CAMPUS PLANNING IN INDIA: INTERACTIVE SPACES IN CAMPUS PLANNING

ANUJ SHARMA 2008BARC032 Seminar, 10th Semester School of Planning & Architecture, Bhopal Guide- Ar. Supriya Kukreja

Abstract

University campuses are required to provide opportunity to learn, live and work within a diverse set of Community in the same Surrounding. The campus must promote the development of cohesive community through unified physical plan that links these various sectors .i.e. live, learn and work, together. The purpose of this seminar is to study the campus planning and their interactive spaces. The paper will state the precise implications of interactive spaces, there usage, importance and anatomy.

CONTENT
Chapter 1 INTRODUCTION 1.1 What are Interactive spaces 1.2 Aim of study 1.3 Objective 1.4 Scope and limitation 1.5 Methodology

Chapter 2

FUNCTIONS 2.1 Importance and scope of Interactive spaces 2.2 Need for Interactive spaces

Chapter 3

ENVIRONMENT AND INTERACTIVE SPACES 3.1 Effect of Interactive space on Environment

Chapter 4

LITERATURE STUDY 4.1 United world College, Pune 4.2 Center for Environmental Planning and Technology, Ahmadabad

Conclusion Reference Bibliography

CHAPTER-1 INTRODUCTION 1.1 What are Interaction Spaces

Students social behavior at university campuses, their social interactions and their gathering areas are amongst the important issues for their performance. These issues show many implications on the usage of interior spaces of University campuses and the characteristics of physical determinants, which play a part in social interaction in outdoor spaces. No matter what the level of education is, the outdoor spaces are crucial for the student life; thus the school designers take this matter into serious consideration. This is seen in many university campus designs where large scaled institutional buildings were converted with concerns of spatial adequacy rather than a design strategy. This paper mainly focuses on the examination of the social environs and their interface between indoor and outdoor spaces, regarding the social interaction of students. Visual connection with indoor and outdoor spaces is a critical issue, University campus and finds that most integrated key outdoor spaces and related furniture are not being used as intended due to physical insufficiencies such as shades or lack of quality, and therefore are contrasted with the architects design philosophy. Social interaction between students in an important issue especially in educational facilities emphasizing informal education based on face to face relationships such as the architectural education itself. Societal spaces extract more information about settings; they enrich the settings, and define the spaces as being more memorable and descriptive. Social interactive settings are not selected randomly, and their allocation is also in accordance with the capacity of visual field. Social interaction can also be provided through a pedestrian flow in outdoor spaces, where the groups perceive a decrease of seclusion. Outdoor spaces are focal points in student everyday behavior while perception and use of outdoor spaces at a university campus is based on associated or anticipated behavior at a given locus, and the physical parameters of the setting in relation to global cognition of the campus arrangement. The places objective attributes, about its affective quality, and about the behaviors that occur there are the three main factors that determines the perception of space and the choice of use. Outdoor scenery and presence of natural environment, especially water affects the location preferences. Positive outdoor spaces for inviting nature to blend with the school's function and form. Outdoor spaces give a feeling that the school's learning environments are in harmony with nature and affects students psychology.

1.2 Aim of study

To understand the importance of different interactive space, surrounding area and their effects on the environment of campuses in India.

1.3 Objective
The research work will include a comparison of two famous institutional campus. First one is Center for Environmental Planning and Technology in Ahmedabad designed by B.V. Doshi whose philosophy is to observe and react to climate, tradition, function, structure, economy, and landscape. This philosophy is epitomized in the campus design itself, with built and open spaces forming a harmonious whole with nature, interspersed with sculptures, installations and other art works. The other one is Mahindra United World College in Pune by Christopher Charles Benninger. The theme of the college is global unity and understanding, while respecting the uniqueness and contributions of various communities. A number of connecting devices, like ramps, seating ottas, Kund-like steps are drawn from traditional Indian settings and encourage informal meetings and interactions.

1.4 Scope and limitation

This research work focuses on providing inferences of designing the interesting interactive spaces in campus for my thesis topic University of Journalism and Mass Communication. The product of this research work is projected to help understand and design better interactive spaces for the users of the building. The study would be limited to two campuses. There are some potential in the research. The physical case study is not possible due to shortage of time. The information can only be collected from different electronic medium and reference from written material.

1.5 Methodology
The following methodology is proposed for conducting the research:

Understanding the discription and significance of spaces in campus planning

Literature study

Comperative analysis of two University campuses of India

Design Inferences

CHAPTER-2 FUNCTION OF INTERACTIVE SPACES 2.1 Importance and Scope of Interactive spaces
Well-designed social spaces are likely to increase students motivation and may even have an impact on their ability to learn. High-quality space for informal learning will also enhance the profile of the institution with its target groups. For these reasons, social spaces are given a high priority in new designs, but this cannot happen at the expense of increasing the overall dimensions of the building. Large, underutilized spaces already exist in most colleges and universities. If catering facilities, common rooms, even corridor space, are reconsidered as social meeting and group learning environments, institutions could both save on large-space provision and make a statement about their vision for learning as a pervasive and inclusive activity based on social interaction.

2.2 Need of Interactive Spaces

Social spaces need not make distinctions between types of user. The principle of pervasive, communal learning, which sees both staff and learners as co-users of a space, is potentially achievable through the re-purposing of spaces which are currently allocated separately to staff or students, such as common rooms. Emerging designs place emphasis on one high-quality social space as a central focal point in the building, which caters for the needs of all users of the building visitors, staff, learners and potential learners of all abilities. The area is both a public facility providing meals and refreshments, and a place where learners and staff can meet for short discussions. Wireless enabled, it is not set apart from learning student services may also be located adjacent to this space to take advantage of its widespread use. Learners' views are key to getting the balance of the design right, and their opinions should be sought at an early stage in its development.

CHAPTER- 3 ENVIRONMENT AND INTERACTIVE SPACES 3.1 Effect of interaction spaces on environment
Scale In order to evaluate the sustainability of a campus, all locations of the institution as well as the relation to its urban or suburban environment must be taken into consideration. Further factors include the access to transportation as well as the internal and external connection network; more specifically, the integration with social, cultural and business environments (i.e. catalytic conditions, synergy effects) as well as the promotion of intellectual exchange and academic life (i.e. through informal activities), all of which are improved by the proximity of study, research, services and living. Design Quality A high design quality of buildings and open space is a prerequisite for the sustainable development of a campus. It is imperative to maintain its tectonic and programmatic flexibility all the while creating its identity: convertibility or even deconstruction is to be taken into account concerning not only the space-concept of the buildings and entire campus area, but also the choice of building materials and construction technologies. In order to evaluate the well-being on the campus, attention needs to be given to the following criteria: safety, light, air, radiation, and thermal and noise protection. Participation All participating groups are given an opportunity to effectively contribute to the design process of a sustainable campus development. In addition, the various groups must evaluate the preconditions for on-campus participation. Furthermore, the general setup has to be such as to guarantee a social and cultural integration of various groups on the campus. Communicationfacilitating meeting points or support services for handicapped individuals underline the quest to achieve a campus for all. Education Besides the acquisition of codified knowledge, tacit knowledge plays a major role in sustainable learning, research, living and behavior on the campus. Tacit knowledge relies upon social contacts between students, teachers, scientists, inhabitants and visitors of the campus. The concept of proximity allows for the coincidental meeting of individuals in the campus area. These clusters, built by necessity, can enhance specific areas of the campus and through direct contact, potentially produce advantages in favor of specialized campus areas.

CHAPTER- 4 LITERATURE STUDY 4.1 United World College, Pune (Maharashtra)

Architect- Christopher Charles Benninger The Mahindra United World College of The India is one of the ten campuses, world-wide under the United World Colleges banner, lead by Nelson Mandela and Queen Noor of Jordan. The College, which offers an Interactional Bachelorette two year Diploma, houses about two hundred students and twenty-five faculty members, on a residential campus for the nine month academic year. The self-sufficient campus is located in the Shyadari Mountains, about one hundred kilometers south-east of Mumbai on a plateau three hundred feet over the Mula river basin. It is surrounded by mountains above it composing pant of the Indian Western Ghats range. It is a rugged landscape historically known for its mountain top forts and stone houses. The campus infrastructure includes a two kilometer long access road up the mountain side; tube wells and water lift systems from the liver; a water purification plant; water storage tanks and distribution lines; internal roads and street lights; power connection to the rural electrification grid, backed by transformers and generators internal distribution cables; a sewage treatment plant; and an independent satellite link for communications. Thus, the campus is a self-sufficient residential community. In addition to a liberal arts and science education, the college focuses on issues of environmental poverty and inequality. Village social work and environmental rehabilitation form aspects of project activities. The theme of the college is global unity and understanding, while respecting the uniqueness and contributions of various communities. The student body and faculty are composed of Muslims, Hindus and Christians. There are Jews Jains Buddhists and indigenous belief systems amongst the community. The campus plan is divided into an Academic Area and a residential village. Movement within the entire campus is totally pedestrian

The learning acre is centered around the Academic Quadrangle which is composed of classrooms, faculty rooms and movement areas. One enters the campus through an entrance gate, the Moiw4wara, which frames an ancient wooden door, and delineates a movement corridor along the auspicious north-south axis, which intersects the cast-west axis. Along these cardinal lines the Administration, the Science Center, the Amphi-theatre and the Multipurpose Hall are laid out The Catering Center, Library and Art Center fall on the east-west axis, welcoming sun rise, framing sun sets and catching the daily clock of shadow movement. A

number of connecting devices, like ramps, seating atlas, kund-like steps are drawn from traditional Indian settings and encourage informal meetings and interaction. The residential village centers on a student center, medical facility and a wl1dng mall. Four hamlets, having their own gates and entrance area divide the college into four smaller communities focused on a community Centre courtyard and mini amphi-theatre. Within each hamlet there is a faculty garden and student garden. Six cottages, housing eight students each, are clustered on the contours around the student gardens. Each cottage has a private courtyard, verandah, box room, wet core and two dormitories for fou r students each. Adjacent to the Community Center in each hamlet is the faculty garden with five faculty cottages clustered along contours. Thus, a social hierarchy structure the campus plan.

4.2 Centre for Environmental Planning and Technology, Ahmedabad (Gujrat)

Architect- B.V. Doshi The Centre for Environmental Planning & Technology, established by architect B.V.Doshi and is spread over 6 acres of land of Navrangpura area of the historic city of Ahmedabad. Doshi and his contemporaries believe that a student of architecture must be surrounded by beauty and art, so that he/she develops into a well-rounded creative person, sensitive to the emotional, spiritual, cultural and aesthetic dimensions. This philosophy is epitomized in the campus design itself, with built and open spaces forming a harmonious whole with nature, interspersed with sculptures, installations and other art works.

Ideologies On which the institute has been designed: There has to be a feeling of no restriction to the exchange of ideas and thoughts through an informal environment. A thrust has to be given on the provision of flexible spaces which can be used in a multifunctional manner. A strong interconnectivity amongst spaces is required, making the school an open space with hardly any doors. A proper working environment has been created which facilitates faculty and students to teach, learn and interact anywhere. Local materials have been used, essentially to reduce the installation and maintenance costs. Autonomous Status has made it possible for CEPT to have a close interaction between the students and the professional experts as well as to establish students a faculty exchange programs with institutions in India and abroad. In-depth interaction with the faculty a students is ensured. There are external built in seats which encourage discussions and which over the years have evolved into the most active vibrant part of the entire campus. Both students and faculty sit around this space, chatting, discussing and one of the most favourite phrases heard in the campus is lets have a cup of chai. This space is a true reflection of the spirit and cultur e in the campus with a great atmosphere of interaction, informal discussions and learning. And one of the other great thing is that the campus is open to external architects and student architects who

flock to Ahmedabad to do their training, thereby allowing them to be part of the atmosphere of this great campus, including access to the great canteen food.

The campus is full of neem trees, which, as Doshi keeps saying were planted over the years since the initial phase. The beauty of the campus is that the buildings help in containing the spaces and creates external spaces and platforms, which act as extensions into the open nature. There exists a harmony running throughout the whole campus, building and nature coexisting in a comfortable relationship.

Conclusion
The expected outcome of the seminar paper are as follows: 1. Comparison of design philosophies and their implications on the campus design in the India. 2. The final design principals to be adopted in the design my university.

Reference
Website: 1. http://www.authorstream.com/Presentation/agrawal.aadya-1558902-christopher-charlesbenninger/ 2. http://arkistudentscorner.blogspot.in/2011/10/bvdoshi-cept-ahmedabad.html 3. http://archnet.org/library/parties/one-party.jsp?party_id=12 4. http://www.scribd.com/doc/13087315/CCA-SPA-CEPT-case-studies 5. http://arkistudentscorner.blogspot.in/2011/10/bvdoshi-cept-ahmedabad.html
Articles & journals:

1. Planning principles, 2007, chapter- 04