Teaching . . .


3D Design (2006)

The 3D-Design course introduces students to the basic elements and principles of Design in three dimensions. The course focuses on aesthetic and functional aspects of abstract/geometric forms, spaces, and compositions as well as their application in architecture, interior design, and sculpture. The course emphasizes three dimensional thinking in conceptualization of simple forms and complex compositions as well as the understanding of relationships between the various parts that determine the coherence of the whole design. Assignments include 3D compositions with lines, planes and volumes, using design principles of rhythm, hierarchy, and transformation.


Defining space with lines

Defining space with lines

Defining space with lines

Defining space with planes

Defining space with planes

Defining space with planes

Computing Design Technologies (2006)

The computer design technology course is an introduction to computing technologies that support comprehensive interior architecture presentations techniques, such as drafting, 3D modeling, image processing, vector drawing, and desktop publishing. Students are introduced to Computer drafting through AutoCAD 2006, and 3D modeling by means of SketchUP. They are introduced to image processing, vector drawing and desktop publishing through Adobe PhotoShop, Illustrator, and InDesign, respectively. The focus of the course is on developing the technical ability to communicate designs from conceptual development to final details through the digital medium. 2D drafting concepts are covered in particular detail. Assignments include flyers, brochures, 2D plans and 3D models.

Creative advertisement in Illustrator

Creative advertisement in Illustrator

Filter Exploration in Photoshop

Course Poster in InDesign


Materials and Assemblies (2006)

The Materials and Assemblies course is part of the technology sequence in the Interior Architecture Program. The course explores issues concerning aesthetics, functional and environmental aspects of materials used in interior environments. The focus is on characteristics, properties, and uses of a variety of interior building materials as well as on performance criteria, regulations, installation methods, and maintenance of these materials. The course also addresses global sustainability and indoor environmental quality, safety considerations, and emphasizes the impact of material selection on people’s health and psychological state. Assignments include construction details, cost estimation and material selection.

Architectural detail: glass paver

Architectural details: vinyl replacement window


Introduction to GIS (2005)

The Geographical Information Systems course is an introduction to Geographic Information Systems (GIS) which is a system of hardware, software, and procedures designed to support the capture, management, manipulation, analysis, modeling and display of spatially referenced data for solving complex planning and management problems. GIS applications use both spatial information (maps) and databases to perform analytical studies. This course covers the underlying geographic concepts of world coordinate system and projections, vector map topology, tiled and layered maps, standard computer map file formats, etc. The focus of the course will be on landscape architecture applications of GIS, to analyze existing situations as well as proposed concepts. These include solar studies, vegetations studies, soil composition analysis, view analysis and elevation studies as well as street, traffic, circulation, and storm and water drainage analysis. The main project for this course consisted of mapping the Chatham College Arboretum using GPS (global positioning systems) in conjunction with GIS software.

Arboretum map: Tree Canopy



Campus circulation map



Tree information and Images



Colors and Textiles (2005)

The Color and Textiles course explores issues concerning aesthetics, functional and environmental aspects of soft materials used in interiors. The focus is on the properties of “colors”, “paints”, “wall coverings” and “textiles” as well as their effects on indoor environmental quality. The course also addresses global sustainable issues and emphasizes the impact of colors, and soft materials on people’s health and psychological state. The color component of this course examines theories of color in relation to physiology, light, space, perception, psychology, health and symbolism, with an emphasis on color selection for building types. The textile component discusses textile types, properties, and the uses of textiles in interiors. The emphasis is on textile selection based on performance criteria, regulations, installation methods, maintenance and sustainability. Application of interior colors and textures through paints and wall covering are discussed with an emphasis on application, maintenance, and sustainability. Assignments include evaluation of color compositions, textile selection (with performance criteria as a main goal), and analysis of sustainable paints.

Material Board

Material Board


Spatial Constructions (2003)

This course is intended to investigate the various representational paradigms that are related to spatial and geometric forms, with a slant towards design and composition. Topic includes Euclidean construction, symmetry-based constructions, Boolean construction, and Rule-based construction. I conducted weekly lectures and coordinated the project for this course. Students designed their projects and selected their implementation environments.

Student works in Spatial constructions

Final Project: Magic Form Construction

This tool generates amazing forms that are derived from basic 3D primitives. Textures and transparencies come to play in the final form definitions. It is implemented in Lingo.

Final Project :Euclidean Geometry Explorer.

This tool simulates the Euclidean construction compass and ruler. Computational Euclidean compositions can be generated and manipulated. It is implemented in Java.

Final Project: Object Algebra

This project defines an algebra for creating complex shapes out of simple primitives by means of a tree structure that allows the transfer of semantic attributes.

Final Project: Modeling toolkit

This is a virtual environment toolkit for the creation of complex objects out of a component library.

Grammar Implementations (2002)


Final Project: Star patterns generation and recognition

This project uses the grammar formalism to generate star patterns. The stars which are displayed in a grid, can be manipulated singly or in combination, by means of three parameters. The grammar also recognizes the shape of the common spaces between stars and replaces it with a user specified shape, thereby increasing the uniqueness of the pattern.

Final Project :Tree pattern generation

This project uses the grammar formalism to generate tree patterns. The users select rules and the system identifies all the sub shapes to which the rule apply and the user can apply rules interactively or run an automatic generation mechanism to allow the system to choose where to apply rules according to a number of steps specified by the user.

Geometric Modeling: Theory, Programming and Practice (2002)

This course introduces students to the theory and programming of geometric modeling. Geometric modeling theory concerns the use of mathematical and computational models to represent geometric objects in order to solve problems that are, inherently geometrical, and that allow for computers to assist in the design process. In particular, we emphasize the general applicability of such models and the creation of representations of physical solid objects that are adequate for answering arbitrary geometric questions algorithmically. Geometric modeling programming provides hands-on practice of the geometric modeling concepts by implementing them onto a three dimensional graphical environment.

Professor Krishnamurti taught the theory and I conducted the programming component of the course: I taught students to program in C++ and in OpenGL in a relatively short period of three weeks. I designed the assignments, coordinated the course project, and participated in writing the syllabus. Every assignment needed to illustrate the students understanding of the course material as well as to be used towards the final project. The first assignment was a vector matrix library, where students computed matrix operations such as multiplications and inverse calculations. The second assignment was a hierarchical model, where students programmed a hierarchical model and controlled its parts within various levels of the hierarchy. The third assignment was a naïve classification for CSG (Constructive Solid Geometry). Students designed their own final projects and researched or came up with their algorithms. It is important for graduate students experience the excitement of designing their computational project.

More Information can be found on the Geometric Modelling Website.

Student works in Geometric Modeling

Assignment 2:
Hierarchical Model

Assignment 2:
Hierarchical Model

Final Project:
Freehand Modeller.

This is a free hand sketch recognition tool that inputs 2D lines and curves and interprets them as 3D polygons.

Final Project:
Enumeration of cube configurations.

This is a tool to generate possible volumetric configurations and calculate their performance with respect to thermal transmissivity.

Final Project:
Information Box.

This visualization tool maps complex data and interrelationships as a 3D network.

Final Project:

This tool generates 72 polyhedra parametrically by using the Wythoff algorithm.

The Unix Orientation Session (1998-1999)

This orientation session is indented to introduce new students to the UNIX programming environment of Carnegie Mellon University. I have developed lectures and exercises that introduce students to the structure and functionalities of the UNIX environment and I have developed Unix and Emacs handouts that can be used as future references.

First year design studio: 2D and 3D abstract design (1993-1995)

This course introduced students to "Design" and develop their thinking in 3-dimensions. They will also develop drawing skills, presentation techniques and model making skill as they construct the various abstract 3D Models. . I was the co-instructor in a class of 30 students. Assignments included the creation of space with linear, planar and volumetric elements and were given on a day by day basis.

Defining hierarchy with contrast

Defining space with lines

Defining space with planes