how can the lighting strategies be customized based on the different modes of learning?