Campus Design

A Contemporary Centre and School for Ancient Indian Art and Sculpture
Traditions Visualising an architecture for teaching to conserve and learning to
revive.
OBJECTIVE: To enable the students to integrate design with history, theory, building construction and material science
in a more informed way.

OUTLINE: To understand the role of built environments of increasing complexity by:

a) Intrinsic factors: Size, volume, levels, functional spaces or zones, structural possibilities
b) External factors: site, approach, traffic, ecology, services
c) Constraints: bye-laws, budget, ideology, attitudes
d) Create an ‘ Identity’ to the Campus through integration of the above.

MODES OF STUDY:
The aim of the studio is to explore STRUCTURING: structuring of a research or a
case study, structuring of the program, spatial structuring and informal
structuring.

Structuring of research: Case studies, reading material and site studies have to be a directed exercise with the
involvement of tutors where visiting the project of concern would be of utmost importance. This studio is also about
how one organizes research. It should be mandatory to use analytical models, diagrams to understand the chosen case
study in terms of Design Intent, site and spatial structuring. There needs to be emphasis on Graphical consistency and
legibility of the study. It is recommended to add a reading list as part of the studio to further enrich this discussion about
institutions. Once a week, students could be asked to present the case studies and selected readings to the class.
Structuring program: Studying requirements from various point of views which include relationship between
requirements and values, requirements and phenomenology, area of the site and functional area requirements, issues
of public and private domains, open and closed spaces, interrelationship between the various components, formal and
informal, service requirements, relationship between whole and the part, requirement and climate etc. information
resulting from this exercise becomes the individual's program for the project which can then lead to structuring of
space.

PROJECTS
a). One major project and one minor/time project to be tackled in the semester. Institutional projects like facilities of
higher learning, such as, Engineering college campus, medical college campus, management institute campus, hotel
management institute, Law college campus, Dental college campus, Nursing college campus, Juvenile Correction
Centre, etc.
b). The minor project could include a case study documentation of the project proposed for the design intervention.
This work could be done in a group and as part of its findings shall be an outline program to be a major project.

In view of the current urban contexts where land is precious and resources are scarce, the project could also be
institutional buildings on a small urban plot, on multiple levels and still engage with its context and establish an
environment within that captures the essential nature of an institution.

• However, Project selection is left to the discretion of the tutors.

 Project work could be done in 5 stages of activity jointly with research and analysis.
1. Introduction to the initial design parameters which include choice of:
a. Geography/situation (context)
b. Constraints (bye-laws, budget, ideology, attitudes, etc.)

2. Spatial structuring: To understand spatial structuring as a set of logical operations after an

analytical understanding of the site, surroundings, program and intent expressing diversity of
program and its resulting spatial variety and the relationship between the built and the unbuilt
established through movement systems ,linkages and nodes etc.

3. Informal structuring: Architecture is an integrative discipline. Establishment of a structure enables

reverse integration with other subjects where the students look beyond their studio offering a mechanism
to observe the surroundings and document it, understand history and theory analytically, integrate design
with building construction, climatic, environmental and material science in a more informed way.

4. The design exercise shall focus on ideas of scale, engagement (social, economic, political),
hierarchy, public/private space, and challenge the students to reflect on these as part of the design
development. The emphasis should be to establishing these larger goals as part of the discussion
on the nature of an institution.

5. Goal of the studio shall be to see the architect as instigator - defining the nature of engagement with the city,
through the articulation of the program and its relationship with the context. Studio must provoke students to define
clearly their agenda and to think of architecture as an active, live engagement rather than a passive and inert one. By
having students spell out a hypothesis it then doesn't matter what the type is. This prepares the students to frame a
series of questions to address the problem at hand.
 What is a Campus?

A campus is:
1. The grounds and buildings of a university, college or school.
2. A university, college or school viewed as an academic, social
or spiritual entity.
3. Grounds that resemble a campus, a hospital campus, a
landscaped corporate campus.

• Campus is a 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.
• The university is non commercial and primarily a place to
study, therefore ought to be a closely knit, unified cluster of
buildings with intimate pedestrian open spaces providing
unique environment for studying and living.
• The university will serve as a cultural centre
• The spaces between campus buildings serve as area of
congregation for students between classes for discussions
and rest.
• An adequate campus encourages social relationships and
growth.
GROWTH and CHANGE
• The most important attrivute of a campus is change.

• It is not possible to complete the development of a campus because growth and change, in
response to changing academic and social demands, are permanent features.

• There are three major aspects to growth and change:

1. the overall growth or expansion of facilities caused by increasing enrolment.
2. the differential growth that happens in various areas of a campus with overall growth.
3. The internal flexibility required for changing uses of spaces and services.

SIZE
• The ideal size depends on various circumstances like location, demand, type of
instruction, etc.
• 10 minutes from hostel to classroom is considered a maximum allowable walking
distance. 3-5 minutes is optimum
 10 MINS
WALKING
RADIUS
5 MINS
WALKING
RADIUS

CAMPUS
LIBRARY
CORE

ACADEMIC

PREVAILING
BREEZES RESIDENTIAL
SOUTH WEST Diagram referring to SIZE
WINDS

CAMPUS DESIGN
A Contemporary Centre and School for Ancient Indian Art and
Sculpture Traditions Visualising an architecture for teaching
Students value thoughtfully-
designed campuses that make
Campuses not only teach them feel at home and when
students important skills and architects design campuses with
concepts for their future careers, this core value in mind, students
but they also support students feel more connected to the
socially and emotionally university culture and look
throughout their educational forward to going to class each
journeys. day.
to conserve and learning to revive.

The Architect’s Role

in Campus Design
One major detail that sets
When planning the universities apart from other
university campus design, higher education institutions
architects have to think like community colleges or
about details that full- vocational schools is that
time, live-in students many students, particularly
value. first-year students, live on
campus full-time.
A Study also found that the farther students moved away from their families to attend school, the more likely they were to
drop out within the first year because they lacked a sense of community. When a university campus design addresses these
important concerns, students not only feel happier on campus, but they may also perform better academically.

Behavioural
Aspects of open
spaces in
Campus Design

The same socially-centered campus design can also have a positive impact on students who live off campus or live at home
and commute to class. When there are more areas for students to connect with their peers or relax outside of class, these
students are more likely to stay on campus all day rather than go home between classes.
To address student needs,
we work to make the
following spaces warmer,
friendlier, and more
supportive:

• Learning spaces
• Dining halls
• Libraries
• Outdoor spaces
• Recreation rooms
• Student housing

When a campus facilities are

thoughtfully designed in a
way that supports the needs
of students, the university
campus design will make a
lasting impact on the
student body.
 The Design Best Practices That Matter Most………….

• Architects have a greater impact on the college

experience than many people realize.

• A quality university education depends on a mix of

academic productivity and healthy social bonds. If a
space isn’t functional, then students will struggle to get
their work done and their education will suffer as a
result.

• The same goes for socialization on campus.

• If there aren’t enough comfortable areas for students to

relax after class or spontaneously meet up, they may
get burnt out and struggle to make connections.

• To fully embrace their role in campus life and better

support students in every aspect of campus life,
architects should consider a variety of design
opportunities for a school’s program types
Learning spaces
• On campuses, classrooms and lecture halls are often larger than they are in high schools or community colleges. High
school graduates or community college transfer students arriving on campus for the first time can easily feel overwhelmed.
• These large spaces often make students feel disconnected from their peers and may also be distracting for students who
are used to focused, one-on-one instruction.
• To solve this problem, architects:
- Install larger desks and swivel chairs in lecture halls so students can collaborate with the people around them.
- Design multipurpose classrooms with flexible furniture that students are welcome to use for their own projects
when classes aren’t in session.
-Create fewer large lecture halls and more intimate learning spaces, both formal and informal, that encourage
engaged learning rather than passive listening
Means of Transportation

For students who live on campus, getting around is fairly easy when architects design as many walkways as
possible. Architects can also encourage students to walk around campus by placing social hubs (e.g. dining halls,
recreation centres, student unions) around campus rather than keeping them clustered in one area.

For commuter students, transportation is a very important issue. Architects can improve retention rates and
encourage commuter student participation by:
• Designing convenient parking lots
• Placing welcome centres and main walking paths close to public transportation drop-off zones
• Creating more bike paths and racks to encourage students who live relatively close to campus to leave their cars
at home
Dining halls
• Food is a great aggregator and an important program to develop when designing campus communities.
• Students with meal plans need multiple dining options.
• Architects support this by not only designing multiple dining halls across campus, but also by using a Marché-style design
in each of them. Marché dining halls resemble large multicultural food markets.
• However, architects and clients must also consider other dining options outside of traditional dining halls.
• Not all students can afford a meal plan. When you have multiple casual seating areas, both outside and inside, as well as
food kiosks and small cafes around campus, you give these students more options.
Libraries

Libraries are no longer just spaces to store books and resources. Many also incorporate academic resource programs and
student support services, and modern university libraries may look more like coffee shops or chic co-working spaces than
traditional libraries. University libraries are one-stop-shops for every student’s needs, including:

• Buying books and supplies

• Checking out library resources
• Finding a quiet place to study or a cosy place to read
• Meeting friends for food and drinks
• Requesting a private conference room for group projects
Outdoor spaces
The best university campus design is one that seamlessly connects every building on campus. Landscaping and outdoor
walking paths are a great way to accomplish this. To encourage students to spend time outdoors and explore campus,
architects include biophilic details like:

• Community gardens
• Outdoor seating areas
• Open fields for multipurpose sports
• Specialized sports courts
• Covered and uncovered trails
Recreation rooms
• Casual, multipurpose spaces are essential in any university campus design.
• These spaces include comfortable seating, games, or other amenities and can act as “sticky spaces” that encourage
students to stay on campus and connect with each other.
• Thoughtful architects will place spaces like these in every campus building to encourage students to leave their rooms
and socialize.
• Other more specialized buildings like gyms, pools, and sports centres attract students who lead active lifestyles or who
want to become more active.
• To draw more students to these spaces, architects should design these recreational areas to be warmer, friendlier, and
more supportive.
Student housing

Student housing is a critical component of university campus design. These spaces need to support students in a number
of ways:
• Promote sleep: Acoustic and lighting control prevents sleep disruptions so students stay healthy.
• Encourage socialization: Encourage socialization in hallways, communal bathrooms, lobbies, living rooms, study
rooms, and outdoors so that students have more chances to socialize while at home.
• Connect students to campus life: Provide flexible amenity-rich spaces that res life can use to host housing-specific
and campus-wide events.
• The skills students learn at universities could make a meaningful impact on the world after graduation, but this is only
possible if they feel fully supported from the start.

• A promising and ambitious student should never feel overwhelmed or isolated at a university.

• This is a good reason to work with an architectural firm that designs with a student-first approach.

• These firms meet with students in-person to talk about what they need or want in the university campus design.

• When architects hear students’ perspectives, they gain a better understanding of how the campus can better support
them and make them feel at home.

• Campus design isn’t about cramming more technology into classrooms or coming up with innovative designs for the sake
of it. It’s about designing a space that is warm and home-like and that puts students at ease so they have the best chance
at success.
 Part 2
Campus Design
Principles of Campus Design Organize the campus in logical parcels of compatible land uses.

Provide intramural recreation fields in locations that balance accessibility for both on- and off-campus participants.

Protect and enhance campus open space, providing an appropriate balance (qualitative and quantitative) to the
built environment.

Build a character to the campus through thorough reiterations.

 CAMPUS DESIGN

Design Guidelines Campus Plan Concepts Campus Landscape &

Hardscape Guidelines
 Byelaws
1. To understand and take note of the already existing
guidelines for the given location. Road-width

Building
Heights

2. Build a character for the campus and also for the individual blocks through the design
process.

Natural
3. Keep a check on already existing features on the campus site-

Man-Made

Define the finishes to be used for the buildings – Internal and external;
also adds to the character of the designed campus

Design Guidelines
1. Understanding the development of a campus from the status of a site and
also understanding the surroundings of the same. Bring out a comparative
analysis.

2. Establish a figure-ground of site by reading through the site and its features already studied
in site analysis.

3. Using the access points and axes drawn from our concepts, chalk out the draft of
the road network for the site.

4. Pick out the areas of the site where existing landscape preservation can be done.

Campus Plan Concepts

5.Define the campus core and discuss its arrangement.

6. Through analysis mark out the developable and non-developable parcels of land on site.

7. Using the above all establish the site zoning.

8. Establish the tactical scenarios and patterns of future development for the campus.

9. Recommend the ideal distances travelled by the students on campus and also
their mode of travel to be defined.

10. Establish the density of campus based on footfall and

zoning.

Campus Plan Concepts

1. A campus is an integration of the designed buildings and the designed open spaces. These open spaces are
defined by hardscapes and landscapes.

2. Accounting to maximum spaces of a campus, the open spaces need to be designed well choosing the right
type of landscaping;

a) Intensively developed or manicured landscapes or

b) Indigenous Landscapes.

Campus Landscape Guidelines

3. A few things to be understood and kept
in forefront in landscaping a site:

• Existing landscape features

• Location of Parking
• Site Lines (destination, safety and
desirable views)

• Universal Site design (Barrier free

campus)

• Maintenance of designed landscapes

• Influence of landscape design on the

entrance or exit of a building
4. Hardscapes are as important as landscapes as they define the movement and provide a direction to all dynamic
components of a campus.

5. Provision of furnishings as appropriate for the design intent of outdoor spaces and in consideration of programmed
uses.

6. Specify material and construction for longevity and low maintenance.

7. In certain intensively developed areas provide built in informal seatings such as ledges, retaining walls, steps and
grass berms.
8. Installation of benches and litter bins at logical locations in
the campus.

9. Materials and finishes of these installations to be in sync

with the overall design of the campus.

10. Encouraging non motorised traffic on campus can improve

the internal environment of a campus. Bicycle racks or the
provision of electric vehicles charging points would add to the
hardscapes of the campus.

11. Lighting is another hardscape that is essential in all

campuses for aesthetics and safety.

12. Use of lamps that are supported by renewable resources

like sunlight and lighting fixtures that are efficient and have
high cut off values.

13. Keep the design of pole and fixture styles intact to have a
uniform approach to hardscapes on the campus.

14. Establish a hierarchy of illuminance levels for various

functions, safety and security and aesthetics.
15. Hardscapes have to be designed on-song with the
following:

• Bikeways and walkways

• Stairways
• Building entrances
• Pedestrian Areas Near Buildings
• Parking Areas
• Lighting for aesthetics in the landscapes

16. Signages are one of the most essential necessities of a campus that has a
footfall of both kind of users

• Regular users
• The new comers

17. Hence the signages are to be integrated with landscape or with other street
furniture.

18. A special set of signages for universal access is a must-do in the design of a
campus.

Campus Landscape Guidelines

Campus Landscape Guidelines
A Contemporary Centre and School for Ancient Indian Art and Sculpture Traditions Visualising an
architecture for teaching to conserve and learning to revive.
A Contemporary Centre and School for Ancient Indian Art and Sculpture Traditions Visualising an
architecture for teaching to conserve and learning to revive.