{"id":6332,"date":"2023-06-28T20:00:40","date_gmt":"2023-06-28T20:00:40","guid":{"rendered":"https:\/\/www.aayojan.edu.in\/pune\/?page_id=6332"},"modified":"2023-06-28T20:00:40","modified_gmt":"2023-06-28T20:00:40","slug":"best-practices","status":"publish","type":"page","link":"https:\/\/www.aayojan.edu.in\/pune\/best-practices\/","title":{"rendered":"Best Practices"},"content":{"rendered":"

[vc_row row_content_width=”grid”][vc_column][vc_row_inner][vc_column_inner][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]Best Practices<\/b>\u00a0<\/b><\/p>\n

1 – Awareness of Avenues in Architecture\u00a0<\/b><\/p>\n

1.2. Objectives of the Practice\u00a0<\/span><\/p>\n

The objectives of this practice are to create awareness…\u00a0<\/span><\/p>\n

among students about the various avenues of architecture.\u00a0<\/span><\/p>\n

about architecture in the community around us.\u00a0<\/span><\/p>\n

that architecture practices can contribute to social causes.\u00a0<\/span><\/p>\n

1.3. The Context:\u00a0<\/span><\/p>\n

Architecture is a part and parcel of our everyday life because we need shelters. However, the shelter\u00a0 may or may not be designed by an architect. Many living beings design their own shelter. Humans have\u00a0 designed their dwelling which was a result of trials and errors of over a thousand years. Architecture\u00a0 has evolved and today we have structures that are skyrocketing and aiming to be built on other planets.\u00a0 After a continuous dialogue with all stakeholders of the institute, we realised that students need to be\u00a0 made aware of the diverse nature of architecture. We also realised the need to raise this awareness\u00a0 among the locals and learn from the unique surroundings that we are placed in. Students and faculty\u00a0 must realise that architecture may not necessarily be for serving the elite and wealthy but also for\u00a0 serving the community. This practice aligns with our goal of inculcating value-laden education.\u00a0<\/span><\/p>\n

1.4. The Practice:\u00a0<\/span><\/p>\n

A three-way model is developed for implementing this practice. One where the institute goes ahead\u00a0 and connects with the outside world and second where we invite various professionals to the campus. In the first model, we conduct sessions in schools of neighbouring villages where we introduce school\u00a0 students and teachers to the profession of architecture and the professional avenues available after\u00a0 this course. We also conduct mobile exhibitions and connect with higher secondary school students in\u00a0 urban areas.\u00a0<\/span><\/p>\n

In the second model, we facilitate the industry-academia tie-up and conduct seminars and workshops\u00a0 where professionals are invited to share their projects, way of working and ideologies with our\u00a0 students. These too are in various modes. The most frequent are the ‘Weekly Forums’, which motivate\u00a0 and inspire the students.\u00a0<\/span><\/p>\n

We have sessions on Caricatures, IPR, Psychology of the Built Environment, Structural Systems\u00a0 informing Design, the Role of an Architect, etc. Every semester a larger seminar is conducted that\u00a0 coincides with the Foundation Day and Exhibition inauguration.\u00a0<\/span><\/p>\n

At periodic intervals, we conduct a major event like ARCASIA or a Workshop with COA where students\u00a0 get a wider exposure.\u00a0<\/span><\/p>\n

We have collaborated with various organisations like Ethos and Maharashtra Step Wells Campaign and\u00a0 ongoing research on energy audits, RESIDE. Live projects coming through them motivate students to\u00a0 do good meaningful work. Students are also encouraged to be involved in research and live projects\u00a0 undertaken by the School and the faculty individually.\u00a0<\/span><\/p>\n

They are given due credits in the respective subjects. The institute encourages students to conduct\u00a0 research that helps them connect to topics of their interest. They may range from, learning through\u00a0 immediate surroundings\/ community to hi-tech structural systems or project management. E.g.: The\u00a0 architectural character of the Village houses or the Cultural Geography of the heritage structures. This\u00a0 kind of grounded approach helps our students to stay humble, create empathy and become aware of\u00a0 one’s surroundings, and that of various cultures and people. It helps them realise that architecture is\u00a0 not all glitz and glamour. it also has a humane and mundane element. Exposure to this wide nature is\u00a0 essential in our country where we have only 5% of people who commission architects to build for\u00a0 them, 67% who stay in villages and build for themselves and others who cannot even afford their\u00a0<\/span><\/p>\n

services. During the pandemic-induced Lockdown, we quickly adapted to the online version and\u00a0 invited a diverse range of speakers from across the country. Our College Instagram Channel quickly\u00a0 became popular for its uniquely refreshing and informative content.\u00a0<\/span><\/p>\n

1.5. Evidence of Success\u00a0<\/span><\/p>\n

Students love hands-on learning. We noticed students were motivated and enthusiastic after the\u00a0 lockdown-induced lethargy. They realised the need to put in the effort to succeed and that each one\u00a0 of them can carve a niche for themselves instead of treading on the beaten path. Credit-based learning\u00a0 for engaging in live projects encourages deserving students to get involved in diverse topics. A healthy\u00a0 competition is induced wherein the students on their own accord get involved in live projects or\u00a0 documentation work. We may not be able to quantify this kind of tacit learning but what we observe\u00a0 is the students’ positivity and their sense of belief in our institute and faculty.\u00a0<\/span><\/p>\n

1.6. Problems Encountered and Resources Required:\u00a0<\/span><\/p>\n

The following problems were faced.\u00a0<\/span><\/p>\n

    \n
  1. Identifying the schools and colleges in the surrounding areas and establishing a rapport with them.\u00a0 Our librarian, Mr. Sagar Bhoite played a leading role in this effort. He enthusiastically connected with\u00a0 the schools and also went ahead to impart exposure to architecture assisting other teaching faculty in\u00a0 the endeavour.\u00a0<\/span><\/li>\n
  2. Sourcing the professionals each week was another issue; so, we planned alternate weeks of guest\u00a0 lectures and our faculty taking up a subject close to our heart.\u00a0<\/span><\/li>\n
  3. Every faculty contributed to sourcing the guest lectures by digging into their professional and\u00a0 personal networks.\u00a0<\/span><\/li>\n
  4. Organising a session every week requires a lot of manpower and discipline, all the faculty came\u00a0 together and filled in for each other whenever required for the sessions to be put together. 5. A protocol has now been set for such events.\u00a0<\/span><\/li>\n<\/ol>\n

    1.7. Notes (Optional):\u00a0<\/span><\/p>\n

    There are miles to go before we feel we have arrived, but we have decided to take a small step at a\u00a0 time and witness the compounding effect in a few years. We continue to brainstorm and encourage\u00a0 new ideas from all teaching \/ non-teaching staff as well as students for the betterment of the learning\u00a0 process. Ultimately, it is the students’ positive learning experience which will contribute towards their\u00a0 success and that of the Institute.\u00a0<\/span><\/p>\n

    2- Fostering Freedom of Expression and Trust in Architectural Education\u00a0<\/b><\/p>\n

    2.1 Introduction:\u00a0<\/span><\/p>\n

    In the field of architectural education, creating an environment of mutual trust and freedom of\u00a0 expression is crucial for the growth and development of students. By encouraging open dialogue and\u00a0 creating a positive studio and campus environment, the objective is to instil a sense of security and\u00a0 foster meaningful interactions among all stakeholders. This refined write-up highlights the best\u00a0 practices implemented to achieve these objectives and the evidence of success observed in the\u00a0 context of architectural education.\u00a0<\/span><\/p>\n

    2.2 The objective of the Practice:\u00a0<\/span><\/p>\n

    The primary objectives of implementing best practices for freedom of expression and trust in\u00a0 architectural education are as follows:\u00a0<\/span><\/p>\n

    Establishing mutual trust and belief: Creating an environment where trust and belief thrive among all\u00a0 stakeholders, including students and faculty.<\/span><\/p>\n

    Encouraging open sharing of feelings and opinions: Promoting an atmosphere where students feel\u00a0 comfortable expressing their thoughts and emotions to both their peers and faculty without inhibition. Emphasizing dialogue for problem-solving: Cultivating an understanding that constructive dialogue\u00a0 among all stakeholders leads to effective problem-solving and collaborative solutions.\u00a0<\/span><\/p>\n

    Fostering a sense of security: Instilling a feeling of security among all individuals involved in the\u00a0 educational process, thereby creating a safe space for exploration and growth.\u00a0<\/span><\/p>\n

    2.3 The Context:\u00a0<\/span><\/p>\n

    The traditional notion of strict obedience and hierarchical relationships between teachers and\u00a0 students is gradually being replaced by more student-centric and facilitative approaches. The role of a\u00a0 teacher or “guru” in architectural education is evolving towards being a respected facilitator,\u00a0 commanding respect through expertise rather than demanding it. Striking a balance between\u00a0 maintaining respect and becoming a friend to students poses a challenge, but it is essential to cultivate\u00a0 lifelong relationships of mutual respect and happiness. At the institute, student counselling and\u00a0 mentorship are integrated into the teaching-learning process.\u00a0<\/span><\/p>\n

    2.4 The Practice\u00a0<\/span><\/p>\n

    2.4 A. Studio Environment:\u00a0<\/span><\/p>\n

    Positive studio environment: Students are provided equal opportunities to explain their assignments,\u00a0 either in groups or through one-on-one interactions. Feedback is framed as design criticism, focusing\u00a0 on constructive and appreciative aspects to nurture critical thinking while acknowledging students’\u00a0 strengths.\u00a0<\/span><\/p>\n

    Gradual removal of inhibitions: Inhibitions of speaking in public are gradually addressed, fostering\u00a0 inclusivity and appreciation for diverse cultures. Teachers recognize individual students’ personalities\u00a0 and strengths, assigning tasks accordingly. Public praise and private reprimand guide the feedback\u00a0 process.\u00a0<\/span><\/p>\n

    Group studies and outdoor activities: Group studies conducted outdoors serve as platforms for\u00a0 developing long-term bonds and recognizing students’ uniqueness. Students are encouraged to share\u00a0 personal improvements, fostering a supportive atmosphere.\u00a0<\/span><\/p>\n

    2.4 B. Campus Environment:\u00a0<\/span><\/p>\n

    Faculty awareness: Faculty members are aware of students’ strengths and weaknesses, maintaining\u00a0 respectful conversations and addressing concerns through open dialogue. Approachability of faculty is\u00a0 emphasized.\u00a0<\/span><\/p>\n

    2.4 C- Faculty Involvement in Extracurricular Activities:\u00a0<\/span><\/p>\n

    Active participation: Faculty members actively participate in students’ extracurricular activities,\u00a0 providing encouragement and demonstrating their expertise. Involvement ranges from cultural event\u00a0 themes to verifying the structural stability of installations during exhibitions.\u00a0<\/span><\/p>\n

    Student-led initiatives: The Student Council runs various clubs, and while faculty initially played an\u00a0 active role, students now manage them independently. These clubs, such as the sketching club and\u00a0 poetry club, provide platforms for creative expression and collaboration.\u00a0<\/span><\/p>\n

      \n
    1. The Tangibles:\u00a0<\/span><\/li>\n<\/ol>\n

      Barrier-free seating arrangements: Circular seating arrangements are sometimes employed to\u00a0 eliminate the instructor-learner barrier, promoting open discussions.\u00a0<\/span><\/p>\n

      Human-centric education: Fostering empathy and acceptance of other cultures through a student centric approach, preparing students for professional growth without fixating solely on results.\u00a0<\/span><\/p>\n

      2.5 Evidence of Success\u00a0<\/span><\/p>\n

      2.5 A. Respecting students’ sentiments regarding celebrating festivals:<\/span><\/p>\n

      – Students are actively encouraged to celebrate various festivals, fostering a sense of cultural inclusivity\u00a0 and allowing them to express their traditions.\u00a0<\/span><\/p>\n

      – During the 10-day Ganeshotsav, students create Ganpati idols, decorate the mandap, and perform\u00a0 Puja, promoting creativity and religious observance.\u00a0<\/span><\/p>\n

      – Navratri is celebrated with enthusiasm, as students participate in dandiya raas, showcasing their\u00a0 festive spirit and engagement.\u00a0<\/span><\/p>\n

      – Deepawali, or deepotsav, brings the entire campus to life with the illumination of diyas, creating a\u00a0 vibrant and celebratory atmosphere.\u00a0<\/span><\/p>\n

      – Shivaji Jayanti is commemorated through street plays that depict the valour of the Maratha warriors,\u00a0 showcasing the diverse historical heritage of India.\u00a0<\/span><\/p>\n

      – The involvement of a wide variety of students in these festivities demonstrates the institute’s\u00a0 commitment to tapping into students’ expertise and fostering a sense of community.\u00a0<\/span><\/p>\n

      2.5 B. Exposure to Cultural Diversity in India:\u00a0<\/span><\/p>\n

      – Architectural Design Projects provide students with an opportunity to design in response to different\u00a0 cultural influences, promoting an appreciation for diversity.\u00a0<\/span><\/p>\n

      – An audit course on Culinary Skills focuses on the food cultures of various communities, allowing\u00a0 students to explore and learn about different culinary traditions.\u00a0<\/span><\/p>\n

      – These initiatives promote cultural understanding and expose students to the rich tapestry of Indian\u00a0 culture, enhancing their knowledge and broadening their perspectives.\u00a0<\/span><\/p>\n

      2.5 C. Strengthening of trust:\u00a0<\/span><\/p>\n

      – The institute has actively worked to rebuild trust among students by engaging in meaningful\u00a0 conversations and addressing their concerns with empathy.\u00a0<\/span><\/p>\n

      – Students feel comfortable approaching faculty for advice on various aspects, including choosing the\u00a0 right office for training, selecting career paths, and pursuing further education. – The canteen staff contribute to a jovial environment, keeping both students and faculty in good\u00a0 spirits, while faculty members also share their own recipes with the canteen, fostering a sense of\u00a0 camaraderie.\u00a0<\/span><\/p>\n

      2.5 D. Mutually respectful environment and healthy competition:\u00a0<\/span><\/p>\n

      – The institute has cultivated a mutually respectful environment that encourages healthy competition,\u00a0 eliminating jealousy and fostering a positive atmosphere.\u00a0<\/span><\/p>\n

      – Instances of loss of sheets or journals during critical times have been significantly reduced, indicating\u00a0 a sense of responsibility and trust among students.\u00a0<\/span><\/p>\n

      – Students recognize and appreciate each other’s strengths and weaknesses, standing up for their\u00a0 teammates and fostering a supportive community.\u00a0<\/span><\/p>\n

      – The nurturing of a safe space within the institute has created an environment where students feel\u00a0 secure and can freely express themselves.\u00a0<\/span><\/p>\n

      Overall, this evidence demonstrate the success of the institute in promoting cultural diversity, fostering\u00a0 trust, and creating a respectful and inclusive environment for students to thrive.\u00a0<\/span><\/p>\n

      Problems Encountered and Resources Required\u00a0<\/span><\/p>\n

      We have encountered problems in mentoring methods, specifically in establishing a connection\u00a0 without invading personal space or being carried away by students. While our intent is right, some\u00a0 faculty struggle with this aspect. To address the issue, we have sought guidance from psychologists to\u00a0 learn effective techniques for encouraging students to open up and communicate. We are currently in\u00a0 a learning phase. Recognizing that some individuals have an intuitive ability for mentoring, others learn\u00a0 from observing them. To address serious issues, having an in-house psychologist would be preferable\u00a0 to ensure proper resolution.<\/span>[\/vc_column_text][vc_empty_space][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

      [vc_row row_content_width=”grid”][vc_column][vc_row_inner][vc_column_inner][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]Best Practices\u00a0 1 – Awareness of Avenues in Architecture\u00a0 1.2. Objectives of the Practice\u00a0 The objectives of this practice are to create awareness…\u00a0 among students about the various avenues of architecture.\u00a0 about architecture in the community around us.\u00a0 that architecture practices can contribute to social causes.\u00a0 1.3. The Context:\u00a0 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full-width.php","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-6332","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/pages\/6332","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/comments?post=6332"}],"version-history":[{"count":1,"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/pages\/6332\/revisions"}],"predecessor-version":[{"id":6333,"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/pages\/6332\/revisions\/6333"}],"wp:attachment":[{"href":"https:\/\/www.aayojan.edu.in\/pune\/wp-json\/wp\/v2\/media?parent=6332"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}