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CAMPUS DESIGN AND SOCIAL DEVELOPMENT

Conference Paper · August 2021

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Practice: Engrossed Paradigm towards Architectural Research ISBN:978-81-954252-4-2

CAMPUS DESIGN AND SOCIAL DEVELOPMENT

1Manasi Gaikwad, 2Dr. Parag Narkhede
1
Final Year Student, B.K.P.S. College of Architecture,
2
Professor, B.K.P.S. College of Architecture
manasigkwd98@gmail.com, parag@bkps.edu

Abstract:

School experience have salient effects not only on student’s education, but on their future lives. A well-designed
school campus is a key for the development, of any human society. In fact, good social connectivity and growth
during school age is associated with educational success, a healthy lifestyle and an easy relation with the
world. Thus, the formal and informal spaces can play a major role in defining the social development of a
child. Social development is the process by which one learns to interact with others. Hence the paper is based
on studying the strategic process of creating a pedagogical environment without losing the essence of
recreational and interactive environment. It would further present how such spaces can be highlighted that
would eventually inspire children to communicate. The study takes place in basic clusters that being indoor
environmental features and school green spaces/ outdoor spaces. The paper examines study findings through
observation, perception of behavior and literature reviews available on the relationship between interactive
space in school campuses and student’s social development. This research is limited to the primary and
secondary school campuses. The research aims to provide set of guidelines that can be implemented for an apt
type of space for effortless interaction between the students that can develop their social skills. Finally, the
goal of this research study will be to demonstrate how architecture can become an important part of educating
our children about social skills, setting them to create a communicative environment.

Keywords: Campus Design, Social Development, Interactive Spaces.

1. Introduction
School sites have evolved from borrowed one room buildings to campuses housing a small
community in itself. Campus was an outcome of changes that happened for thousands of years. These
changes were majorly influenced by the scientific understanding and design strategies that allowed
new opportunities to be tested in the field of school building design. These influences created new
paradigm that would help architects to shape new school buildings.
In today’s conventional design methodology, there is a need for campus interactive space design
to be reconsider in the light of new approaches. Most of our initial learning days are spent in our
schools. Where we learn theoretical knowledge as well as some practical ways of the world. A school
campus has many different learning zones, be it the classrooms, labs, the multipurpose halls or the
playing fields. Apart from these conventional campus areas, we also have spilled out spaces where
students love to spend time after classes or eat. Our first interaction with the outside world apart from
our families happens in our school, be it with our fellow classmates, our teachers or the helping staff.
Architecture plays a major role in space making, it can either make you comfortable or unpleasant.

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Practice: Engrossed Paradigm towards Architectural Research ISBN:978-81-954252-4-2

There are many theories in education that influence school design; four main pedagogical theories
of learning will be emphasized: behaviourism, cognitivism, constructivism (including design-based
learning), and humanism. These theories are the basis of educational design and continue to be used
in most public-school settings. In most public schools the educational theories initially played a
limited role in the design of buildings and sites; however, it has become crucial that we inculcate
them, these very, learning theories would directly impact the layout and design of school architecture.
Campuses can provide suitable environment for social interaction, improve the quality of student’s
daily life and can also promote educational quality. Education is a social activity that can happen
indoors as well as outdoor. Public spaces have no restriction of the formal classroom; hence the
students can be at liberty and more receptive of information they get. Social interaction would not
only help in character development but would also promote exchange of ideas and values.
It becomes the duty of the designer to incorporate such spaces in the campus design where students
can exchange thoughts. There are many factors that can affect the design process. Right decision
related to physical environment, functional behaviour and aesthetic visual factors has to be taken on
time. Before adding of elements and finalizing the concept a thorough inspection of the existing plan
is essential. Student’s point of view has to collected and analysed, to understand the pattern and
working of these spaces. This paper would put forward the examples through which these interactive
spaces can be design in different campuses.
To make the interaction of the student’s easy and effective different approaches can be inculcated
in the campus design. A well-designed campus environment contributes significantly to the learning,
working and social experiences for users and visitors.

2. Social integration in building and surrounding

The main challenges faced by the students in schools can be the gender difference, age difference
and the possibility of different cultural values. School plays a role of bringing different students of
diverse background together. Each place at school has its own function like classroom are meant for
learning and teaching, playgrounds are meant for playing and canteen for having food and treats but
all these functions are incomplete without proper and effective interaction. Thus, building in itself
plays a major role in dictating the social involvement of a child. Be it the interior layout in a class or
the spaces around the building.
It has been observed at many instances that children tend to be attracted to gathering spaces created
in and around the building. Be it a small courtyard, benches, tree shed or a pavilion. These small
pockets would not only promote more interaction but also give a quiet place for introspection.
Designed buildings at the campus core can foster a sense of community. Informal, visible, and
accessible plazas, courtyards, and outdoor gathering areas should be provided in between buildings.
All street furniture (including benches, lighting, bollards, and waste receptacles) should be consistent
and complementary with the architectural style and quality of the campus building.

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Practice: Engrossed Paradigm towards Architectural Research ISBN:978-81-954252-4-2

2.1 Nature play

Nature Play can be described as a natural space that allows children to explore their immediate
world through being together and playing together in a naturalized setting. Creating interesting
landscape features can attract students to mingle with the nature and at the same time be with one
another. The factors affecting the outdoor interactive spaces are sun, shade, wind and noise.
Commonly a comfortable environment is preferred by anyone to spend time in.

2.2 Indoor play

Well-designed classroom corners, canteen layout, staircases, atriums can act as attract groups for
interaction and some fun activities. Indoor space with huge window and a great volume can do the
magic of open space. School terraces are often neglected from the whole design process, where they
can play a part of small activity garden.

3. Challenges of interactive pockets

It becomes critical in schools to administer these spaces. They should not be completely isolated
from the main building. It becomes tricky to handle privacy in such cases. All such spaces should be
connected to at least one formal setting. The aspects that are to be kept in mind while designing such
spaces are – proximity, circulation, physical connection, visibility and boundary.

4. Methodology
The research is been conducted through observation, perception of behaviour and a small survey
of students. After talking with the students, it was clear that introducing such space in the campus
itself helped them overcome their fear of interaction with other, boosted their confidence and it
became easier for them to express their feelings.
Types of interactive spaces that can be introduced in campuses and some inferences:

• Stepped seating along the stairways where the

students can communicate or have their me
time. Such spaces can easily be monitored by
staff member or other elder students. They do
not hinder any circulation and can be easily
accessed by anyone. Such indoor spaces can
help in keeping the corridors live. This design
strategy is one of the easiest ways of using
architecture as a tool for promoting social
development.
Figure 1 Stepped seating along the stairs

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Practice: Engrossed Paradigm towards Architectural Research ISBN:978-81-954252-4-2

• Small pocket spaces along the corridor can

be great place where one can enjoy their
tiffin and chat. With simple seating
arrangement and minimal design. The
furniture design of such spaces is done
according to the anthropometry of students,
the users. Schools are bestowed with the
responsibility to nurture young minds and
thus it is essential to make safe spaces.

• In urban areas it has been difficult to create

such pockets or even gardens where
students can enjoy and interact, in such case Figure 2 Small seating pocket along the corridor
a simple continuous seating along the site
can help to a great extent. The only
important factor governing the spaces
outdoors is protection from the sun. If able
to achieve a comfortable shaded seating
space it can become a great hit among the
students.Social development is an integral
part of a student’s life. Memorable indoor
and outdoor spaces that would act as a
retreat for the students.

• Surrounding impacts human behaviour.

Students try and adject to the informal and
formal setting created through colours,
textures, room layout and so on. Figure 3 Simple around the site seating

• There is a great challenge in designing

outdoor learning and retreat spaces. As they
can’t be kept completely isolated and hidden
from the formal places. It is important to
attain the balance between all the factors
governing positive interaction. These places
should me made comfortable for the all-
gender students, with proper safety
measures.

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Practice: Engrossed Paradigm towards Architectural Research ISBN:978-81-954252-4-2

• An interconnected hierarchy of green Figure 4 Outdoor interactive space

spaces at a variety of scales including
major spaces, courtyards, walkways,
corridors, narrow corridors, and
recreational landscapes that provide
users with opportunity for a range of
scales of gathering.

• Planting of particular fruit trees around

the campus give rise to group activities
in the fall.

• One of the major drawbacks of outdoor Figure 5 Outdoor interactive space

spaces was observed that in rainy reason
these places were least used because of
no protection from weather. In this case
the classroom is used as the interacting
platform.

5. Types of material and furniture that can be used

• The interactive spaces should be varying in sizes that can accommodate small as well as some
large groups.
• Enough benches should be provided depending on the number of students studying in the
campus.
• The benches provided should be of varied shapes and sizes, linear benches are not that
comfortable of interaction compared to circular or two benches facing one other.
• Some of the benches should have a proper back support while others can be used from both
the sides.
• Apart from benches a fixed table top can also be provided which can be used by the students
to study or eat.
• If located outdoors it should have a proper base so as to avoid water to settle at the base.
• Material pallet should be simple that would need least or no maintenance.
• Location of his interactive spaces are very important; they should be far away from the noise
and with a proper circulation path and visibility.

6. Conclusions
School campuses have significant role in promoting social development among students in young
age. The spaces around and within the building will help interaction of the students and enhance
learning process in the classroom. Proper planning of the building, surrounding landscape, street
furniture and selection of plants can help in building effective interactive and gathering spaces. This
can be easily achieved by following the strategic process of creating a pedagogical environment
without losing the essence of recreational and interactive environment. In order to support students’

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 Practice: Engrossed Paradigm towards Architectural Research ISBN:978-81-954252-4-2

all-round development, students need to be encouraged in active engagement in communal activities

and in making sensible choices among opportunities for exploring new ideas and new roles in the
campus.
The 21st century needs such interactive spaces so that the students can practice and master the
social skills from the young age itself. Architecture can thus act as a perfect medium of
communication in campuses.

7. References
Johnson, D.W., & Johnson, R. “Learning together and alone: Cooperative, competitive, and individualistic
learning”. 5th ed., Boston: Allyn & Bacon, 1999.
Walden, Rotraut. “Schools for the future: Design proposals from architectural psychology”. Vol. 01, Springe,
2008.
Lesan, Marayam. “Design of University Campus Based on Behavioural Study”. Bagh-E-Nazar, July 2020.
Yang, Min. “Social Involvement and Development as a Response to the Campus Student Culture”. Asia
Specific Education Review, September 2011.
Butler, Ninah. “High School Campus Design Elements for Outdoor Based Education Amenities”. 2003.
Arkitekter, Max. “Sjöviksskolan School”. 2020, https://www.archdaily.com/956851/sjoviksskolan-school-
max-arkitekter?ad_source=search&ad_medium=search_result_all#. Accessed 27 March. 2021.
Cox Architecture. “St Aidan's Campus Link”. 2017, https://www.archdaily.com/959783/st-aidans-campus-
link-cox-architecture?ad_source=search&ad_medium=search_result_projects. Accessed 27 March. 2021.
Chromed Design Studio. “Manaskriti School”. 2008, https://www.archdaily.com/961510/manaskriti-school-
chromed-design-studio?ad_source=search&ad_medium=search_result_all. Accessed 27 March. 2021.

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