thesis on university design

Architectural Thesis Re-Designing campuses for the 21st century IIM Nagpur Maharashtra

IIM Nagpur, Maharashtra Designing Campuses for the 21st Century

MONDAL DEVJANEE ( A/2944/2016 ) G u i de : P r o f . D r . A m i t H ajela A r . R aje s h D ong r e

C o r d i nato r : P r o f . D r . J aya K u ma r

Architectural Thesis 2021

Declaration

The thesis titled “ Indian Institute of Management, Nagpur “ a requisite of the Bachelors Program in the Department of Architecture, School of Planning and Architecture, New Delhi – 110002, was completed by the undersigned in January – May 2021. The supervisors were Dr. Prof. Amit Hajela and Prof. Rajesh Dongre. The undersigned hereby declares that this is his/her original work and has not been plagiarized in part or full from any source. Furthermore this work has not been submitted for any degree in this or any other University.

Mondal Devjanee A/2944/2016 Section B

22nd June 2021 Department of Architecture School of Planning and Architecture. New Delhi

Indian Institute of Management Nagpur

Certificate

Certifica ate Certifica ate We certify that the Thesis titled “Indian Institute of Management, Nagpur, Maharashtra: Designing campuses for the 21st century” by Mondal Devjanee roll no A/2944/2016 was guided by us in January – June 2021 and placed in front of the Jury by the candidate on 31st May and 1st June 2021. W We certify y that W We the certify e Thesis y thattitled“Ind the e Thesis titled“Ind Maharashtr dian Instit tute dian of M Management, Instit tute ofNagpur, M Management, Nagpur, ra : Maharashtr ra : On completion respects including the last chapter by the candidate and based on the declaration by the st of the report in allst roll n no.A/2944/20 n was gu uided 016 by us was s ingu uided by us s in D Designing C Campuses D Designing fo or 21C Campuses Cen ntury“by fo or 21 Mo ondalDevjan Cen ntury“by nee Mo ondalDevjan nee roll 016 no.A/2944/20 candidate herein above, we forward the report to the Department to be placed in the library of the School of Planning and June J January – J June Architecture, J January 2021 and– placed J JuneDelhi. 2021 in front and placed of theinJur front ry by of thethe c Jur candidate ry by o on the31st c May candidate y ando on1st 31st May y and 1st June New 2 2021. 2 2021. O On completi ion of O On the completi e report ion in of n all the e resp report pectsin ninclu alluding resp pects the last inclu uding chapt ter thebylast the chapt ter by and the candidate and candidate b based on th he declarat b basedtion on th by he the declarat e candidate tion e byherein the e candidate ab bove, ewe herein fo orward ab bove, the we fo orward the Depart tment tment report to the report to the Depart t to be place ed in t to thebel library place ed of in t the the School l libraryofofPlannin t the School ng and of Arch Plannin hitecture, ng andNew N Arch Delhi. hitecture, New N Delhi. Department of Architecture

D Department of f Architectur D Department e Planning of f Architectur e School of and Architecture. S School of Pla anning New S School and Delhi. Architecture. of Pla anning and Architecture. N New Delhi. N New Delhi.

P Prof.(Dr) A Amit Hajela P Prof.(Dr) a A Amit Hajela a

Prof (Dr.) Amit Hajela

T Thesis Guide T Thesis Guide Thesis Guide ogy D Design, Resea arch, Technol D Design,Research, Resea arch, Technology Design, Technology

Ar.RajeshDongre Ar.RajeshDongre

Ar. Rajesh Dongre

Thesis Gu uide Thesis Guide Design Design

Thesis Gu uide Design

Acknowledgement

This Thesis has been a roller coaster journey for me which included a lot of vital inputs, critical analysis of study and insight and unquestioned theories from all around. I would like to take this opportunity to extend my gratitude for everyone who helped me along in this. First and foremost I would like to thank my family throughout these long months and the panic situation brought around by the Covid19 pandemic. The support that i got from my family is immense and also I would like to thank my close friend to guide me in the Design solution. I would like to take this opportunity to show my gratitude towards my Mentor Prof. Amit Hajela and Prof. Rajesh Dongare, for their valuable insights on the project, guiding me with patience and motivating me throughout the semester. They took put in-numerous hours to discuss the project at every stage, and through their rigorous discussions kept me at my toes along. I would also like to thank my thesis co-ordinator - Dr. Prof. Jaya kumar. Projects by Annirudh Sharan, Rajat Kumar were a constant source of guidance and inspiration. A constant source of motivation and happiness were my friends especially Daddera Suraj Suresh-who despite going through their own problems were always there help me out and create a joyful atmosphere around me. I would to thank my junior Vivek Dadoriya, Karpate Vaishnavi, Yashvant Chudasama for their help during my stressful time.

Mondal Devjanee

Generations through generations, human has passed on their knowledge for the greater good of humanity and civilization. Education has become inevitable and will continue to be passed on, only the method and process will keep on changing. The Indian system had started with the gurukul system and now education takes place digitally through laptops, tablets along with the conventional methods of blackboard and textbooks. Technological advancement, the increasing educational access lead to a never-ending change in the educational process. Land acquisition is another major issue to create a social community campus for the future generation. If the educational process will never cease to stop then it is impossible to create a permanent campus where changes might lead to waste of money, time, and energy. The future of education also depicts that where everything will be controlled by artificial intelligence, humans are no more required in laborious skills. Humans need to develop cognitive, managerial skills as well as designing skills. To create a campus for the 21st century, the thesis will be looking into the design of the master plan of IIM Nagpur, which is located in a prime location of India offering management courses, which is important for future generations to consider. The thesis research through literature study, case studies of old and new business schools will help create a 21st-century campus with technological advancement. The campus will have enough space for systematic future development along with flexible classroom spaces that can be integrated with the latest technologies.

Introduction

Background research

Thesis Proposition Need identification Project Background Areas under research Design Objectives Scope Research Question Research Methodology Project Vision

Design Investigation

Planning of Campus University and the city The Future trends Collaborating

Parameters of case study Case Study • • • •

IIM Ahmedabad IIM Bangalore IIM Udaipur Harvard Business School

Comparative study Case Examples

Area Programme

Technology research

Site location and connectivity Land use analysis & Development controls Site Drawings Built fabric analysis Open space analysis Vehicular accessibility Contour Study Supporting Infrastructure Site services Climate analysis SWOT Analysis

Programme components User Identification Space standards Area Programme Programme analysis

Project Vision Sustainable solutions

Water Harvesting System Radiant Heating and Cooling System Solar Farms Living Facade

Integrated waffle Slab Waffle slab Post-tensioned structure

Library Management system RFID Tags Automated High density storage

Design Translation

Evolution of Design

Design Proposal

Project Vision Site Derivatives Design Determinants Master Planning Concept Zoning Concept

Iteration 1 Iteration 2 Iteration 3 Iteration 4 Iteration 5

Master Planing Academic Focus Area

List of figures

figure 1 : Source : Author figure 2 : Source : Author figure 3 : Source : Author figure 4 : Source : Author figure 5 : Source : Author figure 6 : Source : Author figure 7 : Source : Author figure 8 : Source : Campus planning in India, A Kanvinde figure 9 : Source : Campus planning in India, A Kanvinde figure 10: Source : Author figure 11 : Source : Campus planning in India, A Kanvinde figure 12 : Source : Campus planning in India, A Kanvinde figure 13 : Source : Campus planning in India, A Kanvinde figure 14 : Source : Campus planning in India, A Kanvinde figure 15 : Source : Author figure 16 : Source : https://www.cyient.com/ augmented-reality-workforce-solutions figure 17 : Source : Author figure 18 : Source : Author figure 19 : Source : Author figure 20 : Source : Google images figure 21 : Source : Google images figure 22 : Source : Google images figure 23 : Source : Google images figure 24 : Source : Google images figure 25 : Source :Campus Landscape Space Planning and Design figure 26 : Source : Google images figure 27 : Source : Google images figure 28 : Source : Google images figure 29 : Source : Google images figure 30 : Source : Author figure 31 : Source : Google images figure 32 : Source : Future Libraries digital figure 33 : Source : Future Libraries digital figure 34 : Source : Future Libraries digital figure 35 : Source : Author figure 36 : Source : https://www.floornature.com/ architectural-solutions/interior-mecanooas-lochalmechanical-library-15403/ figure 37 : Source : Author figure 38 : Source : https://www.collegetransitions. com/blog/college-the-best-four-or-more-yearsof-your-life5/ figure 39 : Source : Future Libraries digital figure 40 : Source : Author figure 41 : Source : Google images figure 42 : Source : https://www.the-possible.com/ future-of-education-digital-campus-learningteaching/ figure 43 : Source : Author figure 44 : Source : Google images figure 45 : Source : Google images figure 46 : Source : Google images figure 47 : Source : Author figure 48 : Source : Author

figure 49 : Source : https://www.123rf.com/ photo_91424328_group-of-business-peoplecollaborating-in-office.html figure 50 : Source : https://www.123rf.com/ photo_91424328_group-of-business-peoplecollaborating-in-office.html figure 51 : Source : https://timesofindia.indiatimes. com/city/ahmedabad/iim-a-student-files-fir-formolestation/articleshow/70811163.cms figure 52 : Source : Google maps figure 53 : Source : https://www.livelaw.in/newsupdates/gujarat-high-court-issues-notice-to-iima-in-plea-against-grant-of-unrecognized-mmselmdegree-instead-of-mba-degree-read-order-165523 figure 54 : Source : https://www.iima.ac.in/web/aboutiima/campus/campus-map figure 55 : Source : https://worldarchitecture.org/ article-links/eccgn/louis-kahn-s-iim-ahmedabadsnk-completes-restoration-upgradation-of-vikramsarabhai-library.html figure 56 : Source : https://www.iima.ac.in/web/aboutiima/campus/campus-map figure 57 : Google maps figure 58 : Source : www.iima.ac.in figure 59 : Source : www.iima.ac.in figure 60 : Source : www.iima.ac.in figure 61 : Source : www.iima.ac.in figure 62 : Source : www.iima.ac.in figure 63 : Source : www.iima.ac.in figure 64 : Source : www.iima.ac.in figure 65 : Source : www.iima.ac.in figure 66 : Source : www.iima.ac.in figure 67 : Source : www.iima.ac.in figure 68 : Source : Google images figure 69 : Source : www.iima.ac.in figure 70 : Source : Google images figure 71 : Source : Google images figure 72 : Source : www.iima.ac.in figure 73 : Source : www.iima.ac.in figure 74 : Source : www.iima.ac.in figure 75 : Source : www.iima.ac.in figure 76 : Source : Google images figure 77 : Source : www.iima.ac.in figure 78 : Source : www.iima.ac.in figure 79 : Source : www.iima.ac.in figure 80 : Source : Google images figure 81 : Source : Google images figure 82 : Source : Google images figure 83 : Source : Google images figure 84 : Source : Google images figure 85 : Source : www.iima.ac.in figure 86 : Source : www.iima.ac.in figure 87 : Source : Google images figure 88 : Source : www.iima.ac.in figure 89 : Source : Google images

figure 90 : Source : Google images figure 91 : Source : Author figure 92 : Source : Author figure 93 : Source : www.iimb.ac.in figure 94 : Source : Author figure 95 : Source : Author figure 96 : Source : Author figure 97 : Source : www.iimb.ac.in figure 98 : Source : www.iimb.ac.in figure 99 : Source : Google images figure 100 : Source : Google images figure 101 : Source : https://line.17qq.com/articles/ ndkkgdpov.html figure 102 : Source : https://line.17qq.com/articles/ ndkkgdpov.html figure 103 : Source : https://line.17qq.com/articles/ ndkkgdpov.html figure 104 : Source : Author figure 105 : Source : www.iimu.ac.in figure 106 : Source : www.iimu.ac.in figure 107 : Source : Author figure 108 : Source : Author figure 109 : Source : Author figure 110 : Source : www.iimu.ac.in figure 111 : Source : pdf from architect figure 112 : Source : pdf from architect figure 113 : Source : pdf from architect figure 114 : Source : Google images figure 115 : Source : Author figure 116 : Source : Google images figure 117 : Source : pdf from architect figure 118 : Source : www.iimu.ac.in figure 119 : Source : www.iimu.ac.in figure 120 : Source : Author figure 121 : Source : Author figure 122 : Source : pdf from architect figure 123 : Source : pdf from architect figure 124 : Source : www.iimu.ac.in figure 125 : Source : Google images figure 126 : Source : havard university -Institutional master plan figure 127 : Source : havard university -Institutional master plan figure 128 : Source : Author figure 129 : Source : Author figure 130 : Source : havard university -Institutional master plan figure 131 : Source : Google images figure 132 : Source : Author figure 133 : Source : Google images figure 134 : Source : Author figure 135 : Source : Author figure 136 : Source : Author figure 137 : Source : Author figure 138 : Source : Author figure 139 : Source : Author

figure 140 : Source : Author figure 141 : Source : Author figure 142 : Source : Author figure 143 : Source : Author figure 144 : Source : Author figure 145 : Source : https://nalandauniv.edu.in/ figure 146 : Source : https://nalandauniv.edu.in/ figure 147 : Source : Author figure 148 : Source : https://nalandauniv.edu.in/ figure 149 : Source : https://nalandauniv.edu.in/ figure 150 : Source : Google images figure 151 : Source : Google images figure 152 : Source : Google images figure 153 : Source : Google images figure 154 : Source : Author figure 155 : Source : Author figure 156 : Source : Author figure 157 : Source : Author figure 158 : Source : Author figure 159 : Source : Author figure 160 : Source : Author figure 161 : Source : MIHAN Development Authority figure 162 : Source : Author figure 163 : Source : Author figure 164 : Source : Author figure 165 : Source : Author figure 166 : Source : Author figure 167 : Source : Author figure 168 : Source : Author figure 169 : Source : Author figure 170 : Source : Author figure 171 : Source : Author figure 172 : Source : Author figure 173 : Source : Author figure 174 : Source : Author figure 175 : Source : Author figure 176 : Source : Author figure 177 : Source : Author figure 178 : Source : Author figure 179 : Source : Author figure 180 : Source : Author figure 181 : Source : Author figure 182 : Source : Author figure 183 : Source : Author figure 184 : Source : Author figure 185 : Source : Author figure 186 : Source : Google images figure 187 : Source : Author figure 188 : Source : Google images figure 189 : Source : Author figure 190 : Source : Author figure 191 : Source : Google images figure 192 : Source : Google images figure 193 : Source : Google images figure 194 : Source : Google images figure 195 : Source : Google images

Introduction • • • • • • • • •

Thesis Proposition

The goal is to design campuses for the 21st century respecting the nature, flexible with the use of modern technology and absorbing the future growth and expansion, keeping in mind the land crisis of the future. The aim is to design future universities without forgetting the need of a socially-centered campus design providing the sense of community.

Need Identification Smart Campus Planning Campuses all over the world are hubs of students and scholars learning and exploring new knowledge. Universities not only aid the students to acquire skills and concepts for their future careers, but also support them socially and emotionally throughout their educational journeys. The changing times has also changed the ways of learning and teaching process.

The changing systems and educational needs

New possibilities New courses

Increasing intake of students

Tech advancements will never cease

The open gurukul classrooms have changed into the closed classroom complexes changing the spatial needs.

The courses known to the students have kept on increasing as the generations have passed on. Each course has its own spatial requirements.

Enrollment of students have kept on increasing due to the spread of awareness of educational rights and increase in population.

Blackboards and books are getting replaced by smartboards and laptops, pads and hence the needs of the space.

.....and hence campus planning also needs to change constantly to keep develop along with these factors. This thesis will try to find solution for the 21st century campuses. Architectural Thesis 2021

In order to design test the proposition a national importance campus has been chosen. The project looks into designing a future absorptive campus for the Indian Institute of Management, Nagpur complying with the proposition stated. The Indian Institute of Management, Nagpur has been located in the MIHAN zone (Multi-modal International Cargo Hub and Airport at Nagpur) according to the MIHAN master plan. A large site area of 132.79 Acres has been proposed for the project providing the opportunity to achieve the proposition of designing a smart campus which can absorb future growth of students and technologies.

Fig 1: Site survey plan

Understanding the proposition

Project Background Introduction to the project and areas under research

As the educational techniques, scopes change so does the institution and campus planning. The permanency in any architecture defies these changing requirements of an educational system. Planning of campus design needs to challenge the factor of permanency and bring in flexibility and scope of easy growth and expansion, along with being nature-responsive. Campuses have a great impact on the social and emotional life of a student. Personal development plays an important role in creating a future. The need for ever increasing student strength also leads to a responsible campus design promoting a sense of community among the students and the faculty. Responsive campus planning catering to all these factors are necessary for the betterment of the students.

Areas under research 1. Effective Master planning A proper master plan keeping in mind for future expansion is necessary for the exponential growth of the students every year into an institute. 2. Flexible space designs equipped with modern technology Class room requirements for different courses may differ. Flexible classroom designs have the potential for different classroom layouts for different purposes leading in smart usage of spaces. Libraries which had huge areas with stored books are changing eventually with flexible interactive zones. 3. Active Interactive Zones Outdoor spill-out spaces, in between informal spaces have a great impact in the development of a student. The efficiency is increased drastically due to such breakout spaces that connect to nature and leading to peer interactions.

Design Objectives

To understand the current campus planning strategies recognizing the gaps in planning by understanding the current and future requirements of a business school. To analyze the strengths and weaknesses of the existing campuses in India and International via case studies. Also processing the issues, concerns, opportunities and strengths of the site for an institute design. Developing master plan strategies from the processed study and then designing the academic and administrative block in detail by considering the areas under the research. To design campus learning spaces equipped with the modern technology capable of absorbing future expansion and growth without hampering the ongoing classes amalgamating with interactive breakout zones.

The scope of this thesis is to generate the future growth absorptive master plan for the IIM Nagpur campus and detailing out the academic complex with the MDP and Incubation centers. This will not look into the detailing of the residential and recreational units.

Research Question

How can we design sustainable campuses keeping in mind the need of future expansion and integration of smart technologies along with the incorporation of breakout informal spaces for betterment of a student?

Project Vision Design Components

The vision of the project aims to be self-sufficient sustainable, socially centered and future growth absorptive campus .

Social personal development To provide healthy social life to the students

Collaboration space To facilitate young minds for starting up their businesses.

Smart Master Planning Master Planning to facilitate easy future expansion

Community Connect Designing a campus that connects with the city community as well.

Flexible spaces Master Planning to facilitate easy future expansion

A new Business school model: Business school model that can be taken up for other schools.

Background Research Planning Of Campus

Universities and the City

The future trends

Collaborating

The definition of universities The Campus environment Campus Planning in India Form and Approach Factors affecting form of campus Patterns of Growth Campus parts

How universities benefit society? How universities can become a model for better city?

Active Interactive Zones

The Changing Space Needs The future of Education Redefining Higher Education through NewAge Innovations Campus planning can’t be

Institutes Collaborating with Industrial sector Campus planning can’t be never complete

never complete

University can be spelled as Uni-versity meaning one including all, a single, unified community of individuals of different experience living, working, and studying together to assimilate knowledge, improve skills, and develop character.

Unified community of individuals

The Definition of universities

A university campus should be a place where a student is confronted with realities of living and working with their people in an environment that provides a wide variety of conditions for the best kind of relationships. It thus sets the stage for the time when a student enters the mainstream of life, bears his own responsibility, and makes his contribution to society

Fig 2: Illustration of a Campus

Universities or the Institutions The transition to mass eduction The old Indian Gurukal system of teacher and disciple living together has

Fig 3: Illustration of a Campus

its recognized qualities and advantages. However, the scope of today’s knowledge, the number of students in relation to qualified teachers, economic factors, time limits, and the democratic idea of educating all who are qualified preclude such an ideal. The student of today would be extremely handicapped were it not for the immense, functionally planned, well-lighted, ventilated and equipped academic buildings and other physical amenities that form our finest university campuses.

Fig 4: Illustration of mass education

Thus in tensive mass education requires good architecture to provide an environment that will enhance the efficiency and well being of those involved.

The change of nature of campuses The definition of the campus university has changed time to time through the various years. In India, physically separate colleges first affiliated under the “university” umbrella for mutual administrative advantages and uniformity of standards, including curricula, examinations and granting degrees. However, these physically separate colleges are do not provide all the benefits that a single university community does. Thus, there became a need for proximity of living and learning accommodations. Hence, promoted the development of the residential campus university though with wide variations in the percentage of students actually living on campus.

“The ideal campus”

The campus environment The components of a campus for the higher level education.

The campus is the physical environment created when buildings are constructed to allow the university idea to flourish. A university campus has been compared to a city on a small scale because it provides most of the needs for the university community except the fact that an university is a non commercial place and primarily for study . A campus ought to be a closely knitted cluster of buildings with intimate pedestrian open spaces providing a unique environment for living and studying physical activities. An adequate campus courages social relationships of all kinds in student activity centers. It furnishes a place for literary, artistic, musical and dramatic occasions to culturally enrich the university community as a whole.

A place of inspiration and stimulation

Fig 5: Campus Environment

“The ultimate size of campuses considered in 1980’s” The “ultimate” size was predetermined, the university often continued to grow beyond what was originally considered best. Higher density facilities are necessary to maintain the compactness of central campus.

A major controlling factor is Walking distance: - Ten minutes from hostel to class room is considered a maximum allowable walking distance - Three to five minutes is optimum.

10 MINUTE WALKING DISTANCE

Fig 6:Campus Planning

Residential

Campus planning in India Factor considered

Campus Core

Academic 5 MINUTE WALKING DISTANCE

Fig 7: Size of the Campus

The different styles of campuses Campus planning cannot be wholly categorized. It is easier to classify campuses by comparing the physical characteristics or form. Dober has broadly classified two categories for campus planning as follows.

Homogeneous

Heterogeneous

Campuses that are conceived as an entity in a kind of geometric pattern utilizing the same materials and forms consistently throughout. As defined by Dober, this style depends upon a closed ended system. In other words, it is conceived and built in total with only minor additional growth expected or tolerated.

Campuses are made up of individually designed buildings that are distinct entities not always in harmony with each other, nor providing strong enough background context to bring them together into a unified whole. This is characteristic of a majority of older campuses that have suffered under the hands of changing administrations and consecutive designers through the years. Such a style is certainly “open ended” and considerable growth occurs but, more often than not, very little direction is given for future growth.

Form and approach Campus planning techniques

Fig 8: Homogeneous Campus designed for growth - 1966 Tougalou College, Jackson, Mississippi, USA

Fig 9: Heterogeneous Campus allowing for growth - 1947 Roorkee University, UP, India

Various factors that may determine design, approach and form, other than the philosophy and experience of the designer, are as follows as shown in the diagram below. While pre-established patterns of an older campus which must be respected and complemented in further growth, often determine the form and approach, in the design of new campuses. The educational philosophy or the nature of the site usually has the greatest influence.

Factors affecting form of campus

Site Nature

Designer’s Philosophy

Material Choice

Educational Objectives

Various factors determining the form and approach of the design

Pre-established Patterns

Attitudes and intentions Fig 10: Factors affecting Resultant form

FINAL RESULTANT FORM

Governmental influence

Available Technology

Functional Requirements

Robert Matthew, Johnson-Marshall & Partners, Architects, in their report, The Proposed University of Bath, suggest four basic patterns that might encompass most of the types in use.

Concentric Pattern of Growth The central area or “core” of the campus be comes tightly enclosed and successive rings of development shut in and prevent selective expansion.

Fig 11: Concentric pattern of Growth

The Zonal Pattern of Growth

Patterns of Growth

Zones allocated specifically to academic, residential or recreational handicapping integration of campus activities

Basic principles for the future expansion

Fig 12: Zonal pattern of Growth

The Molecular Pattern of Growth Growth accomplished through addition of self contain units or molecules, each a microcosm of the whole. The campus is complete at each stage of growth, but the system is perhaps limited to a many centered’ campus rather than a centralized type. Fig 13: Molecular pattern of Growth

The Linear Pattern of Growth The central core can expand at either end as the University grows: existing elements extend outwards and grow independently of one another new ones are added to extensions of the core which never becomes shut in as in the concentric pattern. Fig 14: Linear pattern of Growth

Instructional Facilities The buildings on campus today are devoted to the function of scheduled instruction of transmitting knowledge in formal surroundings.

The study environment for higher education 1.

Campus parts

Self-study alcoves: More self-study spaces will be constructed. These may be located in the library, or special study buildings, or built into the dormitories. Seminar rooms: The number of seminar rooms will increase, particularly if “team” teaching methods are adopted. With large sections meeting for lectures, and subdividing for discussion, recitation, and deliberation, the economies of large classes are combined with the advantages of smaller group meetings. Interchangeable classrooms: Banks of rooms may be set aside for recitation and discussion in subjects which have no specialized equipment requirements. These rooms will have various seating capacities. Flexible partitions of high acoustical quality will allow large rooms to be changed easily to small. Lecture-demonstration rooms: These are similar to the interchangeable classrooms but are set up for demonstration purposes. Special-purpose classroom : These facilities will combine space for instruction, recitation, demonstration, and laboratory work in specific fields of knowledge chiefly those requiring specialized equipment and unique installations Multi-purpose classroom: These are similar to the laboratories above,but because of simpler interior equipment requirements can be used for several different subject areas interchangeably. Special teaching laboratories: Such spaces as art and music studios are in this category, as well as special-purpose spaces such as graduate student laboratories and home economics laboratories.

Libraries and Museums “...the most beautiful building on campus,clearly reflecting by its symmetry and balance, the triumph of the architect over the librarian.”LOUIS R. WILSON AND MAURICE F. TAUBER”THE UNIVERSITY LIBRARY” The libraries can be the determinant of the higher education quality. The role of museums in higher education is an important one. As early as 1750Harvard set aside space for “a collection of interesting objects.” Other schools had their cabinets of curios which were used by teachers in demonstrating various aspects of their lectures. University museums can became important centers of research, sponsoring world wide expeditions to collect the heritage of mankind. Fig 15: Campus functions

Research Research is the methodical, systematic, directed study of a subject which is still largely unknown. Research flourishes in institutions of higher learning because colleges and universities provide the opportunities for the continuance of the scientific movement: money,leisure, freedom of pursuit, coupled with ideal conditions for scholars to come together to exchange ideas and techniques.

Collaborations Places where professional life merges with the academic life giving real life experiences to the students.

Centers of Extracurricular Life There are special non-instructional buildings on campus, important to the life of the academic community, having special design requirements and necessitating a central location of public prominence. Some of the examples are: 1. College and university unions 2. Faculty clubs 3. Worship centers 4. Auditoriums and theaters

Institutional Services Institutional services are day to day non-instructional activities which enable the college and university to carry out efficiently its obligations to faculty, student and staff, fulfilling the purposes for which the institutions were chartered. The administration services are included in this.

Housing The residential quarters for the students, faculty and the staffs. Staying in the same campus ensures a greater quality of education.

Sports, Recreation and Physical Education Recreational activities are necessary for better personal development of the students. These places in the campuses ensure better stimulation of the minds.

Circulation and Parking Fig 16: Campus functions

This is essential part of a campus. Architectural Thesis 2021

Universities are economic engines Universities are hotbeds of innovation and entrepreneurship. In partnership with government and business, academic research and technologies help to drive an array of vital industries.

Can change the face of a city As major landowners, universities are significant investors in the built environment. Campus developments reshape the skyline while providing new civic identities.

Attract global talent Universities have a tremendous ability to attract global talent to cities and nations

How universities benefit society? Universities role in building up a city

Can build international connections International staff and students do more than just boost the economy. They contribute to the vitality of their communities and help develop tolerant and inclusive societies.

Help address societal challenges At an institutional level, universities are well positioned to offer comprehensive, independent assessments of the societal issues. Universities also offer vital services to their surrounding communities that are otherwise scarce, including access to healthcare, cultural amenities and even sports facilities.

Fosters creativity and open debate Universities support a number of creative activities. Artistic and creative endeavors can help to put a city on the map – helping to boost global competitiveness.

Higher education improves lives Most fundamentally, we must not lose sight of the fact that access to higher education improves lives. It enhances self-knowledge, employment opportunities and promotes civic participation.

Imagine a city in which buildings alerts you when they need repair, there is Wi-Fi on every street corner, sensors tell the garbage trucks where, when and how often to collect, and where data is analyzed in a way that tells us which streets are more likely to be crime hotspots based upon traffic and movement. These are just a few examples of the things we could hope to see in a connected “smart city.”

Create a smart ecosystem with the city. Fig 17: Smart Campus Illustration

How universities can become a model for better city? Campus is a city within city where smart city models can be explored

Universities produce a creative and highly skilled workforce and they provide a way to test smart city technology. This can lead to City leaders employing the students who have been part of the testing in jobs that make cities smarter. The symbiotic relationship is a win for both cities and universities. At the heart of smart cities are smart institutions of higher education. These institutions prepare students to live, work and innovate in a smart city. Cities will require an “internet of things” strategy backed by not just smart technology, but smart people. That’s where higher education comes in.

How campuses can help at an urban context by amalgamating with the city?

Fig 18:AI/VI Illustration

Fig 19:Digitalized campus

Become a testing ground for smart city projects Colleges and universities are essentially mini cities and are the perfect testing grounds for larger-scale initiatives. Universities are physical sites and regeneration projects that ‘connect economic and community engagement’. Universities should take advantage of these opportunities. This will help the cities and provide students with valuable skills. Architectural Thesis 2021

How stressful can universities be? Universities act as a power house, where innovative ideas are put forward. However, many students are exposed to high levels of stress due to interpersonal conflicts, self-esteem problems,financial constraints, time constraints,frustration and emotional problems in their university life. This eventually leads to physical ill health and deteriorated mental health threatening students’ life. Fig 20: Image depicting student stress

Active Interactive Zones Importance of interaction in better education

Design of campus should be far beyond just providing a place for study. It should also be healing—serving functional as well as mental needs. Many creative and innovative ideas occurring outdoor environments, away from formal classes and discussions due to the natural scenery and a relaxing atmosphere. Architecture can affect human health through stimulation. Lack of stimulation, insufficient stimulation and too much stimulation can cause sensory of deprivation or distraction. It has been widely accepted that an open and informal atmosphere can stimulate creative expression. The space must be flexible to embrace individual needs and social interactions. In the campus life, a well-designed open space shall create an integral blend of private space for concentrated study and public space for collaborative exchanges. Open spaces located between buildings and working as joints of surrounding environments, provide a sense of direction in a campus by integrating and organizing different places and elements; they also can provide an aesthetic sense by involving attractive surroundings and creating visual surprises.

The dual role for social interaction and environmental enhancement—mutually reinforcing one another, features an open space in healthy campus life.

Fig 21:Informal Green space

Fig 22:Informal covered space

Fig 23:Informal space

Fig 24:Informal Space Illustration

Various union possibilities

Fig 26:Trees

Individual space

Fig 27:Lawns

Collaborate

Fig 28:Colourful flowers

Coffee/Catch-up

Fig 25:Framework for healthy campus open space design

Framework for healthy campus open space design. Group Study

All these elements are necessary to make a campus healthy and lively without which there would be no inspirations and stimulations in the universities. The framework above shows various such architectural elements that would help increase the campus liveliness. Fig 29:Sculptures and Installation

Socialize/ Get together Architectural Thesis 2021

A major change in space - Libraries “I think there’s a whole infrastructure that has to be not only created, but invented and sustained in order to make sure the knowledge that we’ve been digitizing is retained and reusable over a long period of time. Otherwise, we’ll have denied ourselves what is the most important potential I can think of to have all the knowledge of human-kind at our fingertips.” —Vint Cerf, Guardian Activate London, 2013

The Changing Space Needs With the development of technology

Libraries have had the historical role of being places for the preservation of knowledge. Libraries are and will continue to be places where information is accessed and new knowledge is created. Libraries play a fundamental role in granting access to essential resources to those who do not have the means themselves

Fig 31: Previous Library Spaces

Libraries are going through a renaissance, both in terms of the social infrastructure they provide and in terms of a diversification of the services and experiences they offer. In corporate environments they are playing an increasingly important role in the provision of collaborative and diverse workspaces. In communities they are evolving into hubs for education, health, entertainment and work.

Fig 30:Illustration for Changing space

Libraries are encouraging people back into the physical space, through the integration of, for example, cafes, free Wi-Fi, maker spaces or child care programs. the “walls” of libraries continue to expand beyond the physical space, with Online resources, social media, crowd sourcing and mobile services changing how collections and services are accessed and shared while on the go.

Fig 32: Changing Library Space

Fig 33: Changing Library Space

Key Implications

An Ecosystem for Future Libraries

- Space and locations for diverse functions and user needs - Flexibility and adaptability - Deployment of robotics and smart systems - Integration of interactive elements - Sustainable retrofitting

- Skills update - Issues for cu-ration and conservation - Alternative funding - Alternative operation models - Community engagement

- Engagement through social media - Mentoring, cu-ration and discover-ability - Personalized content - Seamless digital and physical experiences - Participatory service design

Fig 34:Ecosystem for future library

The need for 21st century - Emerging Trends Physical interaction will remain a key demand of users, despite the opportunity for ubiquitous and constant information access offered by technology. They provide an opportunity to practice and experiment with exclusive technologies. Library spaces will need to be flexible and adaptable in order to stimulate collaboration and social interaction, while still enabling quiet reflection and chance to discovery. Adaptability and flexibility will be key to providing spaces and services that respond to user needs and expectations, while ensuring solid and viable operation models both today and in the future. To cope with a lack of space and conservation requirements, robotics and automation can be deployed to achieve costeffective solutions for storage and physical archives. Fig 35:Illustration depicting emerging trend

Open Information and Copyright Legislation Widespread public connection to the Internet is creating a demand for unrestricted access to information. A growing number of academics are contributing to this open access movement by self-archiving their articles fast pace of the digital world. Information Overload According to the CEO of Google, Eric Schmidt, we create as much information in two days, as we did from the dawn of civilization up until 2003. Learning Models Lifelong learning – the voluntary, and self-motivated pursuit of knowledge throughout our lives – is today an established phenomenon. Smart Systems and Robotics With increasing volumes of items in need of storage and the shrinking availability of space, the application of programmed machines can optimize the design of archives, resulting in space and energy savings, as well as optimization of retrieval systems.

Enabling Collaboration and Decision-making For future libraries, this will mean providing users with spaces where meaningful interactions an take place and where people can easily access curated information both in physical and digital form. Mobile Lifestyles The borders of traditional working environments are fading, whilst an increasingly diverse workforce seeks more informal and convenient spaces to meet and collaborate. Immersive Personalized Experiences Libraries strive to differentiate their offering in the face of increasing user expectations, and are making efforts to innovate around the user experience they offer to provide well designed services. Immersive experiences are rich, virtual online environments that allow learners to be engaged in a selfcontained artificial or simulated world while experiencing it as if it was real. Universal, Unbiased and Secure Access to Knowledge

Modern Libraries Microsoft Future Vision In the future world envisioned by Microsoft’s office labs, everyday objects are filled with digital capabilities. A coffee cup can display the temperature of its content, electronic newspapers have the material qualities of paper, while functioning like e-readers. Glass and clear surfaces are used as displays and information flows in a continuous stream from personal devices onto objects furnishing the environment. In Microsoft’s fictional world, collaboration and access to information are natural interactions transcending spatial and temporal distance.

Fig 36: Microsoft Future Vision

University of Chicago Librarian Bot The book collection of the Joe and Rika Mansueto Library at the University of Chicago is conserved in an underground storage space set to ideal temperature and humidity conditions. The five storey archive can only be accessed by custom-designed robot cranes which, prompted by librarians’ requests, can retrieve any of the 3.5 million tonnes in minutes.

Fig 38:Modern library Storage system

Moscow Metro Digital Library A virtual library of Russian classical literature was opened in 2014 in some of the 195 Moscow metro stations. Commuters can scan codes disseminated in the stations with their personal mobile devices and explore a virtual catalogue of more than 100 publications, with no need to register to the service. Fig 37:Modern Library technology

Fig 40:Illustration for various informal spaces

Fig 39:Illustration for Modern library technology

Every Young needs to be educated The enrollment of students has been increasing and never decreased. Teaching every kid on the planet with limited resource and technology is a challenge.

Fig 41: Image of Aspiring Students

The future of Education Why management course is important?

Fig 42: Graph of students enrolled

Education must adapt to the Fourth Industrial Revolution Managerial skills are important: Technology is transforming how we live, work, play and think. And it’s happening more quickly, and on a larger scale, than at any point in human history … Education needs to equip today’s young people with the skills to thrive in tomorrow’s world. Even if we don’t know what it looks like yet. Within just a few years, developments in technologies such as artificial intelligence, robotics, nanotechnology and 3D printing will transform most occupations. According to the World Economic Forum’s Future of Jobs Survey, “a wide range of occupations will require a higher degree of cognitive abilities — such as creativity, logical reasoning and problem sensitivity — as part of their core skill set. Active” or “problem-based” learning seeks to engage students’ natural curiosity, rather than simply presenting them with information. In the future, work will be structured around projects, not processes. The world will need new skills to help manage humans the formidable tools at their disposal. Students need to know how to interpret search results, critically assess the quality and veracity of information and make ethical judgments about how to use it, and need to think creatively to come up with solutions to increasingly complex global problems.

TRADITIONAL CLASSROOM

FLIPPED CLASSROOM

“Phenomenon-based learning” It emphasizes skills such as communication, creativity and critical thinking, and better prepares students to apply their knowledge in the 21st-century workplace.

Homework activities

Classroom activities

Flipped classroom which is totally wired: multiple monitors allow students to review course materials and look things up on the internet as an intrinsic part of the classroom experience.

Fig 44: Classroom types

Redefining Higher Education through New-Age Innovations Technology is at the heart of the learning space of the future. “You just don’t learn in the classroom or lecture hall, you learn from each other, you learn outside, at the dining table or the coffee shop. Two or three students sitting around a table with their laptops is a wonderful learning environment”

ONLINE TEACHING

Fig 43: Emerging methods of Higher education

E-Learning E-learning, which is education through the Internet or network, is a part of new dynamics that characterizes the educational system. It includes web-based learning, computer-based learning, virtual classrooms and digital collaboration.

Short Lecture Methodology

Fig 45: E-learning

An innovative teaching and learning methodology is a short lecture. It is the method in which a problem solving case study is discussed by the students who are organized into groups and who interrogate the responses of fellow students. The lecturer as the facilitator is tasked with guiding and promoting student interaction. Fig 46: Short lecture methodology

Simulation and Role-playing The idea is to create a workplace scenario that students could encounter in real life. Such a method will allow students to develop their social skills essential for their respective industries.

Problem-Based Learning (PBL)

Fig 47: Simulation and role-playing

Problem-Based Learning (PBL) for students is a flourishing approach to enhance their learning. It is extremely useful to encourage critical and analytical thinking among them and also helps in addressing the rapid technological changes in the dynamic workplace of 21st Century. Fig 48: Problem based learning

Blended Learning Combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. Fig 49: Blended learning

Nurturing Employability Fig 50: Nurturing Employability

Collaboration with stakeholders is essential to inform design, content and delivery of programs of study that support and enhance employability.

The university administrator seeks that degree of continuity and stability compatible with the progressive change required to maintain the institution’s leadership role. Growth and change in campuses are permanent features and hence it is not possible to “complete” the development of a university campus. Campus design must anticipate, as nearly as possible, the nature of probable growth and change. Increasing enrollment Enrollment is increasing every year by manifolds which need to be constantly adjusted in the permanent build structures.

Campus planning can’t be never complete Universities are bound to continuous change

Differential growth Occurring in various areas of the University along with overall growth. Some elements may grow in direct proportion to the increase in enrollment, whereas others may grow faster or more slowly or even remain static. Internal flexibility Required for changing uses of spaces and services.

Fig 51:Internal Flexibility

Fig 52: Use of internet technology

“The Challenge” Providing flexibility and indeterminacy, is the greatest challenge for the designer designing the campus. This thesis determines to find a possibility for this challenge through designing a national importance campus that can acts as a future model for such campuses. Nevertheless This model can be determined as the final future model, even this is subjective to the change in the academic needs and growth in human technologies.

Campuses are the main stakeholders of our innovation ecosystem Innovation is performed and catalysed primarily by three main pillars, i.e. government, academia and industrial sector of India. Creating a strong Industry-Academia (I-A) R&D ecosystem in the country is necessary. Industry is forever scouting innovative ideas that address their R&D problems and on the other hand, academia is in pursuit of a hand-holding to translate and scale-up it’s lab research.

Institutes Collaborating with Industrial sector The new face of collaborations with various industries and markets

Academia and industry have to shed away the existing approach of working in-silos and look for synergistic routes that will also help to improve Indian global innovation ranking, especially in ‘Innovation linkages

Fig 53: Stake holders for the ecosystem

Current Collaborative methods • •

Incentivizing universities and its faculty for delivering meaningful I-A interactions by the means of collaborative research work of industrial consultancy. Creation of city academic clusters, a colloquium of universities, colleges and research institutes in a particular region/city, that can act as a single window platform for displaying research/technologies/ patents, facilities, instruments and scientific expertise available with academia, to be co-shared with the industry. Mobility of faculty and students to industry and vice-versa should be promoted. Academic institutes can also connect with industrial associations, State S&T councils and District Industries Centres (DICs) ‘I-A Fund’ under which I-A linkages via outreach activities such as I-A clubs, I-A workshops, I-A matchmakings Value Creation Centres that will engage with industries for specific projects via interconnecting and marketing of the research carried out in academic institutes and work on how to bring value to it. Creation of ‘Theme based Centres of Excellence (CoEs)’ in academic institutes in association with industries catering to a specific domain or interested area of research of industry.

IIT-Madras thrives and excels through strong industry linkages, based on a unique

‘Credit System’ for sustaining these engagements. The model works through credits that are earned by the industry through academic interactions with the institute (e.g. entrepreneurial activities, collaborative partnerships, sponsoring Ph.D./research programmes/training, internships and recruitments, teaching and advisory, etc). These can be exchanged for the services and association with the research park.

IISc-Bangalore has instituted Society of Innovation and Development (SID) that acts as the Institute’s scientific repository and carries out engagements with industry in three arms: a) Core Innovation and Research with Enterprise (CORE) arm that engages with large corporates; b) TIME2 arm that engages with mediumsized companies, and c) STEM arm that works for start-ups. These three arms actively work towards matching industrial requirements with the scientific knowledge repository of the institute and handle all the negotiations for pursuing collaborative work.

Some Collaborating Institutes Indian institutes paving up this path

IIT-Delhi has established an industry interface through Foundation for Innovation and Technology Transfer (FITT) which carries out industrial consultancies, industrial training, industry-sponsored research projects and start-ups, through which industry and the institute have derived mutual benefits.

ICT-Mumbai follows a unique model of industry linkages where more than 80% of the faculty is involved with industry either in the form of industry-sponsored research projects or industrial consultancy.

Fig 54:Collaborating Institute

Fig 55:Collaborating institute image

Case Studies

Learning from examples • •

Parameters of case study Case Study IIM Ahmedabad, Gujarat, India IIM Bangalore, Karnataka, India IIM Udaipur, Rajasthan Harvard Business School, Boston, Massachusetts Comparative study Case study Derivatives

Case examples Nalanda University James H. Clark Centre, Stanford University Lecture space at Columbia University’s School of Journalism

The case studies have been taken up to understand various aspects of an institutional campus design. To understand the macro as well as various micro level design aspects looking into the tangible and intangible aspects of an academic block playing an important role in the personal growth of a student. A common set of parameters have been taken to study the design of an institution campus.

Case Studies Parameters of Study

1. Selection criteria Parameters of the case study 2. Project information Location Year Architect Site Area Building footprint information Courses offered 3. Programme Split Various components according to the users Distribution of the components 4. Master planning Zoning of the buildings components 5. Classroom design 6. Design and spacial character of components 7. Inferences

Case Studies List of Projects

IIM Ahmedabad Gujarat, India

IIM Bangalore Karnataka, India

IIM Udaipur Rajasthan, India

Harvard Business School Boston, Massachusetts

Indian Institute of Management Ahmedabad, Gujarat

Selection Criteria The case study has been picked up to understand the design of an old business school in India understanding the requirements and design of classes in the 20th century. The case study also has the extension of a new campus.

Project Fact File: Designed by the famous Architect Louis I Kahn, the institute displays the emotion of majesty integrating with spaces for casual interactions. It is a blend of modernity and traditional contemporary architecture in India. The campus consists of two campuses - The Old campus and the new campus. Total Site Area = 106 Acre Total Built-up = 1,31,000 m2 Old = 76,000 m2 New = 55,000 m2 Architect - Louis I. Kahn (old campus) Bimal Patel (New Campus) The old campus was Established in 1961 while the new campus established in 2009.

Building facilities Provided: • • • • • •

Schools Dormitories Service tower Kitchen and Dining Block Faculty Housing Staff Housing

Married students accommodation Community facilities Parking Transit housing MDP centre

Fig 56:IIM Ahmedabad

Site Location

Location: Vastrapur, Ahmedabad, Gujarat Climate: Hot dry climate, with very high temperature and harsh sun. Topography: Flat land form with negligible slope. Vegetation: Sparse vegetation, difficult to maintain

Fig 57: Site Location

Courses Offered in the school Number of Courses : 6 • FPM - Doctoral Programme - Fellow Program in Management - 60 • MDP, Executive Education Programme, Management Development Program (MDP) - 50 • PGP-ABM, Post Graduate Program in Agri Business Management-90 • PGP-PMP, Post Graduate Program in Public Management and Policy files - 50 • PGPM, Post Graduate Program in Management- 770 • PGPX, Post Graduate Program in Management for Executives- 85 Fig 58:IIM Ahmadabad - Louis I Kahn Plaza

Capacity of the campus (approx.): Students: 1500 Faculty: 150 Architectural Thesis 2021

SITE PLAN Fig 59: Dormitories

Fig 60: Passage

DORMITORIES UNDER PASSAGE Fig 65: Plaza

Fig 61: Dinnig Block

DINNING BLOCK

LOUIS KAHN PLAZA Fig 66: MDC

Fig 62: Acxademic Block

ACADEMIC BLOCK

MDC Fig 67: Auditorium

Fig 63: Entry Plaza

Fig 64: Site plan IIM Ahmadabad

ENTRY TO V.SARABHAI LIBRARY

ACCESS AND CIRCULATION

Fig 68: Circulation plan IIM Ahmadabad

Road Access Main entry points

Underway pass Main Entry/ Drop-off Service, residence entry points

Orientation: The diagonal layout has the advantage of the building being oriented towards the south westerly breeze helping in the ventilation. The orientation also helps to cut out the west sun reducing glare.

Old campus planning v/s New campus planning

SITE ZONING

Fig 69: Zoning plan IIM Ahmadabad

LEGENDS Staff Housing Faculty Housing

Student Housing Academic Block

Incubation centre/MDP Recreation Area

The Zoning has been spread out the site. • The academic block comprising of the library, administrative block, faculty offices, classrooms, seminar halls is located near the main/important edge of the site. • The student housing is kept closer to the academic block then comes the faculty housing and then the staff housing. Entry to staff housing is different. • The MDP , incubation centres have a different drop-out zoned differently but near the academic block.

Percentage of GC for various components OLD CAMPUS

Recreation 10%

Residential 44%

Academic 25%

Residential 65%

Recreation 25%

Academic 31%

ACADEMIC BLOCK COMPONENTS -Old Campus

1 - LOUIS-I-KHAN PLAZA To facilitate interaction between students and faculty, the main academic block developed around the plaza. The four wings faculty and administration block, library and classroom define the edge of plaza is maintained by the sparsely punctured walls. It also acts as a transition space between classrooms and administration.

OPEN CONVOCATION TAKING PLACE Fig 71: Loius I Kahn Plaza Fig 70: Ground floor Plan

1 - Louis I Kahn Plaza 2 - Faculty wing

3 - Library 4 - Classroom Block/Seminar halls

2- FACULTY BLOCK

3- VIKRAM SARABHAI LIBRARY Four wings make up the footprint of the faculty block comprising of a maximum of 10 offices in each wing.

Typical Room layout : With wide window cavities. Carpet area/ faculty = 16.8 m2 Approx.

Area = 3672 sq. m

Occupancy = 215

The library is located in between the classroom complex and the faculty wing binding the two spaces. The library functions are organised in vertical layers:

Fig 72: Library

TEACHING WING The teaching wing on the southern side consists of six classrooms with seats arranged in horseshoe pattern and five seminar rooms. It has offices at ground floor, double height classrooms at first floor and seminar rooms at third floor Fig 74: Faculty Block

Fig 73: Library

RAVI MATHAI CENTRE-Auditorium, computer centre and offices, shops

4- CLASSROOM BLOCK Double Height Informal Transition spaces

Fig 75: Classroom block

Classroom Floor plan In between 2 classrooms encouraging for discussion •

The block consists 6 classrooms and seminar halls each while ground floor consists of the administrative offices. The classrooms are accessible from two sides. The classroom passages have natural lighting only through the triangular light wells. No provision for daylighting to reach inside the classrooms

DIFFERENT LAYOUTS OF 60 SEATING CLASSROOMS

3 Fig 83: Block 3D

Fig 76: Block plan

1 - Auditorium

2 - Computer centre

3 - Shops and admin offices

The requirements were broken down into three major spaces: computer laboratories for the students, accounts and other supporting offices, and an auditorium with a capacity of 500 seats.

1 - AUDITORIUM Comprising of foyer, lobby, utility room, Stage area, ante room, waiting room, seminar halls, offices, projector room, AHU

Fig 77: Block view

Fig 81: Auditorium view

Fig 78: Block view

Fig 80: First floor plan

Ground Floor plan - Administrative offices Fig 79: Ground floor plan

Folded Plate Roof advantages: • Reduce structural load • Better acoustic qualities of the hall • No need of false ceiling

Fig 82: Auditorium view

Fig 84: Old MDC Center

Fig 85: Old MDC Center

MDC - Management Development Centre

The new extension campus provides teaching & residential facilities for the Institutes postgraduate programme, an International Management Centre for Innovation & Incubation and sports facilities. Other facilities include • 9 Dormitories - 340 students • Academic block -5 classrooms and seminar rooms • Administrative facilities; • IMDC (International Management Development) Centre • Sports complex • CIIE (Centre for Innovation, Incubation & Entrepreneurship) Block • 100 Guest rooms

Established: Anant Raje Foundation, 1982. Comprising of office, classrooms, Lecture theatres, Computer facility rooms and residential units for students. The block is separated from the main block. A central court, flanked by two rows of rooms with a corridor that serves the rooms, connects on the front side with the classrooms, dining halls and lounge.

Fig 87: New Academic Block

The Course:

The IMDC is for executive program where the students have individual bedrooms with discussion and classroom area in the same block

Fig 89: MDC floor plan

Fig 90: MDC Block Sections

Management development is a systematic process of management training and growth by which individuals (aspiring to rise on the ladder of management) gain and apply knowledge, skills, insights, and attitudes to manage managers, workers and work organisations effectively.

Fig 88: New classrooms

ACADEMIC BLOCK / CIIE / IMDC The CIIE acts as an incubation center for the new entrepreneurs.

1 - IMDC 2 - CIIE 3 - Academic Block Fig 86: New Academic Block

FUNCTIONAL DIAGRAM

Campus planning

FACULTY HOUSING

STAFF HOUSING

KEY INFERENCES STUDENT HOUSING

• RECREATION •

Fig 91: Campus planning diagram

The administration, academic, MDP centre, incubation centre recreation area and the auditorium is location in the front of the site - which is active in the day shift. Academic block has the main elevated entry drop-off than the others. Use of plazas in each different blocks creating a buffer space for the informal spaces. Use of informal spaces in between the classrooms can be used to increase the interactions among the students. Use of characteristic architectural expression allows the institute have its own identity in the city and country.

Academic Block

Classroom Complex

Incubation Centre

DEMERITS The low rise and spread out massing in the site plan has led to expand the university in another spread of land.

Faculty Block/ Admin

Computer centre

Fig 92: Academic block diagram

Indian Institute of Management Bengaluru, Karnataka Selection Criteria The case study has been picked up to understand the design of an old business school in India understanding the requirements and design of classes in the 20th century. The case study also has the extension of a new campus.

Project Fact File:

The IIMB campus was designed by celebrated architect B V Doshi. The campus is a destination and a pilgrimage for students of architecture and practising architects, with the architecture of the academic and administrative blocks becoming a case study. IIMB is known for its unique all-stone architecture and lush woods. Total Site Area = 102 Acre Total Built-up = 5400O m2 Old = 76,000 m2 New = 55,000 m2 Architect - B. V. Doshi The campus was Established in 1983

Courses Offered in the school Number of Courses : 6 • FPM - Doctoral Programme - Fellow Program in Management • MDP, Executive Education Programme, Management Development Program (MDP) • Executive Post Graduate Programme in Management (EPGP) • PGPEM, Post Graduate Programme in Enterprise Management • PGPM, Post Graduate Program in Management • Post Graduate Programme in Public Policy and Management (PGPPM)

Fig 93:IIM Bengaluru

Master Plan

Location: Hilly area in south Bangalore on Banerghatta Climate: Temperate arid climate Topography: Undulating terrain with gentle slope Vegetation: Lush green belt of tropical rain forest, beautifully landscaped and maintained

Administration Academics MDC Residential Sports

Fig 95: Master plan

Fig 94: Site Location

The academic block is near to the main entry and while the residential quarters are at close vicinity to the academic block. The main entry is at the junction where administration block, classroom block and faculty offices.

Figure Ground Map The figure ground map depicts how openbuilt relationship creates different sizes of interactive spaces, which is very necessary for any business class. LEGENDS Residential quarters Academic Block Fig 97: Site zoning

Fig 96: Figure ground map

ACADEMIC BLOCK COMPONENTS

1- CLASSROOM CLUSTERS

LEGENDS Classroom Cluster

The classrooms have been provided with natural daylighting. Classroom Cluster : Room for 60 (170m2) = 5 Room for 40 (120m2) = 3

Administration Faculty Wing Fig 98:Academic block component

Library, Computer centre

The plaza is centered with classroom cluster, administration and library looking into the plaza for better experience. Administration and faculty wings have their own courts.

Room for 20 (54m2) = 4 Room for 170 (430m2) = 1

Fig 100:Classroom clusters

3- FACULTY LAYOUT Faculty cabins of 14m2 with each room having daylighting has been provided. Clusters of 8 rooms creating a wing.

2- ADMINISTRATION COMPLEX

Fig 101:Faculty layout

4- LIBRARY Fig 99:Administrative complex

Area per floor = 630m2 The block has its own vertical core and its own court. Vertical slits on walls and roof brings in daylight

Library is the focal point being an active space. Easily accessible from residential as well as rest of the academic components. Area = 5100m2 Capacity = 250 seats

Fig 102:Library

Light wells for diffused daylighting

Informal spaces

NEW CLASSROOM COMPLEX The new classroom complex is is designed by the Mindspace architects to expand the current classroom complex with 7 new classrooms of 60 seat capacity. Intermediate breakout spaces are provided for encouraging interactions

Floor plans - Sectional

Ground Floor Plan

Fig 105: Location map for new classroom complex

First Floor Plan

Second Floor Plan Fig 106: Sectional Floor plans

Stepped transition from one level to another increase the levels of spill-out spaces

Fig 103: Informal spaces

Fig 104: Informal space

Fig 107: Sectional 3D

KEY INFERENCES • STUDENT HOUSING

• RECREATION

Fig 108:Functional diagram - campus planning

The administration, academic, MDP centre, incubation centre recreation area and the auditorium is location in the front of the site - which is active in the day shift. Academic block has the main elevated entry drop-off than the others. Creation of courts and courtyards for informal discussions. Interesting use of open built relation creating covered and uncovered pathways activating pedestrian walk in the campus. Use of stairways providing various possibilities for spill out zones on these. All such expressions have been created for healthy interactions among the students and facilities. The campus has merged with the nature with time creating microclimate within the campus. Use of characteristic architectural expression allows the institute have its own identity in the city and country.

MDP Centre Library Incubation Centre

DEMERITS Administration

Classroom Complex Faculty Block

Fig 109:Functional diagram - academic block

The low rise and spread out massing in the site plan has led to expand the university in another spread of land or built on vertically on the existing built structures which will either lead to a far away campus or temporary suspension of classes in the campus till the construction goes on.

Indian Institute of Management Udaipur, Rajasthan Selection Criteria The case study has been picked up to understand the design of a newly built business school to understand the current requirements of a business school. The case study also has shown smart master planning.

Project Fact File The campus will enable IIMU to meet the targets outlined in its Perspective Plan which calls for approximately 750 students across its programs by 2020 and 60 permanent faculty members, implementing its mission to provide leadership in research and teaching, create responsible leaders and contribute to the development of the region. Total Site Area = 300 Acre G.C. (Phase-1) = 15.5 Acre (5.3%) Total Built-up (Phase-1) = 15500O m2 Architect - B. V. Doshi Status: Under construction - Some classes have started

Concept Self-sustaining Campus A series of dams in the heart of the land’s western part is forming cascading lakes. The eastern part of the site is kept as is to form a buffer and the Master Plan proposes to use it as a resource for the campus. Planted with dense groves of orchards and fields it can help to achieve food security, making life on the campus truly self-sustaining. All academic buildings are built around these water bodies helping in keeping the temperature cooler and harvesting the rainwater used for the campus. It also has a solar farm, a zero-waste facility, where waste will be an important resource utilizing DEWATS (Decentralized Wastewater Treatment Systems), vermicomposting and biogas production.

Fig 110:IIM Udaipur

Location: Hilly area Balicha area in Udaipur Climate: Hot and dry Topography: Undulating terrain with slope Vegetation: Sparsely green area.

Courses Offered in the school Number of Courses : 5 • MBA • Global Supply Chain Management (GSCM) • Digital Enterprise Management (DEM) • PhD Program • Post Graduate Diploma in Business Administration for Working Executives Collaboration • SPARC (Scheme for Promotion of Academic and Research Collaboration)

Fig 111: Site Location

Master Plan The campus master plan has been sustainably planned by marking out the drainage pattern of the site and then planning out the built. The master plan provides the strategy to first mark out the lowest points then marking out the circulation and then planning the built on the high lands according to the best orientation.

Fig 112: Master plan

SITE PLAN HOUSING AND SPORTS CENTER

Site Zoning MAIN ENTRY

Fig 114: Site zoning plan

LEGENDS Housing

Sports area

Academic Block Drop-offs

MASTER PLANNING ANALYSIS

The academic block is accessed by only one site entry which spreads in various direction to access different building components via vehicular roads. The Academic block and the MDC centre, auditorium and Sports centre are far away.

Macro level: Analysis for future expansion on the plan shows that large areas on the site has been left for about 2 such more campuses.

Micro level: Spaces in between the current phase of construction is enough for almost the same built-up expansion.

Fig 113: Site plan

Future expansion possibilities

Residential Drop-off Recreation

Possible Future expansion

Macro Level

Micro Level

Current major roadways Fig 115: Spatial analysis

ARRIVAL PLAN - Academic Block

SECTIONS - Resembling the Udaipur Fort Typology LIBRARY CLASSROOM CLASSROOM

Fig 120:Section

Two buildings of the Academic Block form bridges, providing comfortable connections across the valley to the various parts of the campus. Th e main common facilities and the library are located over here.

Fig 116:Floor plan - academic block

A mini auditorium with 8 fully-equipped main classrooms that provides seating of 77 each with the large noise-proof arena. Along with that, there is sufficient number of faculty chambers, Placement and Administrative Offices, Library, Canteen, Gymnasium.

Water Reservoir

Fig 119:Section

The academic block is surrounded by water check dams on both the sides with the plazas and open air theatre looking onto these water bodies creating a cooler environment.

Section through library and computer centre

Fig 117:Massing

Massing of mixed typology with the hierarchy of massing as we move vertically upwards. The Plaza created looks upon the main water body.

Fig 118:Section

In the main focus point of the Academic Block are the central lakes. All academic and administration buildings are clustered around them, with their circulation and common areas stretched along the cascading pools of water. Architectural Thesis 2021

LANDSCAPE UP GRADATION

Making the site greener

The creation of check dams at the various zones eventually help in the up-gradation of the soil fertility with more gradual increase in the green trees and cover, creating a micro-climate for the campus. Not only does in upgrades the landscape, these check dams will reserve water which is more than sufficient for the campus requirement.

Fig 121: Landscaping Strategy

Fig 122: Views

KEY INFERENCES • • • • • • • •

Master Planning Future Expansion Concentration of functions in clusters. Sustainable campus design approach Built masses according to the contours Water reservoirs Interesting play of levels creating interesting informal spaces and the main central plaza. Use of local materials for sustainability.

Demerits Master Planning • Site divided in major 2 parts. When the eastern plot is developed fully, a totally new campus that can act as an independent campus has to be created on the western part of the site.

Sustainability by help recharge water table and make storage of rainwater.

Microclimate created

ENTRY RECREATION

STUDENT HOUSING

Fig 124: Water usage and rainwater harvesting

MDP, INCUBATION STAFF HOUSING

Fig 123:Functional diagram

Harvard Business School Boston, Massachusetts Selection Criteria The case study has been picked up to understand Business schools have been designed with latest technologies and flexibility in classrooms.

Project Fact File The original portion of the Harvard Business School campus was designed by the renowned architectural firm of McKim, Mead and White, to follow the traditional Harvard University neo-Georgian style with redbrick buildings. Courtyards and greens remain as an intrinsic part of pedestrian circulation through campus.

Site Location Location: Boston, Massachusetts Climate: humid continental climate, with hot, humid summers and cold, snowy winters and abundant precipitation Topography: Plain region Vegetation: Green belt with trees

Total Site Area = 33 Acre Total Built-up = 17100O m2 Initial university Architect - McKim, Mead and White Established - 1908

Fig 125: Current Harvard Business School bird eye view

Fig 126: Business school location

SITE PLAN - Different Halls and their functions

HAWES HALL BATTEN HALL ALDRICH HALL First-year MBA Classes, Second-year MBA Classes, Interactive hive classroom doctoral classes & Innovation lab doctoral classes

Fig 127: Site plan

CUMNOCK HALL Doctoral classrooms, for seminar-style courses Fig 128: Various Halls images

BAKER LIBRARY/ BLOOMBERG CENTER World’s largest business library with lounges.

TATA HALL Classrooms, residential space, common areas for executive education participants.

SPANGLER CENTER This area has two dining facilities, 3 comfortable lounges, the COOP bookstore, and a US post Office.

CHAO CENTER Executive education complex where more than 10,000 executives attend every year. Classrooms, offices, dining

McARTHUR HALL Meeting spaces with lounges, library for participants to interact and socialize.

SHAD HALL A private state-of-theart fitness facility only for HBS community

CLASS OF 1959 CHAPEL A sanctury for meditation and pray.

ROCK CENTER An Incubation center

CIRCULATION

Fig 129: Zoning

Fig 130: Precinct Circulation

The Site has access from two major roads via a restricted university drive planned. While all the halls have a pedestrian access from the city level as well.

Radial division of the site

Overall distribution of functions Currently the Executive Education programs are located in several buildings, all of which are located in the northeast corner of the HBS campus. Baker Hall, Mellon Hall, and McArthur Hall each provide residential facilities for program participants. McCollum Center and Hawes Hall provide classrooms and Glass Hall is the administration building. Dining facilities for Executive Education participants are located in Kresge Hall.

Efficiency of master planning Various halls have been built since 1920’s till this date. The Harvard institute has flexibly taken in the new courses and technologies within the existing campus arena.

Vehicular access into the site

Fig 131: Site Circulation

Programs provided in Harvard Business school:

HIVE CLASSROOMS - FLEXIBLE LAYOUTS

Batten Hall’s, have 10 curved, modular learning spaces (called “hives”) and other open areas to encourage team exercises and creativity in mind. The hives (above is the extra-large “superhive”) have furniture that can easily be reconfigured to accommodate large group discussions or smallteam collaborations, with the professor presiding from the centre of the oval classroom.

MBA Doctoral Programs HBS Executive Education Harvard Business Publishing

All the programmes are participant centered learning. Various strategies used for the teaching programmes are: • Experiential Exercises • The case method • Interactive Multimedia • Interactive Lectures Application workshops • Executive Presentations • • Computer Simulations • Learning Groups The HBS Environment • Every HBS executive education experience is shaped by the School’s cross functional approach to general management, innovative teaching methodologies, and an environment that promotes teamwork and collaboration. • The HBS campus is specifically designed for participant-centered learning, with three residence facilities and seven state-of-the-art classrooms devoted to executive education. • Participants live in specially designed living groups (8 participants each) that promote interaction, learning and network building.

CLASSROOMS TYPOLOGIES Two typologies of classrooms have been observed through the case study of harvard business school. Horse-shoe / semi circle layout

Fig 132: Various classroom layouts

Fig 133: HIVE Classrooms Sectional Plan and views

THE ALDRICH, HAWES HALL CLASSROOMS: A semi circle, horse shoe designs approximately accommodate 90 students equipped with latest technology.

Elipse layout- open plan with flexible furniture

Fig 134: Various Halls images

TATA HALL - Established In 2013 Tata Hall has been constructed to meet the increasing demands of the Executive education program. It supports the specific needs of Executive Education participants as well as state-of-the-art practices in the areas of technology and sustainability. 6-7 Storey high | | Built-up Area = 15,000 sq.m

LIVING GROUP Bedrooms clustered in groups of eight around a central living group room that includes meeting space, a kitchenette, and a lounge space with a television.

DOUBLE SKIN FACADE

SITE ACCESS The main drop-off for the overall executive education department is via the east drive. Tata hall is connected via pedestrian pathway

Individual Bedroom

Common Area

Fig 136: Internal Views

Building Components: Classrooms 99 capacity : 2 10 Living groups clusters, offices

Fig 137: Double Facade Concept

EXECUTIVE EDUCATION

Fig 135: Various Halls images

Fig 138: External Views

DECIDING THE FOOTPRINT

Fig 140: Axis concepts

Fig 141: Greens ratio

The glazed atrium in Tata Hall continues the axis of Harvard way through Tata and towards the river

Interconnected open spaces concave campus curves.

Ground Floor Plan Fig 139: Floor Plans

KEY INFERENCES

Residential MDP Centre

Fig 142: Functional Diagram

The Library is at the central location in the site keeping it almost equidistant from all spots of the site. The blocks are created according to different functions and courses. Increase in new courses can be accommodated by making a separate block for it without hampering the continuity of classes of other parts of the campus. The campus has balance and proportioned green areas in between the built up masses. The campus classrooms are constantly upgrading with the upgradation of the technologies with faculties learning the new tech to teach the students. Use of living group concept for MDP Centre

All the halls have their own architectural expression. Space for expansion is less.

Comparative matrix

Comparison of the case studies

IIM Ahmedabad, Gujarat, India

IIM Bangalore, Karnataka, India

Harvard Business School, Boston, Massachusetts

IIM Udaipur, Rajasthan

Reason for selection

One among the old IIM’s which can be taken for reference both in terms of design and function, along with the new campus.

New IIM meeting with the current demands with self-sustainable approach.

International case study with high tech, with some flexible classrooms. Distribution of program different from the Indian case studies.

Date of establishment

Established in 1961

Established in 1983

Established in 2009

Established in 1908

Total Site Area = 300 Acre G.C. (Phase-1) = 15.5 Acre (5.3%)

Built-up Area

1,31,000 m2

Louis I. Kahn, Bimal Patel

B. V. Doshi

McKim, Mead and White

Surrounding and Urban settings within an institutional area context

Urban settings within an institutional area

Located at the suburbs, away from urban setting

Urban settings within an institutional area, adjacent to charles river

Site topography

Flat land form with negligible slope

Green and sloping towards west

Hilly, with varied high slopes

Flat plains adjacent to river

Informal learning is reflected in planning of dormitories next to class rooms, thus encouraging learning process to flow from class to living quarters at all hours.

Bazaar for Education IIM B is the analogue of traditional Indian city complete with streets, squares, steps, ledges, balconies, galleries and overhangs

Hierarchy of spaces taking inspiration from the Udaipur fort. A self sustaining approach to design.

Buildings overlooking to the river by creating axis.

Open - Built

A blend of austerity and majesty, spaces for casual interaction, creating plazas for each complexes.

Blend of open spaces and closed spaces with the concept of a bazaar.

Built areas near the water bodies, creating plazas near them.

Proportionately equal distribution of open and built areas spread throughout

Combination of informal and formal spaces by geometric pattern.

Blocking has been done corresponding to the slopes with hierarchy.

Geometrically rectangular blocks placed on a radial axis.

Layout, blocking Diagonal pattern of arrangement of blocks. and planning

MDC/ INCUBATION

FACULTY HOUSING STUDENT

ACADEMIC MDC/

AUDITORIUM RECREATION

ACADEMIC STUDENT

AUDITORIUM FACULTY

All the components are at close vicinity to All the components are at close vicinity Building components are kept far away, A mix use of zoning. All are close to each other to each other except the MDC. It acts as with each component concentrating each other. a different entity. within its mass. Zoning according to the programs. Academic Block zoning

Academic block for all programs are within the same block. (MDC not included) CLASSROOM/ LIBRARY/

Academic block for all programs are within the same block. (MDC not included)

FACULTY WING

Academic block for various programs take place in different blocks. REST COMPONENTS

CLASSROOM FACULTY WING

LIBRARY/ COMPUTER CENTRE

LIBRARY/ COMPUTER

Master Planning

Classroom design

Inferences from the • IIM Udaipur • Nalanda University

Inferences from the • IIM Udaipur • IIM Bangalore

Inferences from the • IIM Ahmedabad • Harvard University • Nalanda University • James H. Clark Center, Stanford University

Inferences from the • Harvard University

Use of water reservoirs to harvest water for the use of the site along with the creation of agricultural farms acting as floodplains during heavy rainfall.

Use of interesting open built relations to create formal and Informal spaces. Concentration of masses in phases so that area is left for future expansion by going a little vertical.

The concept of living group (8) allowing eight people to live adjacent to their work places.

Use of interesting open built relations to create formal and Informal spaces. Concentration of masses in phases so that area is left for future expansion by going a little vertical. Flexible spaces

Climate responsive

Case Examples Learning from examples

Nalanda University Bihar, India

James H. Clark Centre Stanford University

Nalanda University

Distribution of Water reservoirs around the site.

Case example Nalanda University is envisaged as the campus of the future, positioned at the forefront of global education and the hub of intellectual excellence. The master plan of the campus adopts sustainable methods to achieve social and economic integration with the local community. The intent is to create a model campus plan that aims to replicate the spirit of Nalanda that endured in its relevance for 800 years by embracing environmental strategies that are simple, efficient, and appropriate to the place. Generative principles that define the master plan include ecological integration with the natural setting, diversity of land uses, and permeability through the site, dense and compact character of the built form, visual cohesiveness, and scale compatibility with the surrounding land subdivisions. The campus preserve to advance agriculture as the area’s major economic engine.

Water Reservoirs

Agricultural Floodplains Fig 143: Master Planning

Fig 144: Master Plan

Student Residence Academic Complex

Student Recreation Administration

KEY INFERENCES • • •

Master planning leading to a sustainable campus. The use of innovative building mass to tackle the hot summers of the city by creating ventilation corridors. Use of latest technology to use less energy for active energies.

Faculty Residence International centre

Library, open air theatre, shopping complex Fig 145: Illustration of zoning

THE CONCEPT OF ANY UNIVERSITY ACADEMIC BLOCK

ARCHITECTURAL INTERPRETATION TO BEAT THE HEAT

Fig 147: Conceptual Service Towers

REINTERPRETATION OF VERANDAH Gateways and service towers are made by creating built unbuilt relation for breeze to move through.

Fig 146: Illustration of zoning of campus

Fig 148: Various interpretention of Verandah

CLOISTERS OF CONTEMPLATION

Faculty building / Faculty offices

BAZAAR OF KNOWLEDGE

Classroom complex

INCUBATION CENTER The margin between the professional and academic world

USE OF DEVAP TECHNOLOGY

Area of spaces Fig 150: Illustration depicting percentage of spaces.

Decreasing the temperature load on the building.

Fig 149: Sectional advantages for climate resistance

James H. Clark Center Stanford University Total Built-up = 22,760 m2 Architect - Norman Foster Completed - 2003

Flexible classroom space design Classrooms should be profound places of revelation and discovery. Well-designed space has the ability to elevate discourse, encourage creativity, and promote collaboration. Learning spaces extend beyond classroom walls to every corner of the campus. The design must create places for informal catalytic interactions. Widening corridors and designating lobbies, atrium, and other common areas as educational spaces promotes spontaneous learning. So too does furnishing these spaces with flexible seating, tables for individual study and group discussion, vertical surfaces for displaying student and faculty work, and a robust wireless network. Flexible classrooms Basic guidelines o These learner-centered spaces should include: o Windows with views to the outside o Natural daylight o Robust wireless internet networks that support high-speed creation and sharing of media o Walls prepared for presentation (blackboards, pin-up, projection) o Low-profile electrical outlets evenly spaced around all walls/ ceilings o Smooth and flat floor for easy rearranging of furniture o Adjustable lighting for group discussion, presentation, and video recording. o Furnish these rooms with flexible furniture

The James H. Clark Center at Stanford University in California houses the Bio-X programme (700 academics), one of the most radical experiments in scientific research. In contrast to the traditional laboratory facility has • The Clark Center is open and flexible • External balconies replace internal corridors Laboratory layouts can be reconfigured at will • Furniture are on wheels • Workstations that plug into an overhead system of exposed services with flexible connections. Fig 151: Illustration depicting the concept

PLAZA / OPEN AIR THEATRE

FLEXIBLE LABS

Fig 152: Views

FLOOR SECTION - Radiant Cooling, Over hanging workstations

Fig 153: Sections showing the services innovation

Information and Analysis • • • • • • • • • • • • •

Site location and context Site History Land use analysis Site Drawings Development controls Built fabric analysis Open space analysis Vehicular accessibility Pedestrian accessibility Supporting Infrastructure Site services Climate analysis SWOT Analysis

THE INSTITUTE HISTORY Afier India became independent in 1947, the Planning Commission was entrusted to oversee and direct the development of the nation. India grew rapidly in the I950s, and in the late 1950s the Commission started facing difficulties in finding suitable managers for the large number ofpublic sector enterprises that were being established in India as a part of its industrial policy. To solve this problem, the Planning Commission in 1959 invited Professor George Robbins of the University of Califonia to help in setting up an All India lnstitute of Management Studies. Based on his recommendations, the Indian govemment decided to set up two elite management institutes-named Indian Institutes of Management - Calcutta and Ahmedabad were chosen as the locations for the two new institutes.

IIM LOCATIONS TILL 2021

Some of the IIM’S

SITE IIM Calcutta

IIM Calcutta

LEGENDS 1st Phase of IIM’s 1961-1966 2nd Phase of IIM’s 2007-2011 3rd Phase of IIM’s 2015-2016

IIM Kozhikode

Fig 154: Various IIM’s in India

IIM Bangalore Fig 155: Map showing Various phases of IIM’s

PROJECT SITE Site is located in Nagpur city, also called the “Tiger Capital of India” as it connects many tiger reserves in India to the world. An IIM has been envisioned to be established in the State of Maharashtra along the same lines as the existing IIM’s. The Insitute is being build along the Multi-modal International Cargo Hub and Airport at Nagpur (MIHAN), which will mark the development of Nagpur. The MIHAN development is the biggest economical development project currently underway in lndia in terms of investments. The Site will be surrounded by a mixed use development and SEZ

SITE LOCATION-NAGPUR

Fig 156: Site Location

Why Nagpur?

Fig 157: Map showing Nagpur as the center of India

CENTRAL LOCATION Hub of education

Strategically and centrally located in the country Geometrical center of international aviation route between southeast Asia-Europe and Northeast Asia-African

Employment Future development

INTRODUCING THE SITE Total Plot Area of the site is 132.79 Acres. The site shares the boundary with AIIMS on the south, on the North there is commercial building of Mahindra and water tank which runs along rear northem side of the site. The site has access from the east and the west side of the plot through 30 m wide roads. The land is outskirts of Nagpur approached by motorable road.

DAHEGAON TANK 31.87 Ha

AIIMS LEGENDS

Main Road Access Secondary Road Fig 158: Site Location

Int. Airport 9 km

Khapri Metro Station 3.2 km

Railway station 16 km

Fig 159: Site Connectivity

PROJECT SITE The master plan of MIHAN Development around the airport is a planned to be a busy developed with special economic zones. The site area has been specified for the institutional land use with AIIMS institution at the south, while the rest is surrounded by the economic zone. The east of the site consists of mix use developments with residential complexes. Currently these sites are getting developed, so in near future this area will become a busy hotspot providing great potential to the site . The master plan shows two tanks that have been created for catchment of the rainwater.

Future city Social development

Revenue increment

Mixed use development Fig 160: Illustration

Fig 161: MIHAN Landuse Plan

Building BYE Laws are set out as below : The proposed site lies in the MIHAN Zone (Multi-modal International Cargo Hub and Airport at Nagpur) and will be built under the development control regulations, 2017 for the MIHAN Notified area, Nagpur.

The number of parking to be provided for every 40 seats are:

According to the master plan, The area has been denoted for Institutional use and is surrounded by the Special Economic Zone.

NOTE: In addition to the above, for all land uses 10% of total parking spaces shall be provided for visitors parking.

Client: IIM Nagpur

The minimum internal means of access in the site must be = 6m Ceiling ht min. = 3.6m

Architectural firm : Rajinder Kumar and Associates

FOUR-WHEELER

TWO-WHEELER

Source: MIHAN Development Codes

Estimated Cost of project- 1266 cr

53.7 Ha / 132.79 Acres Total Site area

Propose : Master Plan Focus Area: Academic Block Source: National Building Codes

Permissible GC

32.2 Ha (60%)

Permissible Built up area

Front 12m Side and Rear 6m

Permissible FAR

Height restriction

45m Source: MIHAN Development Codes Source: National Building Codes

ROADS AND ACCESS

The figure ground suggests the built - up facing the MIHAN main road are mostly N-E. IIM and AIIMS both are national importance universities and following same typology will depict the nature of these esteemed projects.

Fig 162: Roads and Access

The site is accessed by two main sides with service entry on two sides

TREES AND GREEN

Fig 163: Greens and Trees

A huge biodiversity will affect the site planning

Fig 164: Figure Ground Map

SITE PHOTOS 1360

Village Dahegaon 6840

HEXAWARE TECH.

220KV TOWER LINE

Front road - Housing

Micro vegetation

SITE PLAN Site dimensions in mm Fig 165: Site Plan

Access Road

Dahegaon village

Zupudi Forest

Temple Architectural Thesis 2021

Precinct level

Site and its context at precinct level Dahegaon Tank

31.87 Ha land converted to a tank via creating bandh.

Hexaware Technologies Ltd.

LUPIN Limited

Main Access - Back of Site

30m wide road access

Sewage Pump 4 Bus stop

AIIMS Nagpur A medical university with hospital

Bloomdale Complex

AIIMS Hospital Bus stop

Shiv Kailasha Township

Moraj Township DPS Mihan Nagpur School CBSE School

Fig 166: Illustration showing site context

MIHAN Main Road 30m Wide roadFront Access to the site

FUTURE DEVELOPMENT

TRAFFIC ANALYSIS

The whole area being under development, it is necessary to analyse the developments that will happen around the site affecting the design.

The whole area of MIHAN is under development to create an urbanised sector. Currently the traffic analysis shows less traffic.

Major developments around the main access roads aaccording to the land use plan mainly comes under SEZ and mixed use development

In time span of next 5-10 years : The Roads will have heavy traffic due to presence of developments happening over the main MIHAN SEZ road.

Fig 167: Development nearby site

Fig 168: Google maps image: Showing current traffic being fast around the site.

Main access road to site Institutes

Offices, SEZ

Mixed use Housing developments

Commercial area

Climatology Study

Temperature and the Precipitation of Nagpur The Nagpur lies on 306m above sea level having a tropical climate with dry conditions prevailing for most of the year. It receives about 163 mm of rainfall in June. The amount of rainfall is increased in July to 294 mm. The temperature is mostly high in summer reaching upto 45oC while the lowest temperatures during winters can go upto low as 8oC. But the average minimum temperature is upto 18oC. The Temperature mostly lays in the range of 30oC - 40oC. Hence, the institute should be build keeping in mind the high temperatures of the city. The city is dry all around except the monsoons where precipitation can reach upto 294mm in July. This heavy rainfall can be collected and reserved for future use instead of wasting the water. Average annual Rainfall: 1064mm

Fig 169: Graph showing Cloudy, Sunny, Precipitation Days

Fig 170: Graph showing Temperature

Fig 171: Graph showing Average precipitation and temperatures

Climatology Study Sun Path

The Solar path will define the orientation of the built up. The shadows will play a critical role in creating the built-open relationships in the massing. The shadows will help create circulation and pedestrian walk through the site.

Shadows will affect the creation of open and pedestrian paths

Fig 173: Sun path diagram

SHADOW STUDY Fig 172: Illustration

Mix of shadowed pathway and nonshadowed pathway

Shadowed pathway

The preferred pedestrian paths fir a hot climate with high precipitation only during monsoons should be the second case.

Fig 174: Shadow analysis

WIND ROSE DIAGRAM

Climatology Study Wind on Site

The wind is predominant from the North and the West. This direction can be used for crossventilation through the masses as the temperature is high for this city. To make the design sustainable, maximum cross-ventilation must be utilised .

Water body with help of wind can create micro-climate on the site

Fig 175: Illustration

Preferred zones of day use built up in east and south Mass - Academic, administration and recreation Preferred zones of night use built up in west and north Mass- Residential Zones

Fig 176: Wind Rose Diagram

m 294 m 294

m 293 m 293

m 296 m 295

m 291 m 292

mm 300 301 m m 302 302 m m 299

mm m m297 296295

m 297 m 298 m 299

m m m m 294 293295 296 m 296 mm 295 m 294

mmmm mm m 302 mm mm 296 m m 300 302 292 297 293 301 298 294 300 299 301 295

m 277 m 276 m .67 275 m

m 287 m 286 m 285 m 284

m 294 293 m 294

m m 292 292

m 287 m 286

m m 290 289

mm m 292 291 292 m 291

m 292 m mm mm m m 291 292 294 290 295 291293 m mm 293294 295

285 m 288 m 287

m 287 m 286 m 285

m 281 m 280

mm m m m 296296 m mm294 295 293 292 295 m 291 m m294 290 293 m 289 m 292

m 289 m m 290 291

m 283 m 284 m 285

m m 284 mm 283284

m 294 m 295

m 294 m 295 m 296 mm m 297 296 297 mm 295 294 m

m 294 299 m 295 m m m 296 m 300 299 m 297 298 m 300

m 295 m 296 m 297 m m 295mm291 mm 297 m 296 292 294 293

m m 295 m 296 297298 m

m m 295m mm 295 294 293

m 295 m 296

m m m288 287 288

300 m m 299 m 298 300

m 296296 m m m mm 293 295 292 294 m 295

m 292 m 294

m 294 293 m 293

m 286 287 m

m mm 289 288 289

m 300 m m 301 299 mm m m 300 298 mm .658 m 302 302 291 301 302m m 294m m 297 292 296 295

m 296297 m m 297

Fig 177: Precinct Contour Study

m 295 m 295 m 296

m m 297 298 m 298

299 m mm m 298 297 295 299m 296 m

m m 293292 m

The map shows contours at an interval of 1m. The site major 4 low zones which depict the flow of drainage. The average variation in contour level is about 3-5m.

274 275 276 277 278 279 280 281

Drainage Pattern at a Macro Level- N-E to S-W

m 293 m 292

m m m 287 m 286 m 285 284 283

m 283 m 282

301 mm m 297 298 296 m m 299 295 301m 300

m 295 m 296 m 297 m 299 m 295 m 300m 296m m 297m 299 m 300 298 m 301 301

m m 295 m 296

m 298 m mm mm 295 298 293 296 m294 297 m 292

m m 293 m 295 296 m 294 297

m 292 294 m 295 m 293

m 293 mm 297 294 m 295mm 296 297

291 m 290 mm 289 288

MAP SHOWING SITE CONTOURS

m 301 m m m m 301 296 299m m m 295 m 300 297 294293 mmm290 m 298 291 m292 300

m m 291 290

m m 295 293 m

97 Architectural Thesis 2021

m 293 m 292 292 m

Fig 178: Site Contours

The site is almost flat with very few contours. The surface of the land is in the form of convex with edges i.e. the front and the rear of the site are raise while the center of the site dips down thus the center of the site is low line with water seepage below the surface of the soil due to the adjacent water body which runs along the right side of the plot. The shape of the land is rectangular strip with roads on three sides of the plot. The right side of the plot is adjacent to the bandh with run along the waterbody on the other side. The level difference between the bandh and site is almost 5 m. As the site is adjacent to the water-body- there is a problem of seepage below the surface of the soil. The center of the site is low laying area which is more prone to ,flooding due to overflow of adjacent water tank •

Studying the drainage Pattern

Contour Study

Can be a water reservoir

Farm acting as

DAHEGAON TANK

SECTION AA’

SECTION BB’

SECTION CC’

INFERENCES FROM SITE SECTIONS

10 220KV TOWER LINE

The site is almost flat with very few contours. The surface of the land is in the form of convex with edges. The center of the site is low as visible through the sections. The Bandh is 5m high - resulting in flooding of the adjacent site during heavy rainfall.

SWOT ANALYSIS Site and Context

Site orientation: The site is oriented almost parallel to north direction making it easier to orient the building masses in the north south direction. Located in a prime location: The site is located near airport and Khapri metro station providing easier access to the site. Access via roads from all direction: The site has two 30m wide roads access while two service roads from two directions. Contours: The site is relatively flat with not much difference in contours. Less trees on the site providing possibilities for more massing options.

Site boundary - The site is elongated, giving less options to play with the zoning. Currently absence of built context in the environment. Presence of a small village.

OPPORTUNITY

Located adjacent to the AIIMS Nagpur, making the area of national importance area. Less mass built developments near by providing the opportunity to play with massing and architectural expression. Low contours south of Dahegaon tank providing the opportunity of creating a water recreation zone in the campus. The buffer zone of micro-vegetation along with the tank in the north of the site provides a cooler climatic zone which can be continued on the site.

Presence of Tank leading to over flooding in the site, south to the tank. Currently barren plots near by making the surrounding insecure. Adjacent to the SEZ making the surroundings noisy and huge traffic in the future.

Area Programme Generation and Analysis

User group identification Programmatic elements and functions Functional Diagram Detailed Area programme Space standards

USERS Different users will be varied according to different functions. • Students • Faculty • Administration staff • Non-academic staff • Delegates/guests

DELEGATES/GUESTS

NON-ACADEMIC STAFF

ADMIN STAFF

MODE OF TRANSPORT Private, Public, On campus residences

MODE OF TRANSPORT Private, Public,

SPACES NEEDED • Residences • Faculty Offices • Recreation, Dinning • Classrooms • Administration • Auditorium

SPACES NEEDED • Faculty Offices • Recreation, Dinning • Classrooms • Administration • Auditorium

SPACES NEEDED • Residences • Recreation, Dinning • Classrooms • Administration

SPACES NEEDED • Residences • Recreation, Dinning • Administration • Auditorium

SPACES NEEDED Residences Classrooms Recreation, Dinning Administration Auditorium

Area Programme Broader Area Programme

OTHER AMENITIES

Administration Complex Faculty Block Classroom Complex Library MDP Centre Incubation Centre

Student Housing Faculty Housing Non-academic Staff

Sport facilities Student Activity Centre Cafe

Guest House Health centre Worship/ Meditation centre

3. 4 6 2 7. 7 5

Sr. No. Description Sr. No. Description 1 2 3 4 5

Residence Recreation Other amenities Academic Block Auditorium

Total Area (sqmt)

67260 7650 4500 32040 4000

58.26 6.63 3.90 27.75 3.46

3.9 0 6. 6 3

LEGENDS Residence

Other Amenities

Functional Diagram

Campus Master Planning

Sr. No. Description Sr. No. Description 1 1.1

Residence Hostel A. Boy wing (3 Blocks) B. Mixed Hostel (Girls and Married Accommodation)

Faculty & Academic Staff Housing Non academic Staff Housing

Area of each unit Area of each unit

12.5,60 Total

121 127 Total

Community Centre Faculty Club Commercial Facility

Area (sqmt) Area (sqmt)

Total Residence Area

Total 3 3.1 3.2 3.3

Other Amenities Guest House Health Center Electrical substation

Private/Public/ Semi Public Private/Public/ Semi Public Private Private

Private Private

Semi-Public

Private Semi-Public

Public Semi-Public Public Semi-Public Private

Public Public Restricted

Total Quater area for Staff

Recreation Dinning Hall with Kitchen Students Activity Centre Worship Meditation Satellite Shopping Complex Student canteen Cafe Outdoor Sports - Badminton, volleyball, Basketball court, Cricket and track fields

22030 10640 32670 2000

2 2.1 2.2 2.3 2.4 2.5 2.6

Total Area (sqmt) Total Area (sqmt)

No. of Units No. of Units

3500 2500 650 250 350 400

2500 1000 1000

Sr. No. Description

No. of Units

Area of each unit

Area (sqmt)

Incubation Center Office Meeting Room (20person) Meeting Room (10person) Meeting Room (5 person) Toilet Computer lab Secretarial Staff Kitchen Circulation & Passage ara (20% of total covered area)

MDP Center Rooms (MDP Hostel) Syndicate room Class room (125 person) Academic Personnel Toilet Office Circulation & Passage ara (25% of total covered area)

Faculty Office Building Office of the HOD & Academic programs Administrative offices of Academic Department & Academic programs Faculty offices Cubicles for teaching/research/project associates each with 10 cubicles Cubicles for Research Scholars with 8 cubicles

40 70 35 17.5 15 80 20 15

80 210 105 140 30 80 20 15

30 45 250 20 20 30

720 135 500 20 20 30

✓ 24 3 2 1 1 1

2 3 3 8 2 1 1 1

Private/Public/ Semi Public

Sr. No. Description Office for visiting faculty Seminar cum committee rooms Common room for Students/faculty Pantry Educational Technology room Computation room Case Library Financial Markets Simulation laboratory Cognitive & Social Physiology Laboralory Language commmication lab Circulation & Passage ara (30% of total covered area)

No. of Units 6 5 2 2 1 2 1 1 1 1

Area of each unit 19.2 88 160 18 120 96 240 260 264 260

Library Collection Space Public electronic workstation space Meeting room Special Collections Non-Assignable Space Cataloging Department Quiet Room Front Desk Periodicals Collections Computer room Reading Space Store Room Toilet Circulation & Passage area (20% of total covered area)

1 1 2 1 1 1 1 1 1 1 1 2 2

1792.56 7767.76

1000 200 100 40 100 200 80 200 90 100 140 30 40

115.2 440 320 36 120 192 240 260 264 260

1000 200 50 40 100 200 80 200 90 100 140 15 20

Computer Centre Audio Video Classroom

Utility Room Cubicles For Operating Staff Admin Office Media Manager Office Circulation & Passage area (20% of total Sr. No. Description covered area) Production Control Room Audio visual class Virtual fearning Centre/ Sr. No. Description 9 rooms Space Storage Production Control Room Editing Room 10 Classroom Complex Storage Space Preview Room 150 Seating capacity lecture theatres Editing Room Graphics Room 90 Seating capacity lecture theatres Preview Room Photographl Lab 40 Seating capacity lecture theatres Graphics Room Model Making Workshop 30 Seating capacity lecture theatres Photographl Lab Media Library Circulation & Passage area (30% of total Model Making Workshop Studio Maintenance Facility covered area) Media Library Utility Room Total Maintenance Facility Studio Cubicles For Operating Staff Utility Room Admin Office 11 Auditorium Cubicles For Operating Media Manager Office Staff Entrance Lobby Admin Office Circulation & Passage area (20% of total Foyer covered area) Office Media Manager Auditorirm Hall 1000 seats Virtual fearning Centre/ Audio class Circulation & Passage area (20%visual of total Stage area) covered 9 rooms Projection or Control Room Virtual fearning Centre/ Audio visual class 9 rooms Equipment Storage 10 Classroom Complex RearSeating Projection Roomlecture theatres 150 capacity 10 Classroom Complex 90 Seating capacity lecture theatres 150 Seating capacity lecturetheatres theatres 40 Seating capacity lecture 90 30 Seating Seating capacity capacity lecture lecture theatres theatres 40 Seating capacity lecture Circulation & Passage area theatres (30% of total covered area) 30 Seating capacity lecture theatres Total Circulation & Passage area (30% of total covered area) Total 11 Auditorium Entrance Lobby 11 Auditorium Foyer Entrance AuditorirmLobby Hall 1000 seats Foyer Stage Auditorirm or Hall 1000 seats Projection Control Room Stage Equipment Storage Projection or Control Rear Projection RoomRoom Equipment Storage Rear Projection Room

1 1 1 1 No. of Units No.1 of Units 1 1 1 1 1 7 1 1 12 1 1 10 1 1 12 1 1 1 1 1 1 41 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 7

50 160 140 30 Area of each unit Area 160 of each unit 140 160 80 140 150 300 80 100 180 150 200 90 100 240 60 200 80

12 7 10 12 12 10 12 41

180 300 90 180 60 90 60

240 70 80 50 70 160 50 140 160 30 250 140 150 30 1200 300 60 35 50 300

41 1 1 1 1 1 1 1 1 1 2 1 2 2 2

250 150 250 1200 150 300 1200 60 300 35 60 50 35 50

50 160 140 30 Area (sqmt) 600 160 Area (sqmt) 2650 140 160 80 140 150 2100 80 100 2160 150 200 900 100 240 720 200 80 240 70 1764 80 50 7644 70 160 50 140 160 30 250 140 150 600 30 1200 300 600 2650 60 2650 70 100 2100 2160 2100 900 2160 720 900 1764 720 7644 1764 7644 250 150 250 1200 150 300 1200 60 300 70 60 100 70 100

Total Area (sqmt) 2650

Private/Public/ Semi Public Public

Sr. No. Description Toilet Male Toilet Female Tenant Suite Small Office Electronic display facility Delegates Lounge Kitchenette Circulation & Passage ara (20% of total covered area)

No. of Units 1 1 1 1 1 1 1

Area of each unit 30 30 750 30 100 100 30

Administrative Complex Director's Secretariat & reception Offices of the Deans Offices of the CAO Offices of the Finance & Accounts Officer Admission Section Academic Section examination center Student welfare Section Planning & Resource Planning & Generation. Alumni Affairs Public relations & institute Publications Industrial Liaison officer Student Training & Placement T&P) Oflice Personnel & Administration OIIIce Stores & Purchase Unit Finance & Accounts Audit room Secretariat of Stationery Bodies Communication services Unit Engineering Services & Estate Office Chairman BoG'sOffice Board Room Committee Rooms Reception Lobby + Reception Desk Faculty Affairs & FDP Cell

30 30 750 30 100 100 30 800 4000

150 198 25 25 125 175 125 125 100 125 125 300 200 250 125 125 400 50 100 100 250 125

Sr. No. Description Staff Training Cell Chairnran BoG's Office Academic Council Room Board Room Committee Room Reception Desk Reception Lobby Circulation & Passage ara (20% of total covered area)

75 100 150 150 200 100 300 1100 5498

Total built-up Area = 115450 sq.m

Space Standards

AICTE Guidelines Lecture rooms/Flexible learning Spaces Auditorium Library

AICTE - All India Council for Technical Education

1.3 MINIMUM BUILT-UP AREA REQUIREMENTS

All India Council for Technical Education (AICTE) was set up in November 1945 as a national-level Apex Advisory Body to conduct a survey on the facilities available for technical education and to promote development in the country in a coordinated and integrated manner.

Norms and Standards laid down by AICTE for management universities: 1.1

MINIMUM LAND AREA REQUIREMENTS IN ACRES

1.3.1 INSTITUTIONAL AREA (carpet area) in m2

1. Land area shall cover hostel facilities, if any 2. Land shall be in one continuous piece.

MINIMUM BUILT-UP AREA REQUIREMENTS

Fig 179: Informal Flexible Spaces

LEDG of the University of New Mexico The Learning Environments Design Guideline (LEDG) of the University of New Mexico was developed to assist the design professional to meet the increasingly complex needs of UNM learning environments. The LEDG is intended to provide guidance for negotiation between the increased parameters of current educational models and the efficiency/sustainability goals of all UNM facilities. The principles and objectives : • Encourage individual, collaborative, and interactive learning. • Provide comfortable, durable, and stimulating surroundings.

1 WHEELCHAIR REQUIREMENTS FOR CLASSROOMS

2 DIFFERENT AUDITORIUM LAYOUTS FOR 64/80

3 SIGHTLINES FOR SEMINAR HALLS

1 ROOM PROPORTIONS Room proportion significantly influences the way instruction takes place in the learning environment. Rooms that are too wide inhibit the instructor’s ability to maintain eye contact, provide more instructor space than is needed, and typically have poor sightlines, especially from seats in front corners. Rooms that are too deep make it hard for students seated in the back to hear the instructor, to interact with the entire group, and to see whiteboards and projection screens. They also force a narrow instructor space, causing instructor stations to interfere with views to the front.

1 LEARNING/FLEXIBLE STUDIOS Learning studios are designed to emphasize collaborative learning among students and minimal lecture by the instructor. Students are seated at large, round tables to facilitate team work and the walls are covered with working surfaces and projection screens/video monitors to present student work.

SEATING ARRANGEMENTS

Technology Research Options and Calculations

Project Vision Various Technical requirements Water Harvesting System Radiant Heating and Cooling System Solar Panels/Farms Living Facade Integrated waffle Slab Waffle slab Post-tensioned structure RFID Tags Automated High density storage

Occupancy Load Water Demand Water conservation Sewage treatment Electric demand Solar generation

Project Vision Self-sustainable campus & Future Growth Absorptive The vision of the project aims to be self-sufficient sustainable and future growth absorptive which will be critical for the project for reasons as follows:

Self Sufficient Institution: The project aims for a self-sustainable campus with food, energy and water security within a couple of years after the construction of the project which would eventually lead to financial security for the campus. Sustainability beyond the campus boundary : The project aims for future growth expansive with self-sustainability acting as a model of promoter for other such campuses coming up in the future contributing to a greater environmental sustainability.

Sustainability Self-sustainability at the campus level For achieving the following ways are to be achieved: 1. Water harvesting methods 2. Electricity generation : Solar energy 3. Food security via various irrigation systems

Passive ways: 1. 2. 3.

Various Technical requirements Different technological requirements focused

Built form Facade treatment: Green living walls Local Material’s Pallete

Active ways: 1. 2.

Heating ventilation and air conditioning systems Photovoltic Systems

Services 1. 2. 3.

Technological requirements for the classrooms and seminar halls HVAC System requirements Radiant Heating and cooling system

Structure The academic requirements for the institution requires: 1. Large span structure 2. Stacking and Book load on the structural load

Safety Fire codes and fire norms: Classroom complex, Libraries Universal accessibility standards and requirements.

Water Harvesting System Water security and zero wastage The site contains has contour difference of about 6-8m spread across. Nagpur has a dry weather with a ample amount of rainfall during monsoons. Creating a systematic system of water reservoir with interlinked systems for water usages, recycling water an then using it again for other purposes will ensure a water secure campus without having requirement from the municipal water system. With time the campus will have created a green belt resulting in the golding capacity of the soil below the south of the tank and preventing storm water drainage to run off creating issues within the site. Fig 180: Water Harvesting System

Landscape strategies equipped with time

Current Scenario

Fig 181: Water Harvesting System

Creation of Checkdams

Seeding of plants along with increase in the water seepage

Creation of grren lush leading to benefits

Radiant Heating and Cooling System Active sustainable strategies Hydroponic radiant heating and cooling systems significantly reduce energy consumption in the built environment. Many of the world’s most efficient commercial buildings rely on the coupling of radiant and forced air systems to achieve energy performance targets. Radiant cooling systems circulate colder water through the same network of pipes where warmer water circulates during the heating season. This network of pipes can turn the floors, walls, and ceilings of a conditioned space into cooled surfaces that evenly absorb heat energy. The heat pump source can be integrated with the ground heat sources for creating a highly energy efficient building.

Floor Slabs Integrated of radiant system pipes

Schematic Section showing the flow of air

Radiant tubes laid down on the floor

Photovoltic Panels Active sustainable strategies

Solar Farms

Solar farms are large-scale, ground-mounted solar installations. They use photovoltaic (PV) panels or other means of collecting solar energy, like concentrating solar systems, to harness the sun’s power.

Living Facade walls

GREEN WALLS

Green walls and algae living facades

Green walls for surfaces prone to excessive heating Living façades can maximize a projects green space with a minimumsized footprint, creating a living landscape where it was not thought possible. They are both low-cost and low- maintenance in comparison to other greening options. Architecturally designed green facade create eye-catching designs that can make a project stand out from the pack. They simultaneously increase the desirability of the building. 1.

Living facade offer economic environmental and physiological benefits. 2. Building Profile Beautification 3. Improved Air Quality 4. Biodiversity and habitat 5. Acoustic Buffering 6. Biophilic Design and our health 7. Increased Thermal Insulation

LIVING FACADE- ALGAE SYSTEMS Depending on the species and the concentration of the micro-algae within the ETFE cushions, it is possible to vary the transparency of the single panels. When exposed to the solar radiation, algae grow more rapidly increasing their density, reducing the transparency of the ETFE panels, for thermo function as a natural sun-blind. Moving our facade triangles with the sun’s course allows us to use this shading potential in the maximum way, protecting indoors and exploiting the sunlight for the vertical algae farm. Creation of micro-climate

Fig 186: Various Green walls

ALGAE FACADE

Fig 187: Algae facade System

SLAB DESIGN FOR FLEXIBLE CLASSROOMS

CASE EXAMPLE: LECTURE SPACE AT COLUMBIA UNIVERSITY’S SCHOOL OF JOURNALISM

Fig 188: Columbia University’s School

Fig 189: Internal Views of slab

Restoration of the lecture space The design was intentionally developed to have a dual personality. To accommodate the broad range of functions required, from lectures to classes to film screenings, the plan is open to multiple configurations via a series of mobile furniture components, including a transformable stage and a moving storage wall. By contrast, the redesigned ceiling is highly articulated; developed as a contour of performance, with custom panels that provide for lighting, mechanical systems and acoustics.

The shape of the ceiling is adjusted to allow for views to the monumental windows and extends to surface the mezzanine at the back of the space, referencing the form of classical coffers while adapting to contemporary requirements. The project engages the need to imaginatively transform historic facilities to accommodate contemporary educational requirements, creating a space that both acknowledges and reinvents its past.

This can be incorporated with the Hive classroom example of Harvard University for some specific flexible classrooms and multi-purpose halls.

Ceiling Plan

Waffle Slabs Construction Strategies

Introduction Waffle slab is a structural component which is plain on its top and contains grid like system on its bottom surface. The top slab is normally thin and the bottom grid lines are generally ribs which are laid perpendicular to each other with equal depth. Waffle slab has two directional reinforcement. All the ribs are directed from column heads or beams. The depth of ribs maintained is as depth of column head or beam. Because of the ribs and double reinforcement, it is more table and recommended for large span slabs or foundations.

Why Waffle slab Waffle slab is good against shrinkage and it is lower than stiffened rafts and footing slabs. Waffle slab requires only 70% of concrete and 80% of steel from the concrete and steel used for different raft. It allows you to achieve long span structure.

Library management systems New technology changes

Automated Storage capcity Slab cut throughout 3 floors

Lift Shaft For the books movement vertically mechanically Fig 197: Automated storage used in Library design

Design Integration Calculation and feasibility studies

Occupancy Load

Sr. No. 1 1.1 1.2 1.3

Residence Hostel Faculty & Academic Staff Housing Community Centre and Clubs

2 2.1 2.2 2.4 2.5

Recreation Dinning Hall with Kitchen Students Activity Centre/ Worship Meditation Satellite Shopping Complex Cafe

Other Amenities Guest House Health Center

Description

Incubation Center Offices

5 5.1 5.2 5.3

MDP Center Rooms (MDP Hostel) Class room (125 person) Syndicate rooms and offices

6 6.1 6.2 6.3 6.4 6.5

Faculty Office Building Offices Seminar cum committee rooms Educational Technology, computation room Case Library Laboratories

Library Library

Load Factor

A3 7.5 A4 12.5 D3 1.4 Total occupancy load for Residence

4012 2614 3214 9840

D6 1.8 D3 1.4 F 3 D6 1.8 Total occupancy load for Recreation

1944 2250 83 222 4499

A1 12 C1 15 Total occupancy load for other Amenities

A3 12.5 D3 No. of seats *1.2 E1 10 Total occupancy load for MDP Center

58 300 130 488

E1 10 D4 10 E1 10 D4 10 E2 10 Total occupancy load for Faculty Office Building

373 314 35 171 250 1143

5.1 5.2 5.3

Rooms (MDP Hostel) Class room (125 person) Syndicate rooms and offices

6 6.1 6.2 6.3 6.4 6.5 Sr. No.

Faculty Office Building Offices E1 10 Seminar cum committee rooms D4 10 Educational Technology, computation room E1 10 Case Library D4 10 Laboratories E2 10 Description Category Load Factor Total occupancy load for Faculty Office Building

373 314 35 171 250 Occupancy 1143

8 7 8.1 Sr.7.1 No.

Computer Centre Library Computer Centre Description Library

300 Occupancy 292

9 8 9.1 8.1 9.2 9 9.1 10 9.2 10.1 10.2 10 10.1 11 10.2

Category E3

Load10 Factor

Virtual Learning Computer CentreCentre/ Audio visual class rooms Audio Video Classroom D3 No. of seats Computer Centre E3 10 *1.2 Offices and Labs E2 10 Total occupancy load for Virtual Learning Center Virtual Learning Centre/ Audio visual class rooms

240 300 220 460

Audio Video Classroom D3 No. of seats *1.2 Classroom Complex Offices and Labs E2 10 150 and 90 Seating capacity lecture theatresTotal occupancy load D3for Virtual No. of seats *1.2 Learning Center 40 and 30 Seating capacity lecture theatres B2 4 Total occupancy load for Classroom Complex Classroom Complex

240 220 2556 460 846 3402

150 and 90 Seating capacity lecture theatres D3 No. of seats *1.2 Auditorium 40 and 30 Seating capacity lecture theatres B2 4 Auditorium and lobby No. of seats *1.2 Total occupancyD2 load for Classroom Complex

2556 846 1200 3402

Administrative Complex Auditorium Offices Auditorium and lobby

10 *1.2 No. of seats

Total Occupancy Load

Administrative Complex Offices

Water Demand

Domestic per day

Flushing per day

Consumption per day (per head)

Other Amenities Guest House Health Center Incubation Center MDP Center

3.1 Rooms (MDP Hostel)

3.2 Class room (125 person)

3.3 Office 5 Faculty Office Building 6 Library 7 Computer Centre 8 Virtual Learning centre 7.1 Offices 7.2 Audio Video Classroom

20 45 10 50

45 135 15 45

10 45 10 45

15 135 15 135

Sr. No. Description 1 1.1 1.2 2 3

8 Classroom Complex 9 Auditorium 10 Administrative Complex

Total Water requirement per day

Water requirement (litres per day)

104865 4380 13500 9900 240 378000 18000 74250 679230

Total water per day = 679 Kilo Litre Water demand annually = 679 x 365 = 2,47,835 Kilo Litre

720 mm 5,37,300 sqm

44059 x 0.9 x 1.064 = 42,190 Kilo Litre / year

3,96,527 x 0.3 x 1.064 = 1,26,570 Kilo Litre / Year

53730 x 0.8 x 1.064 = 45,734 Kilo Litre / Year

Water Reservoir Area:

Water collected in 1 year

42984 x 1 x 1.064 =45,734 Kilo Litre / Year

Height of Water Reservoir:

Total capacity of reservoir

42984 x 10 x 1 Kilo Litre =4,29,840 Kilo Litre

Total water that can be harvested in one year

= 2,60,228 Kilo Litre > Annual demand

No. of years for the reservoir to be filled

= 1.6 years ~ 2 years

= 679 Kilo Litre / day = 543 Kilo Litre / day = 500 Kilo Litre / day

Electricity Generation

Electrical requirement/ Load calculation:

Sustainability Strategies Sr. No. Building Component 1 2 3 4 5

Residential Academic Auditorium Health Care Recreation Total Built up Area

Built-up area (sq.m)

Interior lighting load (W/sq.m)

Total power (W)

69760 32039.76 4000 1000 7650 115450

10.8 12.9 12.9 12.9 15 Total Load

753408 413312.904 51600 12900 114750 1345971

Total electrical Lighting Load = 1345971 watts = 1346 KW

Estimated Roof area for installation:

17210 sqm 50% of availableroof area 8605 sqm 29.8 sqm 8605 / 29.8 sqm = 288 units 288 x 4 = 1152 KW (85.5% of Phase 1 requirement)

Design Determinants Concepts and Drivers

Project Vision Self-sustainable campus & Future Growth Absorptive

The goal is to design campuses for the 21st century respecting the nature, flexible with the use of modern technology and absorbing the future growth and expansion. A self-sufficient and smart campus model for the future campuses and the city itself.

Self Sufficient Institution: The project aims for a self-sustainable campus with food, energy and water security within a couple of years after the construction of the project which would eventually lead to financial security for the campus. Sustainability beyond the campus boundary : The project aims for future growth expansive with self-sustainability and 21st technology aided model that can be the promoter for other such campuses coming up in the future as well as on a larger scale of a city contributing to a greater environmental sustainability.

Design Derivatives Site derivatives

LEGENDS L - Low areas in the site

H- High areas of the site

The arrows show the drainage flow in the site.

The Low areas can be created into water reservoirs to harvest the annual rainfall of the site. These areas can also help create a micro climate helping to keep the temperature moderate of the surrounding built and also a central attraction point for the campus students.

WATER RESERVOIR AREA (APPROXIMATE) REQUIREMENT :

Amount of water falling every year on the site (Assuming annual rainfall = 1m) Area of site = 132.79 acres Thus, volume of rainfall on the site per year = 537382.064m3 =A The low area ht. = 8m Therefore, area of water reservoir (maximum) = A/8 = 67172.758m2 = 16.59 Acres % of site used for water reservoir (maximum) = 16.59/132.79 = 12.4%

Possible Flood plain converted into farm

Possible Water Harvested Reservoirs

Possible strategic organic Farm areas Major Clusters of trees that need to be reserved

INST ZON ITUTIO N E

The eastern edge and the western edge act as the main road access creating the active nodes in the site where the users interact between the site and the context.

CO ZONMMERC I E

AL INST ZON ITUTIO N E

The northern edge of the site has the commercial zone while the southern edge is surrounded by the AIIMS university. Corresponding to the site edges the auditorium and the incubation centre will be location in the northern edge.

The context built-up including the AIIMS university is aligned along with the MIHAN main road. Corresponding to this orientation which can be aligned almost with the north-south direction. The wind direction cumulative will also be perpendicular to the road edge helping in ventilation helping the micro-climate.

The Dahegaon tank and the Zupudi forest in the north along with the low contours in the site drives the design to have no buit up in this portion. So creation of a water recreational area.

Master Planning Concept Sustainable master planning strategies

Ecological Axis Ecological Axis

Recreational centre

The water bodies: Marking the main water reservoirs at the lowest points of the site according to the slope study and the main agrofarms in the site.

Academic Spline

The Recreational Zone: The zone is at the intersection of the ecological axis and the academic spline.

Future Development

Porous pedestrian entry : Cutting through the secondary axis marking the blurring between the city and campus. Connecting to the city community.

Phase One Construction: Concentrated at in the center of the site corresponding to the ecological axis which is surrounded by the recreation zone. Future development will take place in the south side of the campus.

Zoning Concept Institute master plan zoning

FACULTY RESIDENCE

The scheme : The rear side of the site is for the residence while the middle portion of the site is kept for recreation. The front zone is planned for the academic zone. Disadvantage: The MDP center should be in the frontage as it plays an important role in creating an impression of the business school.

STUDENT RESIDENCE MDP RECREATION/ DINING

AUDITORIUM OPEN AIR THEATRE

ACADEMIC AREA

02 FACULTY RESIDENCE

The scheme : The rear side of the site is for the faculty residence while the student housing is kept near the recreational zone. Disadvantage: The future expansion area in he front zone is less.

STUDENT RESIDENCE

RECREATION/ DINING AUDITORIUM ACADEMIC AREA

Final Zoning Concept

Residential Zone

Recreation Zone Central Green calm zone Main Axis

Recreation Zone Academic Zone

Collaborative Zone Academic Block Farms Water Reservoirs Recreation Students Housing Academic Staff Housing Non academic Staff Housing

The zoning is planned by keeping the recreational zone in the centre and the various functions spreading out along the main academic spline. Architectural Thesis 2021

Evolution of Design Iterations and Studies

Master Planning Iteration 1 Iteration 2 Iteration 3 Iteration 4 Iteration 5

PHASE 1 ZONING

Master Planning Iteration 01

FUTURE DEVELOPMENT ZONES

The Master planning is has been divided in orthogonal axes and various builds have been scattered throughout the site making sure of keeping spaces for future development. To Improve: The master plan does not acknowledge the ecological axis and the area kept for the future development are in between the phase 1 built. This is not a proper planning.

Collaborative Zone

Academic Staff Housing

Students Housing

Non academic Staff Housing

01 Entry/Exit Academic Block schematic section showing library

Staff Housing Service tower

Recreational Area Faculty Housing

Boys Hostel

Director Housing Guest House

Sports fields Academic Zone

Parking tower MDP Centre Entry/Exit

Incubation Centre Auditorium

Parking Tower and Service Area Girls and married accommodation Hostel

Meditation/ Place of Worship

Covered Sports Complex

Entry/Exit Parking Tower

The academic spline is a vehicular ridden pedestrian path giving a clear vision axis through the whole site. The axis is surrounded by green paths and then built is made surrounding it. Architectural Thesis 2021

Master Planning Iteration 02

Ecological Axis Responding to the natural features of the context

Recreational centre Academic Spline

Marking the main water reservoirs and agro-farms in the site according to the slope study

For public and campus residents and students

Entry/ Exit

Entry/ Exit Entry/Exit

Porous pedestrian entry Cutting through the secondary axis marking the blurring between the city and campus

Servicing through South side Main Service road and most of the parking towers and service tower will be located in the south of the site.

10 min walk circle Library and computer centre

5 min walk circle

Zoning created by the main and ecological pedestrian axis. The academic zone is kept in the front zone while the recreational zone kept at the rear side of the site. Phase One Concentrated at in the centre of the site and the secondary axis which is surrounded by the recreation zone. The future development to be taken in the direction of the arrows shown in the diagram. To improve: The massing planning doesn’t go totally along with the ecological axis. Some vehicular access needs to circulate inside the residential as well as academic area.

LEGENDS Collaborative Zone

02 Parking Tower Sports fields

Faculty Recreation

Director Housing Boys Hostel

Academic Zone

Girls and married accommodation Hostel

Electric Substation

Satellite Student Complex Student Dinning

Health centre Covered Sports Complex

Parking Tower

Master Planning Iteration 03 Main vehicular access

The initial built up phasing is kept along the with the ecological axis while the future development kept on south side of the site as shown by the red arrows. To improve: Vehicular road loop continuity.

Service access

INITIAL FUTURE DEVELOPMENT CONCEPT

MAJOR VEHICULAR ROADS

Recreation drop-off Residence Entry/Exit

Staff housing drop-off

Student housing drop-off

Sports area Drop-off Library Drop-off

Guest house drop-off

MDP Centre Incubation Centre Drop-off

Recreation drop-off

Auditorium Drop-off

Academic Entry/Exit

ENTRIES AND DROP-OFF’S

Admin and Faculty building drop-off

Estate office Drop-off

03 Faculty Recreation

Director Housing

Guest House

Girls and married accommodation Hostel Sports fields Meditation/ Place of Worship

Student Dinning Boys Hostel Health center

Covered sports facility

The massing responds to the ecological axis better but the housing complexes can have a better staggered placement to view the lake.

Focus Area Iteration 01 AUDIO VISUAL

Faculty Block

AUDIO VISUAL

Classroom complex C. LAB

Cubicles for teaching

FIRST FLOOR PLAN

The massing is done by keeping in mind to create terraces and play of masses with interior courts created. There is no modularity in the massing.

GROUND FLOOR PLAN C For ubicle rese s arch

SECOND FLOOR PLAN

Library Drop - Off 90

150 Capac ity

Estate Drop - Off

Case library

Seminar Room

Entry connection to the academic block

HOD and Admin offices

Seminar Room C rese ubicle arch

Fo scho r lars

Faculty offices

GROUND FLOOR PLAN

Main Drop - Off

THIRD FLOOR PLAN

Master Planning Iteration 04

RECORDING ROOM

FEMALE GREENROOM

MALE GREENROOM

PROP STORAGE

ORCHESTRA PIT

CONTROL ROOM

PANTRY AND SEATING

PRE FUNCTION LOBBY

Electric Room

lE cirtce R moo

aico S&

& Social Cognitive Laboratory

eviti n yrota goC roba L

Finance EC ROOM

elE cirtc R moo

DN towards classroom

Accounts room

Entrance to Library

& Purchase

Offices of the CAO

Entrance to computer center

of the Offices & Finance

Semi Cultural space

Section center Academic examination

Director's &

Secretariat

N AND RECEPTIO DN towards classroom

Room Electric

Residential Zone Massing

Focus Area Iteration 02 SERVICES

Faculty Building elE cirtc R moo

e& Cognitiv ory Laborat

eviti yrota ngoC roba L

e& Financ nts Audit

& Purcha

Student Activity Zone

Computer complex

Section mic Acade ation center examin

Admis of the Offices e & r Financ nts Office Accou

or's

ariat Secret ion

RECE DN towards classroom

Roomc Electri

Electri Roomc

The massing is follows more modularity where the whole block can be replicated for the future development as shown in the plan. There is more of a orthogonal grid follow. To improve: The library complex and students activity center needs to redesigned to break the monotony in design. The vehicular roads needs to reduced

the be the be

Sections FACULTY COMPLEX

CLASSROOM COMPLEX

COMPUTER CENTER

Section BB’

Section AA’

& ev iti yrota ngoC roba L

Offices of the CAO Section

RECEPTION DN towards classroom

Section CC’

Classroom Complex Block

Floor Plans

Semi Open spaces

Covered spillout area due created by massing

informal Second Floor Plan

The classroom complex massing has allowed informal spaces to be created between each classrooms. This allows greater level of interaction amongst the students leading to better social development of the student which is necessary in a business school.

Faculty Block Floor Plans AHU

Electri c Room

Soc e& nitiv Cog tory Labora

Common Room

Second Floor Plan

Third Floor Plan

The Faculty block has been tried to put in the same massing as the classroom complex to keep the same architectural expression. Terraces and informal spaces have been created to facilitate informal discussions.

Liibrary and Audio Visual Center Entrance to Library

Management Development Program

Living Algae Facade AHU ROOM Production Control Room

Preview Room

editing room

Utility room

Light well for classroom down FHC

Audio Visual Classroom

Graphics Lab

EC ROOM photography Lab

The library is a long span building while the ground floor becomes a promenade for the public as well as the residents and students of the campus. A semi - covered cultural space with cafes has been provided.

Collaborative Zone UP

Collaborative Zone CHF

CONFINED READING ZONE

AUTOMATED STORAGE CAPACITY

Informal seatings

The living eight group consists of 8 individual rooms with a common room provided for these eight people, where discussions can happen. The room also acts as an informal space where pantry, lounge and some indoor sports have been provided.

QUIET ROOMS

Living Eight Group Concept

RESEARCH AREA

Automated Book Storage - 3 floor high

Master Planning Iteration 05

SITE SECTION THROUGH ACADEMIC ZONE Faculty Block

Student Activity center Library

Computer Center

Spillout Area Audio visual Classroom

Spillout Area

Administration

Massing Model

Student Housing View towards tank

Faculty Housing View towards tank

Library Classroom Complex

Admin Block

Incubation Center

DERIVING WATER BODIES The various structural plans for the master planning.

VEHICULAR ROADS Parking

DERIVING GREENS AND AGRO FARMS Parking

Parking cycles parking Parking

Service Road

Alternate Academic

PEDESTRIAN LINKAGE Staff and Director house

Ecological Axis

Library and Student Activity centre

MDP and Incubation

Faculty Auditorium

Porous Entry

Student Housing

Academic Guest House

Canteen Faculty club

MAJOR ZONES Residential Zone Director Housing Recreational Zone

The current zoning allows the future expansion to happen in the south of the site. With a vehicular main road cutting through between the residential area catering the current phase as well as the future expansion. In the academic zone the future expansion will be happening in the south as well the north side of the site. The future expansion will be catered by the existing roads itself without further increasing the paved area.

Meditation Area

LEGENDS Academic

THE BUILT - CURRENT PHASE FUTURE DEVELOPMENT

LEGENDS Future Development

Future Links

Final Design Proposal

Final Site Plan

Connecting the campus and the site The Site and City

Proposing a Bio-diverse park in future To conserve the Zupidi forest and connecting the campus with the city’s rich biodiversity.

N A KEY DRIVER FOR DERIVING THE PEDESTRIAN CIRCULATION

An interactive Threshold The boundary wall is an interactive space allowing the campus to connect with the city.

The process to master plan of the campus DERIVING WATER BODIES

VEHICULAR CIRCULATION N

Derived from Contour Study, thus not affecting the natural drainage slope

DERIVING GREENS AND AGRO FARMS

SERVICE ROAD PARKING

CYCLES PARKING

PEDESTRIAN CIRCULATION

From Contour Study and existing trees: Providing agro farms in the floody plains to increase food security and soil holding capacity

Pedestrian Circulation into the biodiverse edge

The Built - Current Phase

The current built Phase The built has been kept concentrated keeping in consideration of the future development.

Future Development Zone

N Major Zones

Future development Site N

Recreational Zone

The south side of the site has been kept for future development (30%-50%) so that no disturbance is caused during construction.

STAFF AND DIRECTOR HOUSE

LIBRARY AND STUDENT ACTIVITY CENTRE

ALTERNATE ACADEMIC MDP AND INCUBATION AUDITORIUM

GUEST HOUSE

ALTERNATE ACADEMIC

CANTEEN FACULTY CLUB

The Academic Size 10 min walk circle

The walking distance The circles depict the walking time zone keeping the academic zone and residential not that far away from each other.

RESIDENTIAL ZONE

STAFF HOUSING Faculty Club

FACULTY HOUSING STUDENT HOUSING MEDITATION AREA Girls & Married Accommodation Boys Accommodation Guest House Student Canteen

HEALTH CENTRE

Shopping Complex

LEGENDS Student Housing

Faculty Housing

Staff Housing

RESIDENTIAL

Views of residential zone massing

THE THRESHOLD CONNECTING CAMPUS AND CITY

COURTS OPENING TOWARDS THE DAHEGAON TANK

The housing blocks have hierarchical heights increasing from the lake from each other. The blocks have been staggered in plan for each block to have its view towards the biological diverse edge and Dahegaon Tank

Focus Area The Academic Zone

Management Development Program center

Faculty Block Administration

Faculty Block Library Student activity

Classroom Complex Classroom Complex Recreational area with OAT The various components are shown in the illustration above for the academic zone. Architectural Thesis 2021

LONGITUDNAL SECTION Student Activity center

Faculty Block Library

Faculty Block Computer Center

Audio visual Classroom Spillout Area

Pedestrian and Greens

Vehicular Circulation N

SPORTS FIELDS

SPILLOUT AREA UNDER LIBRARY

RECREATIONAL AREA WITH OAT

LEGENDS Landscaped paths

Main Pedestrian Path

OAT UNDER COMPUTER COMPLEX

LEGENDS Drop- Off

Basement Location

2 Underpass

The basement has been provided at the start and the end of the loop for a continuity in the vehicular movement . Parking and services are provided within. An underpass has been given at the end of the loop so that it doesn’t Hinder the pedestrian movement above.

LEGENDS Future Blocks

The Academic zone The academic zone main components are the faculty block administration, classroom Complexes ,estate office, the library, student activity Centre the management development programme centre, incubation centre and an Auditorium. All the components have been brought together by a similar architectural character and the landscaping. The classroom complex and faculty block are similar in massing with various breakouts within them for an interactive campus. The library and the student activity center is zoned in the center of the campus for everyone to reach it out as its the most used space. The administration, auditorium and the collaborative zones are zoned near the entry of the site that is the east side. The collaborative spaces that are the Management development program center and the incubation center are zoned in the north side of the site near by the industrial zone in the context.

OAT under Computer centre

Spillout under Library

Landscape Concept Porous entries have been made in the blocks to come at the centre consisting of recreational lawns and oats. Major Interactive zones have been given at equal spacing roughly - under the Computer Complex, the library and near the water body.

Recreational OAT

ADMINISTRATION BLOCK PLANS

LEGENDS Circulation Service Core Balcony/Breakout Spaces

GROUND FLOOR AT +900

BASEMENT 1 AT -3150mm

FIRST FLOOR AT +4950

SECOND FLOOR AT +9000

FLOOR PLANS Faculty offices

Computer Room

Seminar Halls

HOD offices

Educational Technology

Seminar Halls HOD offices

FIRST FLOOR AT +4950 Faculty offices

The Faculty Block The faculty block design consists of faculty offices, visiting faculty rooms, HOD offices, some labs, seminar halls, research spaces. It has been zoned in between the Management Development Programme center and the classroom complex catering to both the zones efficiently. The massing has semi- covered and stilts area for more informal spaces.

Case Library Research cubicles

Research cubicles HOD offices

FACULTY BLOCK

SECOND FLOOR AT +9000 Faculty offices

THIRD FLOOR AT +13050

Circulation

Service Core

Informal Spaces The informal spaces and the breakout spaces ensure an healthy social personal development of the students as well as the faculty teaching in the university. As shown in the research such spaces and elements can help break the depression that one might get into due to the heavy burden of the course. These alcoves have been created for students and teachers to have healthy informal discussions.

Views of the informal spaces in faculty block

FLOOR PLANS

The Classroom complex The Classroom complex consists of various capacity classrooms ranging from 30 seater to 150 seater. The classrooms have been designed keeping in mind of flexibility of the space. The design of the block has been made to resemble the faculty block as it is zoned opposite. CLASSROOM COMPLEX

Informal Spaces The informal spaces and the breakout spaces ensure an healthy social personal development of the students as well as the faculty teaching in the university. As shown in the research such spaces and elements can help break the depression that one might get into due to the heavy burden of the course. These spaces have been created within a buffer space of each classroom to make sure healthy and interactive sessions take place even outside the classrooms and faculty offices.

Views of the informal spaces in Classroom complex

Staircase creating Informal Spaces

Elevation Expression

Covered Spillout spaces within the block

The classroom complex and the faculty block have been tried to have similar elevations that are facing towards the inside landscaped court to ensure similarity in the architectural expression. The facade has dholpur sandstone, algae windows as discussed in the technology section and double glass facade. The windows have automated blind systems for flexibility in controlling the amount of daylight entering the room.

Classroom Complex Elevation Glass Facade

Algae louvered window

Faculty Block Elevation

Flexible Classroom space Set of flexible 2 chairs and table

30 SEATER 90 SEATER

Retractable Seating Providing more flexible area

These show various possibilities of furniture arrangement in the classrooms with the same dimension to accommodate various activities and discussions

Can be Converted into a Mutipurpose Hall with retractable seating

COMPUTER CENTER FLOOR PLANS

The computer centre has been zoned in the middle of the 4 blocks (2 classroom complex and 2 faculty block) acting as a connecting link too. Pedestrian links connecting the other blocks

Pedestrian Connectors Connecting the classroom complex and the Faculty Block

Atrium Covered Atrium creating an ambience below

Spillout Area Centrally located space for informal discussions and chill

Section Through Computer center

The Library and the student activity center The drop off to the library also caters to the student activity center. Outsiders also use the library in campuses. Its a place where students , teachers and outsiders interact the most. Hence library acts as the main functional part of the building. The library building geometry has been changed - by doing this more attention goes to the built form. Its the major area where knowledge is spread and exchanged along with recreational activities.

AV Classroom

Connection to Student Activity centre

BASEMENT 1 AT -3150

BASEMENT 2 AT -6750

FOURTH FLOOR AT +17100

Porous entries

Stillt areas for many entries into the block

Open terraces created by massing

Section Through Classroom Complex and Faculty Block

OAT VIEW 190

SPILLOUT UNDER LIBRARY

Double Heighted Space

For the books movement vertically mechanically

Huge staircase and covered atrium for daylighting

Automated Storage capcity

Slab cut throughout 3 floors

Cafe lit by skylight

Skylight provided for daylighting and increasing the ambience

Living Facade

Providing Algae louvres

The biggest capacity classroom

Spillout Area Above

A promenade where public and campus residents can have an informal space

SPILLOUT UNDER LIBRARY Architectural Thesis 2021

MANAGEMENT DEVELOPMENT CENTER AND INCUBATION CENTER

INCUBATION CENTER

The MDP center has 2 classrooms and rooms for staying in proximity. While the incubation center has various meeting rooms and informal collaborating spaces.

Elevations Double Skin Facade

MDP Elevation

3D Isometric view Of MDP center

Atrium- Double Skin Facade

Terraces Atrium

The Living Group Eight concept has been taken from the case study of Harvard University. It consists of 8 rooms along with a syndicate room consisting of pantry,meeting table for discussions to take place and some recreational activities. MDP CENTER THIRD FLOOR AT +13050

Jury Comments

The Jury was very impressed by the presentation that was presented to them showing all my iterations and the pros and cons of each iteration. The jury panel was impressed by the design process and appreciated the method adopted to achieve the final master plan, especially how I achieved the master plan step by step learning from each iteration. The jury also liked the design of the individual components and the incorporation of the informal spaces within the blocks as well as the spillout areas created in the landscaping. The Jury suggested that the design could be more responding to the climate of the specific place- focusing on place specific design. Nagpur experiences very high temperatures which actually makes the afternoon shift as a break in Nagpur (which I wasn’t aware of). The jury pointed out some points like walking distance between the academic zone and housing, the open green terraces on the blocks that would have a different experience during summers. Overall the Jury was quite impressed with the design, the process and the presentation.

Bibliography

https://www.hindustantimes.com/education/future-of-management-learning/ story-s9SGm6xPmno5XlYCnzItIO.html https://www.arup.com/perspectives/3-keyingredients-of-a-successful-university-city-campus https://www.auditoria-services.com/type/retractable-seating/ https://theconversation.com/seven-ways-universities-benefit-society-81072 https://thesciencepolicyforum.org/articles/perspectives/industry-academia-rdpartnerships-strengthening-indian-innovation-ecosystem/ https://www.smestrategy.net/blog/what-is-scenario-planning-and-how-to-useit#:~:text=Scenario%20planning%20is%20making%20assumptions,the%20future%20 of%20your%20business. https://www.educationtimes.com/article/study-abroad-europe/78616025/thecampus-of-the-future-will-make-students-more-competent-connected-and-agile https://www.the-possible.com/future-of-education-digital-campus-learningteaching/ https://www.educationtimes.com/article/study-abroad-europe/78616025/thecampus-of-the-future-will-make-students-more-competent-connected-and-agile https://digitallearning.eletsonline.com/2019/03/redefining-higher-educationthrough-new-age-innovations/ https://www.unisport.com/telescopic-seating-system Campus Design in INDIA by Achyut Kanvinde Future_Libraries_digital Campus planning by Richard Dobber

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Guide to University Architecture

2021, Guide to University Architecture

This thesis aims at studying the typology and design of a university campus in depth by also documenting personal learnings through the design of a new campus of Dr. Bhim Rao Ambedkar University, Delhi. This thesis is not only an individual attempt of leaning and understanding a new typology, but also to create a set of guidelines and an established direction for any reader, designing a university campus. The proposition of this thesis is explore and understand the architectural typology of a university campus by proposing a design for an upcoming campus of Dr. B.R. Ambedkar University at Sector 3-Rohini, Delhi. The image of the university's architecture and building forms should convey long term stability while encouraging an atmosphere for creative thinking. The majority of campus buildings should work essentially as groupings or compositions rather than as individual buildings both functionally and aesthetically. The architectural style of new buildings may vary to reflect current technology and program accommodation. Any such innovations, however, must maintain a harmonious, aesthetic connection with existing campus structures. In undertaking the requisite planning and design tasks, several considerations are paramount to the guidance of the design concepts, including, a consistent use of the principles of design order, such as building orientation, scale, massing and proportion. There should be an appropriate response to the campus context through respect for the protection of views, setbacks-and development patterns described in the Master Plan. It should also accommodate a meaningful commitment to design strategies which embrace sustainability.

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Human beings have been blessed on this earth with the innate ability to acquire and use complex systems of communication and to experience a multitude of environments through the use of our senses; sight, sound, taste, touch and smell. However for those born without the privilege of one sensory system experience a very unique sensation of the environment around them. This dissertation puts into spotlight the hearing impaired population in India. Of every 1000 babies born in India, 4 are born deaf or with auditory impairment. They are born in this world of silence where they are unable to express themselves due to the lack of awareness regarding their mother tongue, Indian Sign Language. Most deaf people in India have not had access to learn Indian Sign Language and most of them have not completed basic education due to the stigmatization of deafness in the society. Despite efforts by the government, they remain marginalised due to their "disability". Lack of resources and education facilities remain one of the primary concerns hampering their upliftment. Due to the communicative disconnect between the hearing world and the non hearing world, they are forced to adapt in a built environment which is not considerate to their unique culture. Through this research, an in-depth understanding of the needs of the deaf population of our country is analysed, with respect to space, infrastructure, education facilities and economic upliftment. By studying how deaf view space and the social problems in our country faced by a rather neglected part of our society, and associating this cause to one of the most dignified institutions of the country in Shantiniketan, and by making an attempt to place this intention in the ethos of the environment, I wish to take forward the idea of inclusive design and implement phenomenological ideas to the ambiguous vastness of space as viewed by the Deaf, aiming to empower by means of social inclusion and architectural intervention.

Constructive Conservation: Designing a Sustainable Future for the Past

Nikhil Joshi

The rapid transformations experienced by many contemporary Asian societies have radically challenged their built environments’ cultural integrity and cohesion. Several historic buildings and neighbourhoods are erased in the name of the ‘development’ (read ‘economic benefits’). It consequently disinfects the place of its identity and leaves it bland and out-of-date after a while. Wilke argues that “a sense of continuity does not have to stop new ideas – just the opposite. The deeper the root, the greater the range of nutrients”. In this vein, this studio advocates critical thinking and understanding of place/ building, understanding of change, and stewardship as part of continuing evolution. Applying conservation principles to assess the scope for a new intervention, students will strategise and deliver innovative ways to actively managing change to our historic urban landscape by protecting and adapting historic buildings/ places to achieve a balance that ensures that their significant cultural values are reinforced rather than diminished by change.

In architecture, the spaces within and outside the building must follow a particular way of arrangement commonly called spatial organization. This describes the building pattern through space. It is the process of arranging different elements in space (Pascal, 2011). The identity of any architectural precedent, is the proper definition of space to suit the users of that given space, that is, the different building typologies: institutional, industrial, housing among others … are designed specifically to suite the demands of it users. Furthermore, facilities like hospitals are meant to give spaces that are conductive for patients and staff, office building for staff of the organization, hotels for customers and staff of the hotel, schools for pupils and teachers , and orphanages to for children and staff of orphanages, this goes on and on. The architectural environments are read by their users, and therefore should reflect the institution's particular identity and values, thus, space found act as a mirror that reflect the ideas, attitude and culture of the institution (Hoffman and Erlandson, 2005) Sa’id (2008) suggests that Children’s physical movement, cognitive scanning, and social transaction in space are directly influenced by the spatial and properties of their built environment. Sebba (1994) "children physical participation with the architectural features and the environment intend to satisfy, and the experience to stay in their memory”. However, memory is a derivative of place attachment where positive emotions are have generate effective opportunities for engagement, discovery, creativity, revelation and adventure surprise, in that event, experiencing the environment is an essential, critical and irreplaceable dimension in the growth and functioning of children (Sa’id 2008, p3). Suetyuan (2003) noted that children need different spaces to express themselves, as they are more concern about their surroundings at the growing stage. Therefore, the design for children spaces must conform to their physical, social and cognitive development. Physical functioning is the motoric actions such as fluid rolling, jumping, tumbling, running, skipping; physical development is the pattern of bodily growth and maturation of children interacting with indoor, outdoor spaces and their features. Cognitive development examines systematic exchanges in children's reasoning, concept, memory and language. Social functioning includes the interaction of children with peers and adult, explores the changes in their feeling, ways of coping relationship with peers (Eldridge, 2003). Considering the aforementioned, before creating spaces for children; there is a challenge in provision of stable environment for children that avoids the institutional upbringing approach (Subbarao, 2001). However, this thesis examines the spatial organization and architectural design elements of some existing orphanage facilities in the north-central Nigeria. Nowadays, orphanages lack stimulation and experiences. Children may not have much interaction within the orphanage, which may make new experiences stressful, also, lack of visual sensory input for their environment can lead to a diagnosis of cognitive delay (Eldridge, 2003). The residential institution devoted to the care of orphan-children whose parent are deceased or otherwise unwilling to care for them called 'orphanage'(FMWA & SD, 2007) should intercede for the desires of these children. In furtherance, to enable architects in re-conceptualizing the design of orphanage, this study intends to capture the spatial structure and the architectural elements of orphanages from the time of emergence to present day. To do so, this study examines critically the term ‘spatial configuration with its constituent’, ‘architectural design element plus principles’, documentation on spatial configuration and the architectural design element of orphanages, ‘framework approach with space syntax technique’, and the ‘psychology, sociology and architecture’ amalgamation of disciplines. In view of this, through architecture, the environment may be shaped in order to become 'home' for these children to help them grow without exhibiting problems associated with the various institutional care system for orphans (Agathokleous, 2011). Freundlinch (2004) stresses that orphanages hold a well-organized place in the history of caring for children, unfortunately, very little is known about the quality of orphanages. Nigeria research situation analysis on orphans and vulnerable children (2009) indicates an official figure estimate of 17.5 million orphans and vulnerable children, although, practitioners in the field believe this figure could be underestimating the size and scope of the problem. Shelter is important for orphaned children to meet their developmental needs, top equip them with knowledge and skills required for independent life in the community, to help them retain sense of belonging and identity, and to help them benefit from the continuous support of network within that community (NELA, 2008). This thesis aims at aiding in emergence of a new architectural design framework that supports formation of an ideal environment for the swelling number of orphans across Nigeria.

Ahmadu Bello University, Zaria

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ABSTRACT The increase in the demand for higher education after the Second World War and the rise in students’ enrollment into Institution of Higher Education such as the Universities worldwide created the problem of housing in the adjoining neighbourhoods to these Universities. The Universities’ inability to provide enough accommodation to meet this demand especially in Nigeria, coupled with the unorganized system of urban management has the made the phenomenon of “studentification” to go unnoticed. The study looks at the architecture of staff housing and students’ accommodation on the main campus of the Ahmadu Bello University, Zaria and what is obtained in Samaru Village, which a university satellite settlement as a way of examining the factors for the rise of such houses in the settlement since the university was conceived as a residential institution that provided accommodation to both its staff and students. In carrying out the study, the survey method of research was adopted. Data was collected from both primary and secondary sources. The primary data depended on empirically collected data through the use of such tools as, personally administered questionnaires to a randomly selected sample, oral interviews and direct observation of the samples, and measured drawings. Information from secondary data was obtained through the review of literature and other printed materials from books, journals and internet materials. Google earth images were also utilized to get a clear picture of the study area. At the end the data gathered was analyzed using statistical packages such Microsoft Excel 2007 programme to arrive at certain conclusions. The study showed that the growth and expansion of the universities in Nigeria has directly affected the socio- demographic characteristics of Samaru and therefore indirectly affected the processes of housing development especially in the house types and the tenure types. The study tried to point out that the issue of staff housing and especially students’ accommodation is a growing phenomenon which is reaching a “tipping point” that could lead to the creation of of an “unbalanced community”. Many property owners are now converting their properties into students’ accommodation to the detriment of low income and poor tradition family household residents of the area. The study also pointed out the differences between staff housing on the main campus and the ones found in Samaru as being as a result of the layout pattern, tenure type form of house construction financing among other factors. And finally the study suggested that a good partnership between the University authorities, developers and the appropriate level of government is necessary in order that there can be a harmonious co – existence between the community and the university.

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I hereby declare that this document is my own unaided work. It is for submission to the School of Built Environment and Development Studies, University of KwaZulu-

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Master of Design in Design for Interactions

Our mdes program supports those with design backgrounds who seek to transform their practice..

The School of Design welcomes students who hold undergraduate degrees in a design-based field and have at least one year of professional experience to apply to our MDes program. If you’re looking to build on a strong foundation in design by studying the “big picture” aspect of designing for interactions, which involves communities, organizations, cultures, contexts, and systems, our MDes program can help you. Throughout the program, you’ll work with some of the brightest thinkers and most talented practitioners in the field, gaining exposure to approaches, ideas, and methods at the forefront of design. Studies rooted in communication, systems thinking, futuring, speculative design, design technology, ethics, and design research form the basis of the MDes. You’ll learn how to apply rigorous processes for documenting, analyzing, and understanding the past and present to propose more desirable systems and interactions for the future.

The diversity of our MDes cohort creates an incredible group of people with whom to learn.

In addition to bringing rich cultural experiences from around the world, our MDes students hold a wide range of professional and academic expertise, including undergraduate degrees in design-based disciplines such as communication design, product design, user experience design, architecture, and service design. This diversity enriches everyone’s learning experience. Our requirement for MDes students to possess at least one year of professional experience also elevates learning in the form of effective collaboration.

Our rigorous curriculum balances structure and autonomy.

Spanning four semesters over the course of two years, the MDes program will challenge how you perceive the roles design can and should play in aiding various forms of interactions throughout society. Each semester you will encounter thoughtfully aligned seminars, studios, and labs that equip you with important knowledge and skills to aid your development as a design leader. Through individual and team-based projects that focus on the design of services or social innovation concepts, you’ll explore design principles, approaches, theories, and tools that are essential for designing for interactions. You may also take advantage of CMU’s stature as a renowned liberal arts research university to pursue research opportunities with faculty and take courses across campus to broaden and deepen your education. Even though designers typically work in service of others and respond to specific prompts, we recognize the importance of your unique interests. Our MDes courses provide you with the autonomy to direct your individual work and offer support as you chart your personal path and discover your design “voice”. 

The MDes thesis provides an opportunity for you to conduct rigorous design research.

A unique feature of the MDes program is the design thesis—an independent research and design project that you will conduct under the mentorship of a faculty advisor. The thesis is complemented by a required second-year seminar, elective coursework in the School of Design, and other departments across the Carnegie Mellon campus. In the first year, you'll identify possible thesis topics relative to School of Design faculty expertise, investigate ways of conducting a thesis, construct a researchable question that will frame your project, secure a thesis advisor, and write a proposal for your second year of study. In the second year, you'll conduct intensive research that aligns with an appropriate design process and culminates in a design project that addresses your research question. You will also write a document that describes your steps and discoveries. Throughout the process you’ll participate in public sharing sessions of thesis work and give and receive feedback to further your inquiry and understanding. You can peruse master’s theses from students in the School of Design online at KiltHub .

• Beyond Big Beef: Transitions to Food Citizenship Through Community, Ema Karavdic
• Affordances for Multi-device Gestural Interactions in Augmented Reality, Shengzhi Wi
• Amplifying ASL: Designing with Futuring and Inclusion, Mackenzie Cherban
• tac.tic: Tactile design language for indoor-outdoor pedestrian navigation, Chirag Murthy
• Designing for Trust, Meric Dagli
• Building Long-Term Relationships between People and Products through Customization, Ashlesha Dhotey
• Designing for Learning Growth: Encouraging Metacognitive Practice to Support Growth Mindsets in Students, Chen Ni
• Project Care: Empowering Elderly Chronic Disease Patients to Better Understand and Manage Their Treatment Plans Through Enhanced Patient-Centric Services and Systems, Suzanne Choi & Laura Rodriguez-eng

Our MDes equips you with important design skills and knowledge that enable you to realize a lifelong career in design.

The MDes is considered to be a terminal degree in design, and graduates are poised to take on leading roles in professional practice worldwide. Alumni are also well-positioned to acquire entry-level teaching and research positions at universities. As a graduate, you may choose to deepen your studies through a design-focused PhD program, like that offered by the CMU School of Design, or continue your education in areas such as business, human-computer interaction, or public policy. Whatever direction you choose to pursue, our MDes will provide you with a strong design education that builds on your background and strengthens the positive trajectory for achieving your professional goals.

Master of Design in Design for Interactions (MDes) Curriculum

Fall semester, year 1.

Explore design for interactions, design for services, and design for social innovation and study their potential impact in business and policy. Expand your skills in communication and interaction design.

Investigate the history, current state, and future of interaction design practice and research.

Envision and prototype preferred futures by giving form to the behaviors and interactions of products, services, and systems.

Use design strategies to decode complex information and communicate messages clearly.

Learn to use design tools for physical and digital environments to support your studio projects.

Investigate your personal interests, probe existing theses, and study various ways of conducting a thesis.

Learn about faculty research.

Spring Semester, Year 1

Investigate business and policy opportunities in design for services and social innovation through research-based team project work in your studio course. Work with advisors to prepare your thesis proposal.

Choose to study either Transition Design, Social Innovation or Design for Service.

Tackle a client-sponsored team project using an integrated research and design process.

Learn and apply a range of participatory methods for exploratory, generative, and evaluative research and design.

Construct a researchable question to frame your project, secure an advisor, and plan and propose the research and design approach you'll conduct in your second year of study.

Take a design elective or a course outside of design to complement your skills and knowledge. We recommend courses in policy, business, service or social innovation, interaction or communication design, or professional writing.

Fall Semester, Year 2

Through thesis project work and your choice of electives, craft a generalist degree in design for interaction, or develop a concentration in design for services or social innovation.

Build on the foundation of coursework and studios through thesis research with your advisor. Conduct research and develop creative concepts to investigate a significant challenge, engage with stakeholders in the real world to inspire and evaluate your ideas, and review your progress and evolving body of work with peers and your advisor to inform your subsequent steps.

Survey new models and approaches to interaction design and design for service in professional practice.

Learn research strategies and tools to assist you in your literature and artifact reviews, investigate making as a means of exploring and understanding your topic, and explore ways of visualizing your discoveries to aid your learning and share your findings with others.

Spring Semester, Year 2

Bring your thesis project to fruition by synthesizing your discoveries and disseminating valuable insights that have the potential to benefit others. Take advantage of electives to cultivate your expertise in design for interaction, and design for services or social innovation.

Model, test, and refine, your design concepts that have emerged from your year of deep research and design exploration to deepen your understanding of your topic, synthesize your findings and apply what you learned to your project, document, present, and publicly defend your thesis, and showcase your project as a unique feature of your design portfolio to demonstrate your ability to take on a significant research and design project.

Explore ways of encapsulating your study, synthesizing and structuring your discoveries, and writing and designing your thesis for dissemination.

We invite you to connect with us and learn more about the School of Design and our MDes program.

Check out examples of students’ work . Join us for an online visitors session . Review other areas of our site such as Frequently Asked Questions and Application Process . Plan a visit to Carnegie Mellon and coordinate a tour of the School of Design while you’re here. Contact us to schedule a call with our academic advisor to discuss any outstanding questions that arise. We look forward to meeting you!

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Dissertations at UCLA and Beyond

• Center for Research Libraries (CRL) Foreign Dissertations Search the CRL Catalog for dissertations already held at the Center. If a foreign dissertation is not at CRL, UCLA's Interlibrary Loan Service will request that CRL acquire it for your use. This special issue of Focus on Global Resources describes CRL's extensive collection of foreign dissertations.
• Networked Digital Library of Theses and Dissertations This international organization promotes the adoption, creation, use, dissemination, and preservation of electronic analogues to traditional paper-based theses and dissertations in order to more effectively share knowledge.

Selected Dissertations — Architecture and Urban Design

• Architecture
• The search for a theory in architecture : Anglo-American debates, 1957-1976 / Louis Martin. Thesis--Ph.D.; Princeton University, 2002.
• Affordable Housing in High Opportunity Areas : Insights for Fair Housing Advocates / by Emmanuel Proussaloglou Thesis--M.U.R.P.; University of California, Los Angeles, 2023.
• Connecting Pico : a study of alternatives to re-knit the Pico Neighborhood that was divided by the I-10 freeway in Santa Monica, California / by Cecilia Garcia Urban Planning Project (M.A.)--UCLA, 2010.
• Streetscape improvement recommendations: CRA/LA Cleantech Corridor / by Daniel Caroselli Urban Planning Project (M.A.)--UCLA, 2011.
• Politics and the adoption of local development policies in Southern California cities / by Todd Andrew Donovan Dissertation--Ph. D.; University of California, Riverside, 1991.
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DAAP Theses & Dissertations

Daap graduate theses & dissertations in the library catalog.

• Theses – Master of Architecture
• Theses – Master of Community Planning
• Theses – Master of Design
• Theses – Master of Fine Arts
• Theses – Master of Arts in Architecture
• Theses – Master of Arts in Art Education
• Theses – Master of Arts in Art History
• Theses – Master of Arts in Fine Arts
• Theses – Master of Science in Architecture
• Theses – Master of Science in Community Planning

DAAP Senior Theses & Dissertations  in the library catalog

• Theses – Bachelor of Science in Architecture 1949-2003
• Theses – Bachelor of Science in Interior Design 1949-2006
• Theses – Bachelor of Industrial Design 1949-1961
• Theses – Bachelor of Urban Planning

DAAP Senior Theses Indexes

The following PDFs contain indexed lists of DAAP Senior Theses.  Use these indexes to locate the theses themselves in the SW Depository .

• Senior Theses Index – Architecture and Interior Design 1949-1958
• Senior Theses Index – Architecture and Interior Design 1978-1983
• Senior Theses Index – Architecture and Interior Design 1984-1994

Theses & Dissertations Databases

• Dissertations & Theses @ University of Cincinnati – ProQuest
• Dissertations & Theses Global – ProQuest
• Electronic Theses and Dissertations (ETD) Center – OhioLINK
• Networked Digital Library of Theses and Dissertations (NDLTD)
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Home > HFA > Department of Architecture > Architecture Masters Theses Collection

Architecture Masters Theses Collection

Theses from 2023 2023.

Music As a Tool For Ecstatic Space Design , Pranav Amin, Architecture

Creating Dormitories with a Sense of Home , Johnathon A. Brousseau, Architecture

The Tectonic Evaluation And Design Implementation of 3D Printing Technology in Architecture , Robert Buttrick, Architecture

Designing for the Unhoused: Finding Innovative and Transformative Solutions to Housing , Hannah C. Campbell, Architecture

Investigating Design-Functional Dimension Of Affordable Housing With Prefabrication On Dense Suburbs Of Chelsea, MA , Siddharth Jagadishbhai Dabhia, Architecture

Architecture of Extraction: Imagining New Modes of Inhabitation and Reclamation in the Mining Lifecyle , Erica DeWitt, Architecture

Utopian Thought and Architectural Design , Anthony L. Faith, Architecture

Building Hygge In-Roads into Incremental Living , Tanisha Kalra, Architecture

NATURE INSPIRED ARCHITECTURE , Salabat Khan, Architecture

Sustainable Architecture in Athletics: Using Mass Timber in an Old-Fashioned Field , Zach C. Lefever, Architecture

Off-grid Living for the Normative Society: Shifting Perception and Perspectives by Design , Patsun Lillie, Architecture

The Evolution of Chinese Supermarkets in North America: An Alternative Approach to Chinese Supermarket Design , Ruoxin Lin, Architecture

Refreshing Refinery: An Analysis of Victorian Architecture and How to Translate its Elements for Contemporary Architecture , Richard J. Marcil, Architecture

After Iconoclasm: Reassessing Monumental Practices and Redesigning Public Memorials in Twenty-First-Century Massachusetts , Lincoln T. Nemetz-Carlson, Architecture

Earthen Materials In Organic Forms: An Ecological Solution to the Urban Biosphere? , Rutuja Patil, Architecture

Adaptive (Re)purpose of Industrial Heritage Buildings in Massachusetts A Modular Strategy for Building a Community , Riya D. Premani, Architecture

Community Design: A Health Center Serving the Greater Boston Population , Brandon E. Rosario, Architecture

The Food Hub as a Social Infrastructure Framework: Restitching Communities in Boston After the Pandemic , Connor J. Tiches, Architecture

Theses from 2022 2022

Equitable Housing Generation Through Cellular Automata , Molly R. Clark, Architecture

Beneficial Invasive: A Rhizomatic Approach to Utilizing Local Bamboo for COVID Responsive Educational Spaces , Megan Futscher, Architecture

Architectural Activism Through Hip-Hop , Micaela Goodrich, Architecture

Addressing Trauma Through Architecture: Cultivating Well-being For Youth Who Have Experienced Trauma , Megan Itzkowitz, Architecture

Buildings Integrated into Landscape & Making People Care for Them: Exploring Integrated Land-Building Ecosystems and the Lifestyles Needed to Support It , Sara Mallio, Architecture

Reimagining Black Architecture , Esosa Osayamen, Architecture

Prefabricated Homes: Delivery At Your Doorsteps , Obed K. Otabil, Architecture

Memory and Resistance , Cami Quinteros, Architecture

Mycelium: The Building Blocks of Nature and the Nature of Architecture , Carly Regalado, Architecture

IN-BETWEEN SPACES: ATMOSPHERES, MOVEMENT AND NEW NARRATIVES FOR THE CITY , Paul Alexander Stoicheff, Architecture

Theses from 2021 2021

Creating New Cultural Hubs in American Cities: The Syrian Diaspora of Worcester, Massachusetts , Aleesa Asfoura, Architecture

Firesafe: Designing for Fire-Resilient Communities in the American West , Brenden Baitch, Architecture

The Beige Conundrum , Alma Crawford-Mendoza, Architecture

Cultivating Food Justice: Exploring Public Interest Design Process through a Food Security & Sustainability Hub , Madison J. DeHaven, Architecture

Physical to Virtual: A Model for Future Virtual Classroom Environments , Stephen J. Fink, Architecture

Detroit: Revitalizing Urban Communities , David N. Fite, Architecture

The Homestead Helper Handbook , Courtney A. Jurzynski, Architecture

An Architecture of a New Story , Nathan Y. Lumen, Architecture

Border Town: Preserving a 'Living' Cultural Landscape in Harlingen, Texas , Shelby Parrish, Architecture

Housing for Adults with Autism Spectrum Disorder (ASD): Creating an Integrated Living Community in Salem, MA , Tara Pearce, Architecture

From Sanctuary to Home in the Post-Interstate City , Morgan B. Sawyer, Architecture

Exploring the Use of Grid-Scale Compressed Air Energy Storage in the Urban Landscape , Connor S. Slover, Architecture

Bridging the Gaps in Public Conversation by Fostering Spaces of Activism , Karitikeya Sonker, Architecture

Re-envisioning the American Dream , Elain Tang, Architecture

Tall Timber in Denver: An Exploration of New Forms in Large Scale Timber Architecture , Andrew P. Weuling, Architecture

Theses from 2020 2020

Urban Inter-Space: Convergence of Human Interaction and Form , Clayton Beaudoin, Architecture

The Hues of Hadley Massachusetts: Pioneering Places for Preservation and Growth , Elisha M. Bettencourt, Architecture

Reinvigorating Englewood, Chicago Through New Public Spaces and Mixed-Income Housing , Givan Carrero, Architecture

Architectural Agency Through Real Estate Development , Hitali Gondaliya, Architecture

Multimodal Transit and a New Civic Architecture , Samuel Bruce Hill, Architecture

Rethinking The Suburban Center , Andrew Jones, Architecture

Resilient Urbanism: Bridging Natural Elements & Sustainable Structures in a Post-Industrial Urban Environment , Nicholas McGee, Architecture

Adaptive Airport Architecture , Yash Mehta, Architecture

Rethinking School Design to Promote Safety and Positivity , Emily Moreau, Architecture

The Built Environment and Well-Being: Designing for Well-Being in Post-Industrial Communities During the Age of Urbanization , Tyler O'Neil, Architecture

Brutalism and the Public University: Integrating Conservation into Comprehensive Campus Planning , Shelby Schrank, Architecture

Spatial Design for Behavioral Education , Madeline Szczypinski, Architecture

Theses from 2019 2019

THERAPEUTIC COMMUNITY: FOR REFUGEES , Raghad Alrashidi, Architecture

From Archaic To contemporary : Energy Efficient Adaptive Reuse of Historic Building , Nisha Borgohain, Architecture

(RE)Developing Place: The Power of Narrative , Kinsey Diomedi, Architecture

Rethinking Ambulatory Care Delivery , Senada Dushaj, Architecture

Photosynthesizing the Workplace: A Study in Healthy and Holistic Production Spaces , Kaeli Howard, Architecture

Museum Design As A Tool For A City , Cunbei Jiang, Architecture

Architecture and Wilderness: An Exchange of Order , Ashley Lepre, Architecture

Cross-Species Architecture: Developing an Architecture for Rehabilitative Learning Through the Human-Canine Relationship , Jake Porter, Architecture

Intermodal Transit Terminal: Integrating the Future of Transit into the Urban Fabric , Guy Vigneau, Architecture

Theses from 2018 2018

Bangladeshi Cultural Center: for the Bangladeshi Population Living in New York City , Sabrina Afrin, Architecture

THE ENHANCEMENT OF LEARNING THROUGH THE DESIGN PROCCESS: RENOVATING THE FORT RIVER ELEMENTARY SCHOOL IN AMHERST, MA , Reyhaneh Bassamtabar, Architecture

LEARNING SPACES: DISCOVERING THE SPACES FOR THE FUTURE OF LEARNING , Michael Choudhary, Architecture

ARCHITECTURAL SYNERGY: A FACILITY FOR LIFELONG LEARNING IN ACADEMIA AND PRACTICE , Ryan Rendano, Architecture

Resilient Architecture: Adaptive Community Living in Coastal Locations , Erica Shannon, Architecture

Theses from 2017 2017

New York City 2050: Climate Change and Future of New York | Design for Resilience , Abhinav Bhargava, Architecture

The Performance of Light: Exploring the Impact of Natural Lighting in the New UMass School of Performance , Dylan Brown, Architecture

Regional Expression In The Renovation Of Remote Historic Villages , Jie chen, Architecture

An Incremental Intervention In Jakarta: An Empowering Infrastructural Approach For Upgrading Informal Settlements , Christopher H. Counihan, Architecture

UMASS Dining Hall. A Path to Resiliency , Lukasz Czarniecki, Architecture

LIVING CORE OF THE FUTURE: PROPOSING NEW APPROACH FOR THE FUTURE OF RESIDENTIAL COMPLEX IN METROPOLITAN AREAS , Mahsa G. Zadeh, Architecture

HUMANITY IN A CHILDREN’S CANCER HOSPITAL , Sara Jandaghi Jafari, Architecture

Designing Symbiosis for the New Church Community , Evan Janes, Architecture

A Visible History: A Synthesis of Past, Present and Future Through the Evocation of Memory Within Historic Contexts , Nicholas Jeffway, Architecture

Creating A Community A New Ecological, Economical, and Social Path to Uniting a Community , Andrew Stadnicki, Architecture

Z-Cube: Mobile Living for Feminist Nomads , Zi Ye, Architecture

Theses from 2016 2016

Music and Architecture: An Interpresence , Rachel J. Beesen, Architecture

Intervening in the Lives of Internally Displaced People in Colombia , Amy L. Carbone, Architecture

Designing Waste Creating Space: A Critical Examination Into Waste Reduction Through Building Techniques, Architectural Design, and Systems , Courtney M. Carrier, Architecture

Umass September 11 Intervention , Mohamad Farzinmoghadam, Architecture

Merging Social Science and Neuroscience in Architecture: Creating a Framework to Functionally Re-integrate Ex-Convicts , Kylie A. Landrey, Architecture

From Shelters to Long Living Communities , Yakun Liang, Architecture

Building Hope: A Community + Water Initiative, La Villa de San Francisco, Honduras , Christopher D. Mansfield, Architecture

THE SPATIALITY IN STORYTELLING , Xiang Yu, Architecture

Innovation of the Residential Buildings and Community in the Emerging City Rongcheng , Xing Yu, Architecture

Art and Life - Make invisible visible in Cao changdi village, Beijing, China , peng zhang, Architecture

Theses from 2015 2015

The Dialogue of Craft and Architecture , Thomas J. Forker, Architecture

MOSQUE IN THE VALLEY: A SPACE FOR SPIRITUAL GATHERING & CULTURAL LEARNING , Nabila Iqbal, Architecture

EXPLORATION OF CONNECTIVITY BETWEEN URBAN PLAZA AND MIXED USE BUILDINGS , Youngduk Kim, Architecture

Design Of A Housing For Urban Artisan-Living Work , Fahim Mahmud, Architecture

Membranes and Matrices: Architecture as an Interface , Nayef Mudawar, Architecture

Building for the Future: Revitalization through Architecture , Rebecca N. Perry, Architecture

Developing Maker Economies in Post-Industrial Cities: Applying Commons Based Peer Production to Mycelium Biomaterials , Grant R. Rocco, Architecture

Design of Children's Event and Cutural Center in Osu, Accra, Ghana , Rudi Somuah, Architecture

Sustainable Design of Student Centers Retrofitting and Adaptive Reuse of UMass Student Union , Tianye Song, Architecture

Design/Build in Architectural Education: studying community-focused curriculum , Matthew K. Sutter, Architecture

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The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More

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University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

About the design thesis

The Department of Architecture design thesis is an opportunity for students to challenge themselves by pursuing architectural interests in ambitious and self-critical ways, while working in the mutually supportive context of peers attempting the same.

The design thesis is an independently driven creative work developed within a focused subject of inquiry and directed by architectural questions. It is carried out through intensive research, study, and design explorations, and culminates in a thoroughly developed architectural proposition. It is to be fully recorded in a final document.

The design thesis is both an end in itself and a new beginning: it culminates a professional education, but also inaugurates new directions. It is a transformative event — a threshold, opening new ways to think, make and engage architecture, others and the world.

Carrying out self-directed design research and bringing this work to creative fruition are imperative skills for any architect. The design thesis entails considerable intellectual risk, but can also be serious fun! It should be the most exhilarating time of an architect’s education and a fulfilling experience that one reflects on fondly and meaningfully for the rest of one’s life.

Beginning the design thesis

An important preliminary step of the design thesis is preparing a proposal that establishes the general topic and particular strategies to guide the work. A thesis topic should have at least two facets: subjects that fascinate you, and problems that concern you. Articulating a multi-faceted topic of interest, however, is not enough.

A design thesis proposal must further describe particular conditions, programs, sites and/or phenomena to be studied (“the what”); exploratory strategies and manners of working by which the topic will be investigated and the design developed (“the how”); and relevant research precedents—architectural, theoretical and cultural contexts—to which the work will meaningfully relate (“the why”). A proposal must be clear, specific, succinct, relevant, exciting, and achievable within the given time frame. 

A good proposal is detailed, yet open-ended. It does not predetermine results but rather inaugurates inquiry in particular ways, establishing the parameters that allow for creative work to unfold. The best design thesis work results from restless inquiry, rigorous commitment, and critical discourse with peers.

Term one: Finding topics and articulating questions

How does a thesis begin? With questions! While each student will develop their own, everyone should also grapple with the fundamentals: What is architecture? What are its various manifestations? What are the most pressing challenges facing the discipline today?

What are its most persistent, trans-historical topics? What are the different ways of performing architectural work, and which ways do I seek to develop? What kind of architect do I want to become? What architectural settings have I found to be most moving? Most fascinating? Most troubling? Most confounding? Most meaningful? What ignites architectural imagination?

The design thesis commences with a design research studio. This first term is about finding topics of fascination and concern, articulating questions and attempting responses. The first term culminates with significant attempts at architectural design and design strategies, together with presentations of ongoing creative research in the form of diverse models and drawings, and potentially full-scale installations, supplementary videos and digital projections.

Term two: Producing a design thesis book

During the winter design thesis term, students fully manifest a substantive architectural design project and produce a design thesis book. The book compiles a full year’s worth of search and research, including documentation of processes, iterations, and a final design, plus sufficient text to describe the thesis inquiry, providing contextual framing, interpretive annotations and critical reflections.

General studio and course information

• General studio and course information (PDF)
• Studio and technology portfolio guidelines (PDF)

Design thesis information

• Design thesis s chedule (PDF)
• Proposal approval form (PDF)
• Proposal description (PDF)

This website exists as an ongoing collaborative experiment in digital publishing and information sharing. Because this website functions as a wiki, all members of the School of Art community—graduate students, faculty, staff, and alums—have the ability to add new content and pages, and to edit most of the site’s existing content.

Content is the property of its various authors. When you contribute to this site, you agree to abide by Yale University academic and network use policy, and to act as a responsible member of our community.

Page last changed by: Julian Bittiner

Graphic Design

Graphic design (mfa).

Program overview The graphic design program focuses on the development of a cohesive, investigative body of work, also known as the student’s thesis. At Yale, the graphic design thesis is conceived as a loose framework within which each student’s visual method is deployed across many diverse projects during the two-year course of study. While every thesis project is unique, there are several common features: a focus on methodology, the application of a visual method to studio work, and the organization of the work in a thoughtfully argued written document and “Thesis Book.”

The individual collection of graphic design work by each student is supported on several levels simultaneously: studio work led by faculty meeting weekly; small six-person thesis groups meeting biweekly; individual sessions with writing and editing tutors; and lectures, presentations, and workshops.

Facilities The School of Art provides digital lab facilities however all graphic design students are expected to have their own personal computer. Each student has a designated work space in the design studio loft and has access to equipment including bookbinding materials, wide format printers, a RISO duplicator, Vandercook press, and work spaces in the School of Art buildings. More resources supporting interdisciplinary projects including motion capture and VR is available at the nearby Center for Collaborative Arts and Media. In addition, students draw on the extraordinary resources of Yale University courses, conferences, films, lectures, and museums, and especially the extensive research and rare book collections of Sterling, Haas, and Beinecke libraries.

Two-year and preliminary-year programs Each year, up to ten students are admitted into the two-year graphic design program, and up to eight students are admitted into the preliminary-year program. Two-year program students typically have a BFA in Graphic Design and are expected to have substantial and distinguished professional experience. Students applying to the preliminary-year program typically have relevant experience in a field of study outside design and demonstrate evidence of strong visual acuity. After successful completion of the preliminary year, these students automatically continue on in the two-year M.F.A. program.

Last edited by: Taryn Wolf

Edit access: Everybody

Credit Requirements

Last edited by: Julian Bittiner

Typical Plan of Study

Preliminary-Year The preliminary year has a required studio course sequence and additional electives are not recommended.

Fall Art 710a, Preliminary Studio: 6 credits Art 264a2, Typography: 3 credits Art 370a, Designing with Time, Motion and Sound: 3 credits Art 468a, Advanced Graphic Design: Series and Systems: 3 credits

Total minimum credits for fall term: 15

Spring Art 711b, Preliminary Studio: 6 credits Art 265b, Expression, Structure, and Sequence: Typography: 3 credits Art 369b, Interactive Design and the Internet: 3 credits Art 469b, Advanced Graphic Design: History, Editing, and Interpretation: 3 credits

Total minimum credits for spring term: 15

First year There are 3 required courses in the first year of the two-year program, totaling 15 credits. The remaining 15 credit requirements for the year must be fulfilled through a combination of studio and/or academic electives.

Fall Required courses: Art 720a, 1st-year Graduate Studio: 6 credits Art 949a, Critical Practice: 3 credits

6 credits from design elective sequence:

Design electives offered: Art 743a, Letterform Design: 3 credits Art 744a, Moving Image Methods: 3 credits Art 750a, Programming as Writing: 3 credits

Spring Required courses: Art 720b, 1st-year Graduate Studio: 6 credits

3 academic credits and 6 credits from design elective sequence:

Design electives offered: Art 742b, Networks & Transactions: 3 credits Art 743b, Letterform Design: 3 credits Art 745b, Total Typography: 3 credits

Second year minimum credits There are 4 required courses in the second year of the two-year program, totaling 18 credits. The remaining 12 credit requirements for the year must be fulfilled through a combination of studio and/or academic electives.

Fall Required courses: Art 720a, 2nd-year Graduate Studio: 6 credits Art 739a, Degree presentation: 3 credits

6 credits of academic and/or from design elective sequence:

Design electives offered: Art 740a, Intermediality: Topography: 3 credits Art 752a, Mobile Computing: 3 credits

Spring Required courses: Art 730b, 2nd-year Graduate Studio: 6 credits Art 739b, Degree presentation: 3 credits

Design electives offered: Art 752b, Print to Screen: 1.5 credits Art 762b, Exhibition Design: 3 credits

Yale GD MFA Alumni 1998–2023

10 things to remember while designing a university campus

The cut-throat competition in today’s work industry pushes students to pursue an alma mater that makes them future-ready. The crucible of this process is the incubation space that the students spend most of their time at, aka the University campus. This makes us designers responsible for creating a collaborative environment that can mold and adapt itself to the changes of the century, thus guaranteeing a master plan for the entire community. There are several challenges to the design of such a large-scale project.

Here are ten things to keep in mind for an efficient and intelligent University campus design.

1. ADOPT URBAN PLANNING STRATEGIES

Designing a University campus is like planning a mini town. It is imperative to imagine the project’s scale for an urban public realm and design on an axis. As one of society’s most treasured assets, its planning also needs to be aligned with the pace of facility investments and uncertain funding streams so that the design is flexible and in tandem with future developments.

In a low, dense suburb, there are forty-four buildings that follow an open space design at the University of New South Wales (Sydney, Australia).  The pedestrian-friendly campus is axially planned, directing the movement and giving a sense of order and circulation. It also accommodates transitional and social activities in its open lawns.

2. DRAW ATTENTION AND PAINT AN IDENTITY

It is easy for newcomers to get lost in the maze of buildings and pathways at a University campus. A focus helps visually dominate a space acting as a landmark to help people navigate. This focus also has cultural and social significance and can be a center for recreational activities. It is an integral part of the design that draws eyes towards it.

At Simpson College in Indianola, Iowa, the pedestrian plaza manifests the institute’s maple leaf history. The central sculptural element has panels of cut-weathering steel with ‘whispering maple’ figures with a low seating area. Subtle color-changing LED change the sculpture’s hues at night. These are guiding landmarks at the crossroads of the central plaza and create its unique identity.

3. PRACTICE PLACEMAKING & UTILIZE VARIETY OF SCALE

From large-scaled quadrangles to small-scaled connective spaces such as corridors, the campus has to serve multiple functions on a variety of scales. Architects need to decipher the correlation between activities so that the design promotes their inter-relatedness. It allows the seamless integration of core facilities such as places of social and cultural milieu with the academic blocks (research labs, lecture halls, studios, etc.).

As seen in the master plans for The University of Washington’s campus, the design facilitates an insightful experience that integrates all the stakeholders- administration, academia, and the industry. With divisional blocks and multiple places of social interaction, the campus brings about serendipitous learning.

4. CREATE THE DIGITAL REPOSITORY

Progressive digitalization has reduced our visits to the traditional silent sanctuaries of paper scrolls. But the quality environment a library offers is still popular among the students of the higher education arena. Thus, there is a need not for a repository of paperbacks but of contemporary multi-functional spaces that encourage learning by harnessing the technological innovations of the age.

The Joe and Rika Mansueto Library at the University of Chicago’s campus is the epitome of a state-of-the-art reading nook. By shifting the book storage underground and incorporating an automated retrieval system, the designers have tapped into the potential of natural lighting through the clear glass dome. This has increased productivity and allowed sustainability to thrive.

5. USHER CREATIVITY WITH INCUBATION SPACES

With the start-up culture on the rise, dedicated pockets that spark discussions are required where students can experiment, fail, and start over. These spaces help forge connections of academia with the industry. In the advanced technological setting, it is an architect’s responsibility to create an environment that promotes a flexible learning environment and encourages the entrepreneurial spirit.

At the University of East London, Knowledge Dock caters to each user’s needs with a fluid work environment. The co-existence of active and focus spaces in layers, as seen in its plan along with adaptable collaboration areas, mobile writable screens, and bold graphics, makes this a bustling center of electricity and innovation.

6. THE CAMPUS LIFE EXPERIENCE

On-campus residency is an integral part of the whole college experience for the students. The design should cater to the array of housing needs of the students as well as the teachers. These living spaces should accommodate the contemporary student’s hectic lifestyles and provide all the necessary amenities.

The residential facility at Phoenix for students at Arizona State University is an example of world-class planning. Special care is taken to mold spaces such as dining halls with movable furniture and walls for video projection so that students can learn and create in the comforts of their residence halls, irrespective of the time of the day. The residence allows students to be seen yet offers them privacy.

7. BIOPHILIC NEED OF THE HOUR

Scientific studies have proven the therapeutic effect of biodiversity on stressed minds. Thus, tending to the campus landscape is essential because it offers a sense of retreat to the students dabbling with multiple deadlines. A lush green lawn is always a welcome sight for the people of any age group. Dotted with plants, these spaces generate a healthy mindset for the entire community.

The Espace Bienvenüe at Cité Descartes’ campus in Paris is an innovative project which focuses on ecology. Contrasting the flat site, the 200-meter-long, undulating landscaped gardens built over a concrete structure offer exuberant panoramic views. They bring fresh air to the dense complex, thus reinforcing a spirit of relaxation and peace.

8. DESIGN FOR ALL

The campus needs to have a barrier-free approach. The designer should ensure all areas, whether recreational or institutional, and all pedestrian routes should follow inclusive design guidelines. All paved walkways must have contrasting edge demarcations, provision of handrails, and curb cuts. There should be separate toilet stalls in public spaces for the disabled.

The University of Texas at Arlington has been a trailblazer in building an accessible campus. They have replaced every single door handle from a knob to a lever across the uni. By setting up an Adaptive Resource Center, UTA has sent across the message to the entire world that inclusive architecture isn’t about installing ramps in your design.

9. FOCUS ON SPORTS AND HEALTH

All work and no play make Jack a dull boy. Planning of sports grounds, gymnasium, and even rejuvenating spas are of immense importance for the University. These need to follow Olympic standards and guidelines. Medical health centers also need to be planned meticulously. This building block needs to be accessible to all at all times.

The gymnasium’s dynamic design at Shanghai University of Science and Technology lies at the starting point for the residential quarters for teachers and students. It is a dominant landmark whose scale and landscape harmonizes with the surroundings of towering dormitory buildings and encourages sporting fervor among the residents.

10. USE SUSTAINABILITY AS AN EDUCATIONAL TOOL

Campus design embodies visions and mirrors the goals of the University. Sustainability is one such core value that needs to reflect in the design as the carbon footprint of a large-scale project such as this can have a profound impact on the environment.

UC Merced’s buildings stand to realize its values of conservation and resource-efficiency. As a green building pioneer, all of its buildings have already met or are working to meet LEED standards. This future-oriented campus has aligned itself to the broader academic goals proving to be one of California’s best institutes.

Radhika Jhamaria, an Architecture undergrad at NIT Jaipur, loves to travel and explore the world as a design enthusiast. She believes that one should always follow their heart and she pours hers into literary escapades. You may occasionally find her strumming her beloved guitar.

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• Design Thesis

Design Thesis (ABPL90169)

Graduate coursework Points: 25 Dual-Delivery (Parkville)

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About this subject

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Semester 1 (early-start).

Subject Coordinators

Janet McGaw

Email: [email protected]

Semester 2 (Early-Start)

Subject Coordinator

This subject is the culmination of each student's studies in Master of Architecture. It will consist of a number of autonomous studio groups offering a range of opportunities for students to demonstrate an original approach to design synthesis in the relevant discipline, which is based on research and critical thinking. These studios may offer an interdisciplinary experience with students working alongside others in a parallel design discipline.

Students will be expected to demonstrate mastery of design resolution, conceptual engagement and aesthetic expression.

With course coordinator approval, high-achieving students may undertake the Design Thesis as an individually supervised design investigation. Similarly, under exceptional circumstances and with course coordinator approval, the Design Thesis may be undertaken as a written thesis.

Note : For Independent thesis, please check Extra information - Subject Notes

Intended learning outcomes

On completion of this subject, students will be able to:

• Demonstrate a capacity to make a contribution to the existing body of knowledge in architectural theory and practice;
• Demonstrate critical awareness of how their chosen specialisation contributes to this body of knowledge;
• Demonstrate an understanding of design as a form of research enquiry.

Generic skills

• Written, verbal and graphic presentation of ideas
• Correct use of design terminology
• Ability to analyse social and cultural contexts
• Critical thinking and analysis
• Creative response to complex problems
• Ability to select the appropriate design approach

Last updated: 31 October 2023

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

UPD Thesis Guidelines

Upd independent thesis.

Urban Planning and Urban Design students are not required by their degree to complete an Independent Thesis. The thesis project is an opportunity for students to pursue a design project which they have researched and developed independently. UPD students are required to declare their second-year course plans in the spring of their second semester. UPD students who declare Independent Thesis will be required to enroll in Thesis Prep (ADV-9204; 4-units) in the fall of their final year.

Independent Design Thesis (ADV-9302) is a full-year commitment and carries a total of 12-units.

For MUP students, Independent Design Thesis satisfies the Project-Based Learning requirement.

For MAUD/MLAUD students who receive a grade of pass or higher in both first-year studios are eligible to meet their degree requirements by declaring an Independent Design Thesis for their final year. The Independent Design Thesis is taken in place of the fourth-semester Option Studio.  Students who elect to pursue an Independent Thesis instead of an option studio in the spring term of the second year may not petition to opt out of an option studio in the fall term.

UPD Thesis Handbook 2023-2024 Recent UPD Theses Addendum: Open Source Thesis Guide at the GSD UPD Faculty Eligible for Thesis Advising in 2024-2025

UPD students must declare thesis by Monday, April 1st, 2024 by submitting their second-year declaration forms:

MUP Declaration Form MAUD MLAUD Declaration Form

Those UPD Students who declare Thesis will then be required to submit a secondary Thesis Petition by May 1, 2024, with their topic and the signature of their advisor:

UPD Secondary Thesis Petition MAUD-MLAUD Petition for Alternative Thesis Prep

Selected UPD theses are available through  HOLLIS  (Harvard Library), or as hard copy in the Loeb Design Library.

For current thesis students, all final PDF theses must be submitted to the Thesis Director and Program Coordinator by no later than 9:00 AM (ET) on May 13th, 2024. The Department reserves the right to withhold student grades until thesis materials are submitted.

Investigating User Experience and User Engagement for Design

• Jennefer Hart
• Alliance Manchester Business School

Student thesis : Phd

• User Experience
• Interactivity
• Human Computer Interaction

File : application/pdf, -1 bytes

Type : Thesis

UNIVERSITY OF CALIFORNIA, IRVINE

Architectural Styles and the Design of Network-based Software Architectures

DISSERTATION

submitted in partial satisfaction of the requirements for the degree of

DOCTOR OF PHILOSOPHY

in Information and Computer Science

Roy Thomas Fielding

Dissertation Committee: Professor Richard N. Taylor, Chair Professor Mark S. Ackerman Professor David S. Rosenblum

PDF Editions

Table of contents, list of figures, list of tables.

UT Electronic Theses and Dissertations

Permanent URI for this community https://hdl.handle.net/2152/4

This collection contains University of Texas at Austin electronic theses and dissertations (ETDs). The collection includes ETDs primarily from 2001 to the present. Some pre-2001 theses and dissertations have been digitized and added to this collection, but those are uncommon. The library catalog is the most comprehensive list of UT Austin theses and dissertations.

Since 2010, the Office of Graduate Studies at UT Austin has required all theses and dissertations to be made publicly available in Texas ScholarWorks; however, authors are able to request an embargo of up to seven years. Embargoed ETDs will not show up in this collection. Most of the ETDs in this collection are freely accessible to all users, but some pre-2010 works require a current UT EID at point of use. Please see the FAQs for more information. If you have a question about the availability of a specific ETD, please contact [email protected].

Some items in this collection may contain offensive images or text. The University of Texas Libraries is committed to maintaining an accurate and authentic scholarly and historic record. An authentic record is essential for understanding our past and informing the present. In order to preserve the authenticity of the historical record we will not honor requests to redact content, correct errors, or otherwise remove content, except in cases where there are legal concerns (e.g. potential copyright infringement, inclusion of HIPAA/FERPA protected information or Social Security Numbers) or evidence of a clear and imminent threat to personal safety or well-being.

This policy is in keeping with the  American Library Association code of ethics  to resist efforts to censor library resources, and the  Society of American Archivists code of ethics  that states "archivists may not willfully alter, manipulate, or destroy data or records to conceal facts or distort evidence." Please see UT Libraries'  Statement on Harmful Language and Content  for more information.

Authors of these ETDs have retained their copyright while granting the University of Texas Libraries the non-exclusive right to reproduce and distribute their works.

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• UT Electronic Theses and Dissertations   30995

2024 Graphic Design Thesis Exhibition

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This exhibition showcases the work of BFA, Graphic Design majors and represents the culmination of study in the Graphic Design Program.

The Graphic Design BFA Program focuses on design thinking, visual narrative, branding, motion graphics and UX/UI. There will be a public reception on May 14th, 5:00 p.m. – 6:30 p.m.

Exhibiting Students

• Mattingly Barkan – My Expression Progression: Educational App Design
• Melitta Deljanin – Pareidolia: Music Festival Branding
• Jeremy Fowler – Music Therapy
• Kevin Harinarine – Wave Links: Editorial Layout
• Nicole Hernandez – Amore: 360 Branding Campaign
• Justin Kresse – JK Serif: Typeface Design
• Dylan Mason – Astoria: 360 Branding Campaign
• Niyah Shaw – Trove: 360 Branding Campaign
• Michael Steinheimer – Petey & Friends: Children’s Show

If you have any questions, please contact assistant professor David Pierce at [email protected]

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2024 MFA Thesis Exhibition: Another Day at The Orifice

• May 28–June 9, 2024
• 2-7pm Daily, by appointment only June 7-9
• Opening Reception:  May 30, 7-9pm
• Closing Reception:  Thursday, June 6, 6-9pm

Description

The University of Washington School of Art + Art History + Design is pleased to present the 2024 MFA Thesis Exhibition: Another Day at The Orifice, from May 28 through June 9 at Railspur (Top Floor). Join us for the opening reception on May 30, 7-9pm, and the closing reception on Thursday, June 6, 6-9pm during the Pioneer Square First Thursday Art Walk. Throughout their programs, graduate students work with their advisors and other artists to develop advanced techniques, expand concepts, discuss critical issues, and emerge with a vision and direction for their work. Another Day at The Orifice features the cumulative thesis work of the eight graduates receiving a Master of Fine Arts degree in Photo/Media, Painting + Drawing, and 3D4M: ceramics + glass + sculpture.

2024 MFA Graduates: Dave Braun, FS Bàssïbét, Rachel Dorsey, Amara Eke, Ren Han, Michael Hong, Ali Meyer, Kevin Phan

Gallery Hours

2-7pm Daily from May 28 – June 6

By appointment only on June 7–9 (graduation weekend).

Book an appointment now.

Location + Accessibility

The Top Floor at Railspur is a 14,000-square-foot space inside a historic 1906 brick building at 419 Occidental Avenue South. The entrance to the top floor is through the alley (direction signs will be placed around the building). There is wheelchair access throughout the building.

Transportation

The RailSpur building is readily accessible via public transportation—Metro bus lines, the Light Rail (pioneer station), and the First Hill Streetcar. Garage and street parking are also available in the area. It is highly recommended to use public transit, specially on game days and during the Pioneer Square First Thursday Art Walk.

• Announcements
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• Grade Requirements: An MSCE student must complete all program courses, including electives, with a grade of “B-” or higher. In addition, the overall program GPA must be 3.0 or higher.
• Credit Hour Requirements: The program requires a minimum of 30 semester hours beyond a bachelor’s degree in computer engineering.
• Program Code:  8073MSCE
• CIPC:  140901

Once enrolled, a student must register for at least one MSCE course each semester, except summers, until graduation. Students who fail to do so must petition for readmission into the program.

Admissions Requirements

Applicants for admission into the Master of Science in Computer Engineering program must possess a bachelor’s degree or be in the final stage of completing the degree. An overall GPA of 3.0 is required from the undergraduate program in which the bachelor’s degree is earned.

Applicants will submit:

• Completed application
• Current resume
• Official transcripts (domestic applicants) or credential evaluation reports (international applicants) for all institutions of higher education (except Weber) that pertain to the bachelor’s degree
• Verbal and quantitative scores from the GRE (Students who have graduated from an ABET accredited engineering program are exempt.)
• Contact information for three references, at least one from a professional context and one from an academic context

Additional Admission Requirements for International Students

All international students and any applicant educated outside the U.S. must demonstrate proficiency in English. Those whose native language is not English, or whose language of instruction for their undergraduate degree was not English, will be required to submit an official score from the Test of English as a Foreign Language (TOEFL) or International Language Testing System (IELTS) which is not more than two years old. Applicants are required to have an internet-based TOEFL score of 79 (with a minimum of 17 in each category) or a minimum IELTS score of 6.5.

Application

The application for admission to the Master of Science in Computer Engineering program must be submitted online. Official transcripts from each institution of higher education attended and all test scores must be sent directly to the WSU Department of Engineering.

Application deadlines are posted at https://weber.edu/msce .

For questions concerning academic advisement, the primary source of contact is the program director. Students should meet with the director at least once a year while enrolled. For issues regarding registration and scheduling, students should contact either the Administrative Specialist for the Department of Electrical & Computer Engineering.

Program Learning Outcomes

• Demonstrate the ability to apply knowledge of math, science and engineering.
• Demonstrate the ability to design a system, component or process.
• Demonstrate the ability to identify, formulate and solve engineering problems.
• Demonstrate the ability to apply master’s level knowledge to the specialized area of computer engineering.

Master of Science in Computer Engineering Course Descriptions    

Leveling Courses

After being accepted, students who have not graduated from an ABET accredited Computer Engineering program may be required to demonstrate competency in one or more of the following courses:

• CS 2420 - Introduction to Data Structures and Algorithms Credits: (4)
• CS 2810 - Computer Architecture/Organization Credits: (4)
• CS 3100 - Operating Systems Credits: (4)
• ECE 3110 - Microelectronics I Credits: (4)
• ECE 3210 - Signals and Systems Credits: (4)
• ECE 3610 - Digital Systems Credits: (4)
• MATH 3410 - Probability and Statistics I Credits: (3)
• MATH 2250 - Linear Algebra and Differential Equations Credits: (4) OR BOTH
• MATH 2270 - Elementary Linear Algebra Credits: (3) AND
• MATH 2280 - Ordinary Differential Equations Credits: (3)

Coursework (24-26 credit hours)

Eight of the following courses (minimum 24 credit hours) are required. At least two courses must have a CS prefix and at least two courses must have an ECE prefix.

• ECE 6110 - Digital VLSI Design Credits: (3)
• ECE 6130 - Advanced Semiconductor Devices Credits: (3)
• ECE 6140 - Sensors and Instrumentation Credits: (3)
• ECE 6210 - Digital Signal Processing Credits: (4)
• ECE 6220 - Image Processing Credits: (3)
• ECE 6230 - Engineering Applications in Deep Learning Credits: (3)
• ECE 6410 - Communication Circuits and Systems Credits: (3)
• ECE 6420 - Digital Communication Credits: (3)
• ECE 6440 - Optical Communication Systems Credits: (3)
• ECE 6620 - Digital System Testing Credits: (3)
• ECE 6640 - Model-Based Systems Engineering Credits: (3)
• ECE 6710 - Real-Time Systems Credits: (4)
• ECE 6730 - Robotics Credits: (4)
• ECE 6750 - Quantum Computer Engineering Credits: (3)
• ECE 6800 - Individual Studies Credits: (1-3)
• ECE 6900 - Special Topics Credits: (1-4)
• CS 6100 - Distributed Operating Systems Credits: (3)
• CS 6200 - The Internet of Things Credits: (3)
• CS 6420 - Advanced Algorithms Credits: (3)
• CS 6500 - Advanced Artificial Intelligence Credits: (3)
• CS 6600 - Machine Learning Credits: (3)
• CS 6610 - Computer Architecture Credits: (3)
• CS 6740 - Computer Systems Security Credits: (3)
• CS 6820 - Compiler Design Credits: (3)
• CS 6840 - Formal System Design Credits: (3)
• CS 6850 - Parallel Programming and Architecture Credits: (3)

Thesis or Design Project, or Additional Coursework (6 credit hours)

MSCE Students are required to either (a) perform original research that results in a thesis, (b) complete a substantial engineering design project, or (c) take an additional 6 credits of approved coursework.

For students taking the thesis option, a total of 6 or more credits of ECE 6020    is required for a thesis. Students must be enrolled in ECE 6020    at the time of their defense.

For students taking the project option, a total of 6 or more credits of ECE 6010    is required for a project. Students must be enrolled ECE 6010    at the time of their final design review.

The thesis or project report must meet formatting requirements and be submitted to the Department of Electrical and Computer Engineering for approval prior to graduation.

For students taking the coursework option, a total of 6 or more credits of 6000-level coursework are required. At least one course must have an ECE prefix and the other must have a CS prefix.

• ECE 6010 - Design Project Credits: (2-6)
• ECE 6020 - Thesis Credits: (2-6)