This project aims to create an environment that fosters personal growth and development, not just in terms of financial or subjectspecific knowledge, but also emotional intelligence and selfcontrol. It is located in Naya Raipur, the new capital of Chhattisgarh, and is part of the master plan for a 286-hectare Socio-Cultural Hub in Sector 24 of the city.
The goal is to encourage people to visit at any time and provide them with a space to learn, apply, and observe core concepts in order to grow personally. The Socio-Cultural Hub will be situated in the central part of the city, adjacent to Central Park, and will be an opportunity to bridge the gap between knowledge and human development.
LEARNING GARDEN
LEARNING GARDEN
STAGE 01
Round massing was done to represent no boundaries
STAGE 03
Creating access point in the site by dividing the block
STAGE 02
Central Void Space was created to make courtyard
STAGE 05
Reshapping the spaces as per the visual access
STAGE 04
Adding another access point and dividing the structure into 3 parts
STAGE 07
Finalizing the basic form of the Complex
STAGE 06
Adding connecting Blocks and shopping area
STAGE 08
Adding green Roof to give a sense of Continuing the park into the Structure
FORM EVOLUTION
STAGE 01
Obtaining mass from main concept
STAGE 02
Creating void for ventilation
STAGE 04
Adding access to the inner courtyard space
STAGE 05
Defining the green roof and cantilever for library
STAGE 03
Creating cutout for maximum light penetration
GROUND FLOOR PLAN
STAGE 06
Adding green roof to the sloping verandah
PRACTICAL TRAINING LEARNING BLOCK
FORM EVOLUTION
STAGE 01
Obtaining mass from main concept
STAGE 02
Dividing space into three zones as per legends
STAGE 03
Obtaining mass from main concept
FINAL FORM
STAGE 04
Dividing space into three zones as per legends
LEGENDS
ART AND DANCE CLASS
LITERATURE AND LANGUAGE
EXHIBITION AND ADMIN
GROUND FLOOR PLAN
ELEVATION NORTH
ELEVATION EAST
ELEVATION SOUTH
ELEVATION WEST
As a designer, I have undertaken various personal interior projects aimed at renovating small-budget residences and enhancing the liveliness of spaces. The objective of these projects was to create open and inviting spaces that could alleviate the feelings of confinement in limited interior spaces. By utilizing creative design solutions, I aimed to infuse playfulness and warmth into these homes, providing a fresh and rejuvenating atmosphere.
Through these projects, I honed my skills in budget management, space planning, and creative problem-solving to deliver unique and personalized interior designs that met the needs of my clients while staying within their budget constraints.
TV UNIT DETAIL
WALL UNIT 01 3D RENDERS
WALL UNIT 02 3D RENDERS
INTERIOR ELEVATION
BEDROOM
NOTE:
* 16MM PLY TO BE USED.
* 1MM LAMINATE TO BE USED FOR EXTERIOR FACE OF THE FURNITURE
* 0.8MM LAMINATE TO BE USED ON THE INNER FACE OF THE FURNITURE
* COLOUR OF LAMINATE AS PER SPECIFIED.
INTERIOR ELEVATION
CHILDREN’S BEDROOM
LAB: LAB- GEOG-558
At the University of Kansas, I gained practical experience in using raster and vector data for Geographic Information Systems (GIS) applications. I worked on a variety of projects related to spatial analysis, such as mapping and geocoding data for visual interpretation. Through these projects, I learned to manipulate raster data, which is typically used for continuous, gridded data like satellite imagery and terrain data. I also worked with vector data to represent discrete, geometric features like buildings, roads, and land boundaries. My experience in GIS has enabled me to analyze spatial patterns, identify relationships, and make informed decisions based on the results of the analysis.
GEOGRAPHIC INFORMATION SYSTEM (GIS) MAPPING
RESEARCH PROJECT 03
A community profile for the Sunset neighborhood in Lawrence, Kansas involves identifying community issues, attitudes, and assessing the social, physical, economic, and environmental conditions and trends. Sunset is a desirable residential area with several strengths, including its location, walkability, public transit, proximity to institutions like schools and parks, younger age group of residents, good wages, higher sense of belonging, length of residency, and low criminal activity. However, some improvements can be made, such as promoting diversity in terms of race and working class, encouraging public transit usage, offering more community activities and activities for different age groups, providing a physical fitness center like a gym, a medical facility like hospitals, and a community center.
As part of my lab work for GEOG 558 in GIS class, I have gained experience in using different interpolation methods to analyze water level data. Specifically, I have worked with the IDW and Kriging methods to measure the change in water surface over 20 years using data provided by the Kansas Geological Survey for the years 1997 and 2017. Through this project, I learned that the Kriging method is more accurate due to its use of a semi-variogram to create a prediction surface and validate the model with cross-validation. I also learned to identify areas with higher errors using the standard errors provided by the method. I used the Kriging prediction map to create a raster map, which helped me identify well points with minimum errors. This analysis provided valuable insights into changes in water surface over time and could inform future planning and resource management decision.
As part of my academic coursework, I completed GEOG 558, which included a laboratory segment aimed at developing skills in spatial analysis methods for mapping surface water and analyzing water-related environmental issues. In the lab, I utilized GIS software to learn various techniques such as map algebra, multi-criteria evaluation, terrain analysis, spatial statistics, and spatial interpolation. I applied map algebra to create models that combine spatial datasets for analyzing surface water and environmental issues. With multi-criteria evaluation, I ranked the suitability of specific areas based on a weighted scoring system. Using elevation data, I analyzed topography through terrain analysis. I also identified spatial patterns and relationships in data through spatial statistics. Finally, I utilized spatial interpolation to estimate values in areas where data was missing, based on nearby areas.
During my graduate summer research at The University of Kansas, under the supervision of Professor Marie-Alice L’Heureux, I conducted a study on the Ivanhoe neighborhood. The research involved mapping minor home repairs in the neighborhood and analyzing the relationship between the investment made and the market value of the neighborhood. The success and failure of the BRITE program, which provides qualified single-family homeowners with the opportunity to repair 60% of external repairs and 40% of internal repairs, were also evaluated for the years 2007-2011. By examining the data, we sought to better understand the impact of the program on the neighborhood and its residents. This research aimed to provide insights into the effectiveness of the program and to identify any areas for improvement to better serve the com-
IVANHOE NEIGHBOURHOOD ANALYSIS
YEAR: 2015-19
TYPE: TEACHING PORTFOLIO
LOCATION: BARODA, INDIA
I have taught various theory subjects, including Sustainable (Green Studio) and Contextual Design Studio. In the Sustainable (Green Studio), I motivated and inspired students to design sustainable built environments that were appropriate for diverse sites in different climatic zones of India. The course focused on building envelopes, promoting lateral thinking, and creating sustainable spaces. In the Contextual Design Studio, I emphasized the importance of designing structures that co-exist with the existing built form and harmonize with the site.
I also had the honor of leading a group of eighty students, accompanied by another colleague, on a field trip to Rajasthan. The trip focused on conducting measure drawings that enabled students to gain handson experience in documentation and work at different scales. This endeavor introduced them to the rich cultural heritage of Western India. My extensive teaching experience has enabled me to impart knowledge and expertise to students and helped them develop their creativity, critical thinking, and problem-solving skills.
TEACHING PORTFOLIO
TEACHING PORTFOLIO
CONTEXTUAL STUDIO | 4TH SEMESTER
As an instructor, I guided students in a school design project that presented a unique challenge: the site located near a college of architecture had large boulders. The design program called for the creation of open spaces within the school campus while also considering the context of the existing topography and boulders. To help students succeed in this project, I motivated them to approach the task with a blend of creative problem-solving and critical-thinking skills. Through my guidance, they were able to develop a design that seamlessly integrated the boulders into the school campus, resulting in a functional and beautiful space. This project gave my students practical experience in balancing programmatic requirements with site constraints and the importance of understanding the context in design.
CONTEXTUAL STUDIO STUDENT’S WORK
CREDITS: ACHAL DODIA, 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY CO FACULTIES: Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar
CONTEXTUAL STUDIO STUDENTS WORK
CREDITS: MOHAMMED ALI 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY
CO FACULTIES:
Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar
TEACHING PORTFOLIO
SUSTAINABLE STUDIO
I was an instructor for a design project that involved two different sites - one in Shimla, India with a cold and humid climate, and the other on the island of Priam, India with a humid and warm climate. The task was to design an Institute that considered the climatic factors of each location, and I encouraged students to develop their design concepts from these factors. This resulted in the creation of built forms that were adaptive to the climatic responses of each site while also considering contextual responses. Throughout the project, I provided guidance and support to the students in developing a holistic approach to design that integrated both climatic and contextual factors. By doing so, the students were able to create sustainable and functional designs while gaining a deeper understanding of the interplay between design and the environment. The project received positive feedback as it allowed students to apply theoretical knowledge to practical applications in real-world contexts.
SUSTAINABLE STUDIO
STUDENTS WORK
SITE 01: PIRAM ISLAND
SITE 02: SHIMLA
CREDITS: ZEEL D DODIA, 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY
CO FACULTIES: Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar
STUDENTS WORK
SUSTAINABLE STUDIO
STUDENTS WORK
TEACHING PORTFOLIO
STUDY TOUR
As a part of my teaching, I was part of site visits to historical palaces such as Amber Fort and the golden city of Jaisalmer in Rajasthan, India. The purpose of these visits was to educate students about the architectural response to harsh hot and dry climates in terms of scale, open spaces, built-up ratio, and other climatic considerations. The students also gained insight into the importance of privacy and security for users. Additionally, the visit to Jaisalmer enabled students to understand the street patterns and the adaptation of architectural elements in the elevation to keep the openings and streets shaded. Overall, these site visits enhanced the student’s understanding of climatic responses in architecture and contextual design.
The studio encouraged creativity and imagination through poetics and abstraction, pushing students to explore architecture’s artistic and expressive dimensions. Emphasis was placed on technical skills like freehand drawing, orthographic projection, computer basics, and materials exploration. By mastering diverse representation techniques, students developed critical thinking and visual communication skills, laying a strong foundation for their architectural journey.
TEACHING PORTFOLIO
ARCH 100
CREDITS Ryan Looney, Raven Loo, Jeena Ahmed ROLE AND RESPONSIBlity: LECTURER, KU, ARCH 100
TEACHING PORTFOLIO
ARCH 100
The studio focused on form-making through forces and folded planes, emphasizing pattern, repetition, and rhythm. Precision and iterative model-making were key to refining designs, while structure and interdependency ensured functionality. Students honed skills in documenting progress and using drawings to effectively convey concepts.
TEACHING PORTFOLIO
ARCH 100
Students were tasked with designing a functional art gallery and studio that met program requirements and adapted to site conditions. The project uniquely integrated form models from the bending, blending, and breaking design methods, encouraging creativity early in the process. This exercise challenged students to balance functional principles with innovative design approaches, fostering distinctive and thoughtful outcomes.
CREDITS Ryan Looney, Raven Loo, Nick Botkin ROLE AND RESPONSIBlity: LECTURER, KU, ARCH 100
