Teaching philosophy and Portfolio

Chandra Vadhana Architect - Urban Planner

PROFILE I am an Energetic, Ambitious, Positive and Hardworking person who has developed a mature and responsible nature to any task I undertake or situation that I am presented with. I enjoy learning new things. I work with Dedication, Responsibility and think of creative and innovative ideas in the work I am assigned with. Travel is one my major interests, Coming from the land of many customs, languages and culture my travel started at a very early age with my mother’s shifting job. Throughout my childhood I traveled across many states in India and experienced different cultures and people. Learning new languages helps me look through the minds of people and understand their culture even better. It opened up the thoughts of people who think through their native tongue. This made me celebrate their culture looking for understanding.

CONTACT

EXPERIENCE

Addres

TEACHING | ASSISTANT PROFESSOR

8675, Marigold Cir, Apt 208, Eden Prairie, 55344

November 2019 - March 2022 RVS Chennai Padmavathy School of Architecture l Chennai, India

Phone

June 2016 - July 2017 Surya Group of Institutions l Villupuram, India

+651-802-0695

Web chandra.vadhana94@gmail.com https://www.linkedin.com/in/ch andravadhana/

EDUCATION 2016

BACHELOR OF ARCHITECTURE Periyar Maniammai University, India 2019

MASTERS IN URBAN & REGIONAL PLANNING School of Planning & Architecture, India

PRO.SKILLS ArcGIS ERDAS Imagine AutoCAD REVIT Adobe Creative Suite SketchUP Microsoft Office

•Administration Role includes Collection of Student Data, Organization and maintenance. Keeping track of works created by students (Maintaining manual and digital log of semester wise works).

Handling Studios & Theory Subjects Role includes handling students inside the studio, help them overcome their difficulties across the projects, build in relationships with them to enhance their art of expression, motivate and boost them to complete their tasks on time.

Travel & Learning Organize Field trips and theme based trips in par with the curriculum. Designing the travel itinerary, handling bookings for travel, food and stay, Co Ordinating with the students throughout the travel.

Marketing & Content Generation of content for Institution Magazines, Conversion of the travel studios into marketing material in form of books and social media contents (posters, books and blogs on website).

JUNIOR URBAN PLANNER - INTERN May 2018.

- July 2018 Meha Promoters | Puducherry, India GIS based Base map Preparation GIS Data Conversion Land Bank Database Land Suitability Analysis Spatial Analysis Infrastructure Mapping and Analysis Transportation Mapping and Analysis 3D Mapping and Modelling Solutions related to Web-GIS

JUNIOR ARCHITECT - INTERN

May 2013 - July 2014 Bhooshan Kotwal Architects | Nagpur, India Planning, Designing the working drawings and taking site measurements.

Preparing construction drawings and co-ordination with contractors.

Design conceptualization & Development of detail drawings.

Monitoring progress concerning project work.

Preparation of presentation related to drawings for various projects.

Selection of materials & quantification of materials.

Accepting the requirements from respective team.

Checking and correcting Working Drawings.

Accurately interpreting and representing clients’ ideas by producing freehand sketches, images, worked up designs and samples.

Provided sketches for proposal along with cost estimates.

Assisted clients in choosing materials, fabrics, furniture and organizing materials.

Placed orders for materials on client's behalf. Coordinating with different agencies & dealers for the project and different contractors related with the site.

Incorporated design principles for a tranquil feel.

TEACHING PORTFOLIO 2016 - 2017 | 2019 - 2022 CHANDRA VADHANA GURUMURTHY ARCHITECTURE | URBAN PLANNING

Foreward Through the portfolio I have shared my personal experiences that have inspired me to indulge in teaching and that helped me grow professionally and personally throughout my career. The document also contains samples of the nature of modules that I have handled at my previous work places. It contains an overview of the contents prescribed in the curriculum in each module and samples of few exercises that I conducted while teaching them in the classroom and its learning outcome through the module. Further evidences such as photos of site, students work, methodology of exercises can be discussed at later stages. I have added the list of works that I have handled for your kind reference.

Modules

History of Architecture (Indian Temple Architecture) ,Sustainable Architecture and Planning, Landscape Architecture, History of Contemporary Architecture, Human Settlements and Planning, Climatology, Building Services & Vernacular Architecture, Urban Housing, Sustainable development and Practices

Studios

II years (Secondary School 2016), III years (Shopping Complex 2017), II years (International School 2019), V years (Urban Design 2020), II years (Pitstop Design 2021), III years (General Hospital 2022)

Workshops

Geographic Information Systems Software Workshop (held for 4 batches of students between 2020 - 2022)

Live Projects

International School Design Project 2020 Construction of Dome for Tribal Community 2022

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POSITION | ASSISTANT PROFESSOR

TEACHING PORTFOLIO

Table of Contents 01 | Experience 02 | History of Architecture 03 | History of Contemporary Architecture I & II 04 | Vernacular Architecture 05 | Architectural Design Studio

06 | Urban Design Studio 07 | Geographic Information System Workshop

TEACHING STATEMENT

EXPERIENCE In the learning you will teach, and in teaching you will learn.

Phil Collins This is one of the quotes which piqued my interest in teaching. I started discovering my passion towards teaching during my bachelor’s class presentations and workshops. Slowly I began to notice the methodology in which the coursework was taught to us. Noticing how the teachers would teach certain subjects directly and slowly throw clues as breadcrumbs for us to explore certain subjects.

Noticing, especially in the field of architecture it was very intriguing how the nature of understanding a subject reflected through its teaching pedagogy. My experience as an Assistant professor is about four years now, I have handled theory subjects, Studio, guiding students to complete their thesis. I have also organized field trips and industrial visits for various theory subjects.

Learning and teaching is a continuous process which I realized after my first semester of teaching and also understanding the deeper and wider knowledge of concepts was essential to enhance my teaching pedagogy. This contributed in me pursuing my masters degree in Urban and Regional Planning. My masters coursework helped me improve my teaching methods in many ways. The interdisciplinary knowledge helps me provide a wider range of application of concepts that was taught through the subject. The exercises that I framed got more sophisticated with learning of advanced research methods. My focus shifted from teaching the concepts directly to framing the exercises in such a way that allowed the students explore the module. Throughout my Masters coursework, travel and workshops played a major role. My experiences gained while attending the Urban Mobility Worksop, India, 2017 and the American Institute of architects conference, 2019 was the biggest eye-opener for making me understand the role of travel in enhancing the teaching pedagogy and learning process. As a result I started framing exercises and have successfully implemented them to enhance travel and learning concepts in architecture.

Architecture being a creative field I also understood the role of emotional well-being of a student impacts their performance. During my initial semesters I would guide the students in the studio with solutions whenever they face difficulties. This approach prevented the student from making mistakes later I realized that I need to change the approach by offering clues with framed exercises that would enable them to arrive at solutions by themselves. Travel played a major role in such frameworks and solution oriented approaches. This enhanced the students skill in logical solving of problems and approaching solutions in tricky scenarios. Travel also helps to maintain the emotional well being and increased the inquisitiveness towards the subject.

I would like to pursue this position because the process of teaching helps me explore the modules in detail. With an International exposure I'm sure my students would learn Cross Cultural Impacts on Architecture and how architecture is pursued across the globe. In future I also plan to pursue my higher studies to enhance my knowledge and skills. I would also like to strengthen my professional practice and I believe that this opportunity would help me grow.

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THEORY MODULE

HISTORY OF ARCHITECTURE As per the curriculum the module begins in First semester and continues till sixth semester covering a range of topics - Ancient river valley Civilization (Egypt & Indus Valley Civilization), Classical worlds of Greek & Roman, Early Christian Architecture, Age of Churches & Renaissance in Europe. The second year module consists of Vedic Culture & settlements, Evolution of Hinduism, Jainism & Buddhism. Hindu Temple Form - Principles, Morphology, Meaning, Symbolism, Iconography & Classifications. Islamic Architecture Socio - Cultural and Political Phenomenon, Evolution, forms & Principles , characteristics of Islamic Architecture - Religion, Geometry, structure, materials, decorations & light.

APPROACHES & EXERCISES

01 | Live Sketching

02 | Model Making

Enables the student understand the characteristics of the given timeline, process and interpret the modern day adoption or transformation of the same.

This enhances the skill of eye towards the detail.

An interesting interpretation of existing monuments and remodeling them to the present timeline. This enables the students to creatively explore the form, function and space relation and its transformation with respect to time.

03 | Field Trips

04 | Heritage Walks

To help give the audience a detailed understanding of the characteristics through the visits to the monuments that reflect the architectural characters of the given timeline.

This exercise gives the students a deeper understanding of sense of community that existed during the ancient times and its transformation based on the impact of developments around the neighborhood.

I have successfully incorporated the travel and learning concepts in teaching this module and have organized trips to the cities of Mysore, Delhi, Jaipur, Jaisalmer, Jodhpur & Ahmedabad where I have incorporated the above exercises to teach the above mentioned concepts.

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HISTORY OF CONTEMPORARY ARCHITECTURE - I & II As per the curriculum the module covers Neo Classical Architecture and its types, Modernism & Post Modernism Architecture, the impacts of Industrial Revolution. Urban transformations in Europe and America, Industrial materials such as Glass, Steel, Concrete. New Construction Techniques and Standardization, division of design Education into Engineering and Architecture. Industrial Exhibitions, Chicago School, Skyscraper development. Works & principles of Louis Sullivan, Moris, Webb, Horta, Van de Velde, Gaudi, Guimard, Mackintosh, Vienna Secession, Gropius, Corbusier, Aalto, Wright, Mies, Neutra.

Paper II consists of the large scale changes from 1960s as context for new thought in architecture. Brutalism. Team X. Ideas, works and evolution of Philip Johnson, Louis Kahn, Paul Rudolph, Eero Saarinen, SOM, Eames. Works of Kanvinde, Habib Rehman. Corbusier and Kahn in India. Evolution and early works of Raje, Correa and Doshi. Critique of modernist cities by Jane Jacobs. Theories and works of Christopher Alexander. Aldo Rossi’s ideas on the city. Neorationalism. Semiology and Postmodernism. Writings of Venturi. Works of Venturi Scott Brown, Graves and Moore. Urban ideas/works of Soleri, Archigram and Metabolism.

High Tech architecture, works of Stirling, Rogers and Piano. Deconstructivism as new architectural movement. Ideas and works of Eisenmann, Hadid, Gehry, Libeskind, Tschumi.

Outline of architecture related to parametric design and digital processes, sustainability, globalisation, phenomenology, complexity. Ideas and works of ZHA, contemporary Dutch architecture, Bjarke Engels and BIG, OMA and Rem Koolhaas, Steven Holl, Mcdonough, Yeong, Zumthor, Pallasma, Murcutt.

APPROACHES & EXERCISES

05 | Decoding Architect X This is an interesting exercise where the students pick an architect to study, explore and understand the design principles, projects dealt by the architect. Students are required to interpret the ideologies & design principle of the architect to design a building adhering to the architects approach thus enabling the students to decode the approaches towards the design.

I have successfully incorporated the exercise in the above modules where the students enhanced their skill in decoding the design principles, transformation of principles into build elements. This enabled students to adopt a mature approach towards their design project and inspires to create their own design principles. This exercise also increased their inquisitiveness in exploring new materials & construction techniques. The above exercise was a time sensitive project where the timeline builds up the working speed of the students.

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VERNACULAR ARCHITECTURE As per the curriculum the module covers Definition and classification of vernacular architecture. Vernacular architecture as a process. Methodology for survey and study of vernacular architecture. Overview of cultural and contextual responsiveness of vernacular architecture. Overview of different approaches and concepts to the study of vernacular architecture. Aesthetic, architectural and anthropological studies in detail. Overview of different approaches and concepts to the study of vernacular architecture. Aesthetic, architectural and anthropological studies in detail. Forms, spatial planning, cultural aspects, symbolism, art, colour, materials of construction and construction technique, proportioning systems, religious beliefs and practices in the vernacular architecture of Kerala (including houses of the Nair & Namboothri community, Koothambalam and Padmanabhapuram palace) and Tamil Nadu (including houses and palaces of the Chettinad region, agraharams). Colonial influences on the traditional Goan house. Evolution of the bungalow from the traditional bangla, Victorian villas. Planning principles and materials and methods of construction of the bungalow.

Settlement pattern and house typologies of Pondicherry and Cochin.

APPROACHES & EXERCISES

06 | Construction of Dome - Live Project The major aim of this exercise was to introduce the study of vernacular architecture as a process and not a product. the exercise also provides an overview of the different approaches and concepts to the study of vernacular architecture. To study the various vernacular architecture forms in the different regions and choose a region to implement the same.

Students were taken to Andhra Pradesh, over a span of 3 weeks where they volunteered in a community to build a dome structure for selling the products acquired by the community from the forest. Students worked on design, acquisition of materials and the construction of the structure over a span of time. This enabled the students to enhance their problem solving skills in - situ and complete the project successfully. This exercise turned out to be a great help to the community and a good value addition to the student's portfolio.

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ARCHITECTURAL DESIGN STUDIO - SEMESTER II As per the curriculum the learning outcomes of Semester II are designing a built environment requires the development of individual capacity for thought with respect to subjective and objective aspects. Studying and designing projects of small scale that involve a more immediate and basic experience is important in this context. The study and project exploration will involve the following aspects from first principles as well as through live studies and theory – human behaviour, activities and needs for various purposes, role of specific form/space in creating particular experiences and effects, built form-open space relationships, spatial organisation, environment behaviour aspects (especially those relating to children), site as a positive tool in all scales, potential of materials and construction. Through this, both the qualitative and quantitative attributes of design can be understood and engaged. This would give training in the ingenious use of architecture to fulfil goals towards a responsive and stimulating environment. The techniques used for study and presentation can align themselves towards the above, such as cognitive maps, sketches, manual drawings, physical models with simple materials. The scale and complexity of projects will be commensurate with this - small to medium size projects involving buildings/ small campuses with simple circulation, passive energy, multiples of single unit space, single use buildings.

APPROACHES & EXERCISES

07 | International School Design - Live Project This was time based live project where we collaborated with an actual client who was up for building an International School in Chennai, India. This project was announced to be a competition project where students involved in various exercises such as client meetings, framing of requirements based on the client meetings, site visits, practical approaches towards design, material flexibility and preparation of presentation for project approval.

The timeline for the project was four weeks. The students were asked to present with conceptual visualizations, ideas and schematic designs for initial screening, the shortlisted concepts were then worked in detail by groups of individuals in the class to be completed with complete set of design drawings. This enhanced the students skills in working drawings, materials, estimates and 3D renders. Students also presented with a live scale model to explain their designs to the clients. The competition enhanced the exploring skills of the students to a greater extent.

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URBAN DESIGN STUDIO SEMESTER VIII As per the curriculum the learning outcomes of Semester VIII design to enable an understanding of urbanism as a continuous experience involving the interrelated disciplines of architecture, urban design and town planning. To understand architecture as influenced by and influencing the dynamics of cities. To facilitate the taking of architectural design decisions in the context of the urban environment. Ability to perceive and design buildings as contributing to/ transforming the urban fabric. Ability to bring inclusivity into the architectural design process.

APPROACHES & EXERCISES

08 | Rethinking the Georgetown, India This was time based online project was during the COVID - 19. Students were unable to carryout the traditional methods of data collection, surveys methods and acquisition of primary data was almost impossible due to the lockdown.

The timeline for the project was 16 weeks. The students were initially trained in the Geographic Information systems software for about 4 weeks prior to the semester. Students got trained in various aspects such as creation of digital maps from the satellite images. Addition of Excel Data to maps and spatial analysis techniques to understand the morphology of the site.

Students learnt the application of various analysis methods from the software to backup their study under various topics - Demographics, Transportation, Physical & Social Infrastructures, Climate and Environment, Governance. The studio further focussed on proposals required at the site ( Architectural & Non - Architectural ) in order to develop the site for future.

Students learnt how to extract data and synthesize them using limited resources and explore the alternative methods of Research towards a project. This exercise was a great eye opener for several students who were keen on pursuing their internships at urban design firms. The project turned out to be a great value addition to the students portfolio and was well received by the jury committee for engaging interdisciplinary software.

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GEOGRAPHIC INFORMATION SYSTEMS WORKSHOP The idea of conducting this workshop to the students of architecture emerged as an outcome of the lockdown scenario of 2020. With lockdown making the traditional methods of data collection difficult I introduced this workshop in the urban design studio to explore the study.

Students were introduced to the basics of the software and were trained in generation of maps from satellite images, add the excel data to the maps to conduct spatial analysis. They were also trained in pursuing Land suitability Analysis to identify potential sites for future developments.

APPROACHES & EXERCISES

01 | Introduction to GIS | Remote Sensing | Understanding the user interface of ArcMap | Extraction of Data from Open source portals, Geo processing, Image Corrections and Space Time Analysis.

02 | Introduction to Base Map preparation | Working on the ArcMap interface | DIGITIZATION – Geo-Referencing, Creation of shape-files, creating boundaries and layers.

03 | Base Map preparation II | Working on the ArcMap | DATA INTEGRATION – Addition of excel data and its analysis, Arc Scene 3D Model.

04 | Satellite Imagery | Working on the ArcMap | SUPERVISED CLASSIFICATION | UNSUPERVISED CLASSIFICATION - To generate the land use & Land Cover Maps 05 | Satellite Imagery | Working on the ArcMap | SURFACE TEMPERATURE ANALYSIS - To understand the changes in temperature and its impact on Land.

06 | Satellite Imagery | Working on the ArcMap | CONTOUR, SLOPE & BUFFER ANALYSIS - To understand the topography of the site in detail.

07 | Satellite Imagery | Working on the ArcMap | WATERSHED MANAGEMENT - To understand the flow of water above and below the land surface.

08 | Satellite Imagery | Working on the ArcMap | LAND SUITABILITY ANALYSIS To analyze and identify potential land use of the land.

08 | Satellite Imagery | Working on the ArcMap | PROXIMITY & NETWORK ANALYSIS | INTRODUCTION TO PYTHON IN ArcMap. //07