Thesis Guides: Prof.Dr. Ranjana Mital Prof.Ar.Sandip Kumar
Thesis Coordinator: Prof.Dr. Aruna Ramani Grover
N.Greeshmika A/2950/2016 Section:5-A
The thesis titled _Re-interpretation of Dr.B.R Ambedkar University_ a requisite of the Bachelors Program in the Department of Architecture, School of Planning and Architecture, New Delhi – 110002, was completed by the undersigned in January – May 2020. The supervisors were _Prof.Dr. Rajana Mital_and _Prof.Sandip Kumar_ (names of all guides)
The undersigned hereby declares that this is his/her original work and has not been plagiarized in part or full from any source. Furthermore this work has not been submitted for any degree in this or any other University.
2nd June 2021
We certify that the Thesis titled _Re-interpretation of Dr.B.R Ambedkar University_ by _Greeshmika Nagubilli_ roll no _A/2950/2016_ was guided by us in January – June 2021 and placed in front of the Jury by the candidate on 31st May and 1st June 2021.
On completion of the report in all respects including the last chapter by the candidate and based on the declaration by the candidatehereinabove, we forward the report to the Department to be placed in the library of the School of Planning and Architecture, New Delhi.
Prof.Dr.Ranjana Mital Prof.Sandip KumarThis thesis wouldn’t have been possible without the immense support and encouragement of many people, whom I’m grateful for.I would like to take this opportunity to thank each and every one who had been along by my side, throughout this roller-coaster ride.
Firstly, I would like to thank my parents and my family.My parents are my only pillars of strength and source of inspiration, even in the most difficult situations.In such unprecedented times, amidst the global pandemic and the virtual mode of learning, their presence has been calming-be it, handling my work-mood swings or, reminding me to take breaks and ensuring that the work atmosphere is amicable. Thanks, mom and dad, for helping me chase my passions and giving the freedom to explore the multipe dimensions of architecture, which helped me discover my potential.
All these five years of architecture education have provided the opportunity to interact with some of the best teachers in the world- each of them have inspired me to perform better and contributed to my personal growth.
I cannot stress enough, the role of my thesis guides, Prof. Sandip Kumar and Prof. Dr. Ranjana Mittal for their guidance and support throughout the semester. The innumerous critiques and suggestions at every design stage, helped in shaping the design better. Their feedback on technology armature and also the inputs on the thesis proposition at the initial design stages, helped me progress in the right direction.
I would also like to thank our thesis coordinator Prof. Dr. Aruna Ramani Grover for attending to my queries and difficulties right from the beginning of the semester.The special lectures by Prof.Mandeep Singh and Ar. Rajeev agarwal have also provided insights on the importance of structure and technology in the project.
I’m deeply grateful for the support by Ar.Suresh Khanna and Ar. Radhe Shyam for providing vital informtion about the project.They also engaged in long converstions regarding the realities of the project and the design challenges, which contributed to my understanding of the site and the project.A special thanks to the staff of Dr.B.R.Ambedkar University,especially the registrar, Prof. Raghubabu, who supplied me with reliable site information during my site visit.
The thesis was greatly influenced by the support of many seniors and friends- especially Amulya Surapaneni, Aniruddh Sharan, Devkinandan, Sai Charan and Paul.Thesis projects of many seniors from SPA, especially, Sharon sabu, Aniruddh, Richa Singhal, Abdul Wahab, Srishti Jauhri and Devkinandan served as valuable points of reference and inspiration.
The family of SPA has gifted me friends who were the source of motivation and support during the most-difficult times, namely Adyathan, Souparna, Vignesh Pillai, Pragya Kher, Manaswini, Suraj Daddera, Mugdha, Abhay Saini, amongst many others.The exchange of ideas and discussions post submissions with them, helped me reduce the stress due to the workload and seeing their work also inspired me to put in more effort.
The‘thesishelp’iscrucialforthecompletionofthethesis.IwouldliketothankYuvrajYerra,SukhvinderKaur, Maithili, Aditya and Vaishnavi Karpate for helping me in times of need.The thesis renders and walkthrough wouldn’t have been possible without the help of Sai Charan and I would like to thank him for all the help. Apologies, in case I missed out any names.Thank you all for being a part of the journey!!
Universities are often, merely treated as learning centers for students of a particular age group/ qualification/social status. These institutions are often located distantly and lack the outreach to meet the challenge of social change. The project proposes a quintessential university model that brings out the university’s core values of equity, inclusivity, and community outreach through its campus design. An institution that integrates multiple functions and facilitates the sharing of resources to the community through the creation of vibrant learning environments.
The project translates the university’s vision into the campus planning process at different tiers. Firstly, through the spatial interpretation of various functions of the university. The project proposes to create interesting learning spaces, instead of the ‘boring’ four-walled classrooms everywhere, by clustering multiple functions like tutorial rooms, studio display rooms, research laboratories, etc. along with the classrooms. Some of these spaces are in turn, conceived as dynamic multi-purpose spaces with flexible seating arrangements. This creates an active academic zone, which acts as the campus focii.
Secondly, it tries to blur the boundaries between the campus community and the general public, through its outreach programs/facilities. Open access research laboratories, skill development and learning center, library, auditorium, sports facilities are accessible by the public. Each of these facilities has common social spaces like cafeterias, spill-out zones, which promote community involvement thereby making it an active public realm within the campus. It also promotes diversity through interdisciplinary collaboration, thereby making it inclusive. The scheme strategically connects the arrival spaces of each of the clusters to allow for collaboration. The project also takes into account, the sustainability aspect, to reduce energy consumption and prioritizes the use of locally sourced materials. Hence, shaded courts that allow natural ventilation, are provided at each cluster.
The University is located in the Etcherla village of Srikakulam district, Andhra Pradesh, which has great historicalandculturalsignificance.Architecturally,theprojectisalsoenvisionedasaculturalrepresentation of the region and functionally, by proposing a visitor’s learning center.
Hence, the project re-examines the architectural intervention for inclusive campus planning.
Figure 1.1 Source: Delta sync, 2012
Figure 1.2: Source: Deltasync, 2012
Figure 1.3: Source:https://economictimes.indiatimes.com
Figure 2.1: Source:https://gulfnews.com/photos/news/ photos-floods-hit-parts-of-hyderabad-as-rainsreturn-1.1 603099226023?slide=1
Figure 2.2: Source: www.smartvizag.in
Figure 2.3:Source: Wylson, A., 1986
Figure 2.4: Source: British Library
Figure 2.5: Source: Delta sync, 2012
Figure 2.6: Source: Deltasync,2012
Figure 2.7: Source: http://inhabitat.com/wp-content/ uploads/waterstudiomosque.jpg
Fig.2.8:Source: Flesche, 40
Figure 2.9: Source: www.google.co.in
Figure 2.11: Source: https://economictimes.indiatimes. com/news/politics-and-nation/hyderabad-toget-a-floating-restaurant-soon/floating-restaurant/ slideshow/78552077.cms
Figure 2.12: Source: https://worldarchitecture.org/ architecture-projects/fnem/floating-villas-2c-goa-2cindia-project-pag es.html
Figure 2.13: Source: https://www. facebook.com/vizaginsight/ photos/a.133353350723013/717652122293130 Figure
Figure 2.14: Source: archdaily.com
Figure 2.15: Source: archdaily.com
Figure 2.16: Source: Author Figure 2.17:Source: Author Figure 2.18: Source: Author Figure 2.19: Source: Author Figure 2.21: Source: Author Figure 2.22: Source: Author Figure 2.23: Source:Author
Figure 2.24: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.25: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.26: Source: archdaily.com
Figure 2.27: Source: archdaily.com
Figure 2.28: Source: archdaily.com
Figure 2.29: Source: www.dailymail.co.uk
Figure 2.31: Source: Author Figure 2.32:Source: Author Figure 2.33: Source: Author Figure 2.34: Source: Author Figure 2.35: Source: Author Figure 2.36: Source: Author Figure 2.37: Source:Author
Figure 2.38: Source: Meidwinna Vania Michiani, Junichiro
Asano, 2019
Figure 2.39: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.41: Source: archdaily.com
Figure 2.42: Source: archdaily.com
Figure 2.43: Source: archdaily.com
Figure 2.44: Source: www.dailymail.co.uk
Figure 2.45: Source: archdaily.com
Figure 2.46: Source: archdaily.com
Figure 2.47: Source: archdaily.com
Figure 2.48: Source: archdaily.com Figure 2.49: Source: archdaily.com
Figure 2.51: Source: archdaily.com Figure 2.52: Source: archdaily.com
Figure 2.53: Source: archdaily.com
Figure 2.54: Source: archdaily.com
Figure 2.55: Source: Author Figure 2.56:Source: Author Figure 2.57: Source: Author Figure 2.58: Source: Author Figure 2.59: Source: Author Figure 2.61: Source: Author Figure 2.62: Source:Author
Fig 2.63: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Fig 2.64: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.65: Source: Author Figure 2.66:Source: Author Figure 2.67: Source: Author Figure 2.68: Source: Author Figure 2.69: Source: Author Figure 2.71: Source: Author Figure 2.72: Source:Author Figure 2.73: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.74: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.75: Source: Author Figure 2.76:Source: Author Figure 2.77: Source: Author Figure 2.78: Source: Author Figure 2.79: Source: Author Figure 2.81: Source: Author Figure 2.82: Source:Author
Figure 2.83: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.84: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.85: Source: Author
Figure 2.86:Source: Author Figure 2.87: Source: Author Figure 2.88: Source: Author Figure 2.89: Source: Author Figure 2.91: Source: Author Figure 2.92: Source:Author Figure 2.93: Source: www.dailymail.co.uk Figure 2.94: Source: archdaily.com
Figure 2.95: Source: archdaily.com Figure 2.96: Source: archdaily.com Figure 2.97: Source: archdaily.com Figure 2.98: Source: archdaily.com Figure 2.99: Source: archdaily.com
Figure 2.111: Source: archdaily.com
Figure 2.112: Source: archdaily.com
Figure 2.113: Source: archdaily.com
Figure 2.114: Source: Author Figure 2.115:Source: Author Figure 2.116: Source: Author Figure 2.117: Source: Author Figure 2.118: Source: Author Figure 2.119: Source: Author Figure 2.121: Source:Author Fig 2.122: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Fig 2.64: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.123: Source: Author Figure 2.124:Source: Author Figure 2.125: Source: Author Figure 2.126: Source: Author Figure 2.127: Source: Author Figure 2.128: Source: Author Figure 2.129: Source:Author Figure 2.131: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.132: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 2.133: Source: Author Figure 3.1:Source: Author Figure 3.2: Source: Author Figure 3.3: Source: Author Figure 3.4: Source: Author Figure 3.5: Source: Author Figure 3.6: Source:Author
Figure 3.7: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 3.8: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 3.9: Source: Author
Figure 3.11:Source: Author
Figure 3.12: Source: Author
Figure 3.13: Source: Author
Figure 3.14: Source: Author
Figure 3.15: Source: Author
Figure 3.16: Source:Author
Figure 3.17: Source:Author
Figure 3.18: Source: www.dailymail.co.uk
Figure 3.19: Source: archdaily.com
Figure 3.21: Source: archdaily.com
Figure 3.22: Source: archdaily.com
Figure 3.23: Source: archdaily.com
Figure 3.24: Source: archdaily.com
Figure 3.25: Source: archdaily.com
Figure 3.26: Source: archdaily.com
Figure 3.27: Source: archdaily.com
Figure 3.28: Source: archdaily.com
Figure 3.29: Source:Author
Figure 3.31: Source: www.dailymail.co.uk
Figure 3.32: Source: archdaily.com
Figure 3.33: Source: archdaily.com
Figure 3.34: Source: archdaily.com
Figure 3.35: Source: archdaily.com
Figure 3.36: Source: archdaily.com
Figure 3.37: Source: archdaily.com
Figure 3.38: Source: archdaily.com
Figure 3.39: Source: archdaily.com
Figure 3.41: Source: archdaily.com
Figure 3.42: Source:Author
Figure 3.43: Source: www.dailymail.co.uk
Figure 3.44: Source: archdaily.com
Figure 4.1: Source: archdaily.com
Figure 4.2: Source: archdaily.com
Figure 4.3: Source: archdaily.com
Figure 4.4: Source: archdaily.com
Figure 4.5: Source: archdaily.com
Figure 4.6: Source: archdaily.com
Figure 4.7: Source: archdaily.com
Figure 4.8: Source: archdaily.com
Figure 4.9: Source: Author
Figure 4.11:Source: Author
Figure 4.12: Source: Author
Figure 4.13: Source: Author
Figure 4.14: Source: Author
Figure 4.15: Source: Author
Figure 4.16: Source:Author
Figure 4.17: Source:Author
Figure 4.18: Source: www.dailymail.co.uk
Figure 4.19: Source: archdaily.com
Figure 4.21: Source: archdaily.com
Figure 4.22: Source: archdaily.com
Figure 4.23: Source: archdaily.com
Figure 4.24: Source: archdaily.com
Figure 4.25: Source: archdaily.com
Figure 4.26: Source: archdaily.com
Figure 4.27: Source: archdaily.com
Figure 4.28: Source: archdaily.com
Figure 4.29: Source:Author
Figure 4.31: Source: www.dailymail.co.uk
Figure 4.32: Source: archdaily.com
Figure 4.33: Source: archdaily.com
Figure 4.34: Source: archdaily.com
Figure 4.35: Source: archdaily.com
Figure 4.36: Source: archdaily.com
Figure 4.37: Source: archdaily.com
Figure 4.38: Source: archdaily.com
Figure 4.39: Source: archdaily.com
Figure 4.41: Source: archdaily.com
Figure 4.42: Source:Author
Figure 4.43: Source: www.dailymail.co.uk
Figure 5.1: Source:https://gulfnews.com/photos/news/ photos-floods-hit-parts-of-hyderabad-as-rainsreturn-5.1 603099226023?slide=1
Figure 5.2: Source: www.smartvizag.in
Figure 5.3:Source: Wylson, A., 1986
Figure 5.4: Source: British Library Figure 5.5: Source: Delta sync, 2012
Figure 5.6: Source: Deltasync,2012
Figure 5.7: Source: http://inhabitat.com/wp-content/ uploads/waterstudiomosque.jpg
Fig.5.8:Source: Flesche, 40
Figure 5.9: Source: www.google.co.in
Figure 5.11: Source: https://economictimes.indiatimes. com/news/politics-and-nation/hyderabad-toget-a-floating-restaurant-soon/floating-restaurant/ slideshow/78552077.cms
Figure 5.12: Source: https://worldarchitecture.org/ architecture-projects/fnem/floating-villas-2c-goa-2cindia-project-pag es.html
Figure 5.13: Source: https://www. facebook.com/vizaginsight/ photos/a.133353350723013/717652122293130 Figure
Figure 5.14: Source: archdaily.com
Figure 5.15: Source: archdaily.com
Figure 5.16: Source: Author
Figure 5.17:Source: Author Figure 5.18: Source: Author Figure 5.19: Source: Author
Figure 5.21: Source: Author
Figure 5.22: Source: Author
Figure 5.23: Source:Author
Figure 5.24: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019
Figure 5.25: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019 Figure 5.26: Source: archdaily.com Figure 5.27: Source: archdaily.com Figure 5.28: Source: archdaily.com Figure 5.29: Source: www.dailymail.co.uk Figure 5.31: Source: Author Figure 5.32:Source: Author Figure 5.33: Source: Author Figure 5.34: Source: Author Figure 5.35: Source: Author Figure 5.36: Source: Author Figure 5.37: Source:Author Figure 5.38: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019 Figure 5.39: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019 Figure 5.41: Source: archdaily.com Figure 5.42: Source: archdaily.com Figure 5.43: Source: archdaily.com Figure 5.44: Source: www.dailymail.co.uk Figure 5.45: Source: archdaily.com Figure 5.46: Source: archdaily.com Figure 5.47: Source: archdaily.com Figure 5.48: Source: archdaily.com Figure 5.49: Source: archdaily.com Figure 5.51: Source: archdaily.com Figure 5.52: Source: archdaily.com Figure 5.53: Source: archdaily.com Figure 5.54: Source: archdaily.com Figure 5.55: Source: Author Figure 5.56:Source: Author Figure 5.57: Source: Author Figure 5.58: Source: Author Figure 5.59: Source: Author Figure 5.61: Source: Author Figure 5.62: Source:Author Fig 5.63: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019 Fig 5.64: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019 Figure 2.65: Source: Author Figure 5.66:Source: Author Figure 5.67: Source: Author Figure 5.68: Source: Author Figure 5.69: Source: Author Figure 5.71: Source: Author Figure 5.72: Source:Author Figure 5.73: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019 Figure 5.74: Source: Meidwinna Vania Michiani, Junichiro Asano, 2019 Figure 5.75: Source: Author Figure 5.76:Source: Author Figure 5.77: Source: Author
Research Question
Thesis Proposition Issues- Need for research
Project Proposal Project vision Why University Project Background Way forward
Research on University Campus for inclusivity Community outreach
Changing learning spaces Libraries for the 21st century Parameters
Criteria for selection of case studies Case studies Case study matrix
-Area Programme & Analysis -Broad Area requirements -Institutional Structure -User Group -Functional relationship diagram
What are the ways to re-interpret the university’s core values of inclusivity, equity, in the campus design architecturally?
“The proposal envisages the core values of community outreach, socio-cultural emanacipationandeconomicempowermentthroughthedesignofauniversitycampus thatisdiverse,yetinclusivewhilereflectingontheculturalheritageoftheregion.” Also, to identify the architectural elements that represent the rich cultural heritage of the region
Figure 1.1 Sketch of a Campus
“
Quality higher education is not a process. It is a value system.Economic globalisation and unprecedented social progress is also widening inequalities as the education system, many a times, does not address the educational needs of the disadvantaged students which serve to equalise them through inclusion of the most capable and talented people in higher education.
When educational opportunities are unequally distributed, they become an important source of inequalities.Disparities in access to higher education adversely affect the youth’s ability to acquire relevant skills in the market, which in turn limits opportunities and reinforces the pre-existing social inequalities in the society. (“Policy Briefs | Center for Policy Research in Higher Education (CPRHE),” n.d.) Access to higher educational institutions continues to encapsulate the multiple dimensions of social inequalities.(gender, caste, economic status, class, religion, locality and so on).Inequality of access to post-graduate level studies also has wider societal implications and seriously impacts the disadvantaged students, as it is essential for careers in teaching and research.
Inclusivity” promotes growth with equity.Everyone regardless of their economic means, gender, race, ethinicity or religion, is enabled and empowered to fully participate in the social, economic and political opportunities that cities have to offer.This helps in reducing the hegemony in the society and helps in economic emanacipation.In order to grab the opportunity to participate, people must be educated.The Constitution of India asserts that “everyone has the right to higher education at a college, university or technical institute” and education must be provided without discrimination. The true potential of India’s youth can be harnessed only through access to higher education. However, our national effort in increasing such access could be futile without nurturing social equity. The immense potential of our youth belonging to the vulnerable sections of the Indian society is as yet untapped.Hence, an inclusive campus setting must be aimed at.
At post-graduate and doctoral levels, research and innovation extend beyond campus and become important economic drivers, both for the institution and the host communities.Hence, community outreach also becomes essential for institutions.There is an increased emphasis on research, outreach and job training success creating more opportunities.
The location of higher educational institutions also constrains the opportunities for the pursuit of higher education.The non-availability of HEIs (Higher Education Institutions) offering high quality education in addition to the socio-economic vulnerabilities.This leads to the increasing drop out rates of the students thereby leading to declining enrolment rates, resulting in higher competition for student funding.
India is a rapidly changing country in which inclusive, high-quality education is of utmost importance for its future prosperity. The Indian government rightly considers education the “… key catalyst for promoting socio-economic mobility in building an equitable and just society.”According to the World Bank, “Higher Education is instrumental in fostering growth, reducing poverty and boosting shared prosperity. It benefits not just the individual, but the entire educational system.”
Design for social inclusion is about tapping into the richness of communities and the use of local resources in conjunction with entrepreneurial activity and industry to develop products and services that are intrinsically related to social and cultural contexts while also viable and relevant in national and international arenas. Designed artifacts that reflect how people have shaped them also offer tangible possibilities of independence and a sustainable future.(Shimpo, N., Amemiya, M., 2017)
The University Grants Commission (UGC) has all along given emphasis in enhancing participation of socially and economically backward groups in higher education.Hence, a state government university was proposed to establish socio-cultural emancipation and economic empowerment through inclusive design.
1. To understand the process of campus planning of a university, to explore the possibilities of the community outreach
2.To develop a Master plan for the university which would set the standard for the coming years to compete at a global level in terms of the infrastructure provided
3.To understand the cultural significance of the Srikakulam region and reflect it in the building design
4.To create a social interaction hubs, common dining halls, performance theatres,etc to facilitate interaction among the students from diverse economic and cultural backgrounds to promote interaction and exchange of ideas through collaborative learning.
1. To understand campus planning /university design :
-To explore the architectural expression representing the rich cultural heritage and diversity of the region. -Studying various case examples of university designs to understand ways to make it inclusive spatially.
-To understand the ways in which the universtity could engage with the local population through its community outreach programs
2.To understand ways to achieve interdisciplinary collaboration of different disciplines like arts, science, humanities, etc
3.Understanding the sustainable building materials and construction techniques to make it more energy efficient/eco-friendly.
Project Brief
“University design is a civic art form”
Source: Coulson.J, Roberts.P, Taylor.I, 2015. “UniversityPlanning& Architecture:Thesearchforperfection”
“Universities have consistently explored the expressive capacity of the built environment to symbolise the cultural and institutional zeitgeist.”
Source: Coulson.J, Roberts.P, Taylor.I, 2015. “UniversityPlanning&Architecture:The searchforperfection”
Srikakulam, Andhra Pradesh
Vision “Creation of an enabling environment where in universities would act as agents of social change and transformation through innovativeness and outreaching and make it a ‘People’s University’.” Architectural Thesis |2020 Proposition N.Greeshmika | A/2950/2016
Most of the Indian campuses in their view spoke of “wasted opportunities” and were “poorly planned, unsightly, poorly utilised, poorly equipped and costly to maintain” thus failing to provide “positive experiences” or “physical comfort” resulting in a tragic wastage for a nation with scarce resources. Hence, one such Dr. B.R. Ambedkar University which was poorly planned is chosen to understand the importance of master planning for efficient and effective utilization of the campus spaces.
In most of the rural areas and satellite towns, students do not have the access to higher education and facilities. Hence, a university offering a plethora of post-graduate and doctoral study options would help in the empowerment of economically and socially backward students and fulfill their aspirations to pursue further studies.
Source:https://fedcapgroup.org/equity-a-square-deal-for-everyone/
Equity has been an important concern in the expansion of higher education in India (Varghese, Sabharwal and Malish, 2018).Therefore, promoting faster growth of higher education among the disadvantaged sections of the population is a necessary condition for ensuring equity in the future.
Hence the aim is to create an environment where universities would act as agents of social change and transformation through innovativeness and outreach and make it a “People’s University”. Thus, an inclusive academic community with more diversity, leads to better social and learning outcomes to develop skills like leadership, team work,etc.This ultimately produces skilled proffesionals, who in turn , contribute to the economic progress of the country.
Srikakulam district has a vast coastal wealth and heritage where the University is established. According to the District Survey Report, the district is backward and the infrastructure is very poor, unfortunately-with Dr.B.R Ambedkar University being the only university in the region.
Dr.B.R.AmbedkarUniversity,SrikakulamhasbeenestablishedbyAndhraPradeshStateGovernmentwithaview to augment the education facilities in the Srikakulam District and to cater to the educational needs of the people of the district.
The University aims in uplifting the economic and socially backward students by giving quality education and to take up community oriented actions by the optimal utilization of human resources to meet the current challenges.
The university provides competitive environment to enable students to grab opportunities emerging in the national and global arena.
The university builds partnership with premier educational institutions, community organizations, government agencies and NGOs to serve the backward rural areas.
Way forward
Figure 1.3 Vision
Source: Pinterest
A better understanding of design for social inclusion, its relevance and its challenges is urgent to encourage design practitioners, thinkersandeducatorstoaddressthenecessityofdesignprojectsthatfostertheinclusionofmarginalizedandunder-valuedpopulations into more equitable and sustainable futures. (“Design for Social Inclusion | Social Exclusion | Design,” n.d.) To create a socially inclusive community, it is necessary to design places that cater for multiple users and which encourage active lifestyles and social interaction. (“Home | The Heart Foundation,” n.d.).Well designed campus which is inclusive, not only for the campus community, but for ALL ensures that the university doesn’t remain static like any other institution and comes to life through the community involvement
1. Understanding campus planning /university design
-Purpose/Role of Universities -Process of Campus Design -Campuses in India
2. What are the ways to make the university design inclusive spatially?
3. What are the ways in which the campus planning could achieve community outreach ?
4. What could be the architectural expression representing the rich cultural heritage and diversity of the region?(Refer Chapter 5)
5. Understanding changing learning environments and dynamic spaces.
levels of power such as industries, individuals, and local Institutions specifically in areas in close proximity to the university (Southside planning board,1952; Freeman, 1956; Pommer, 1988)
The environment of a University‘campus’- is a place with special resonance. They have long been the setting for some of this history’s most exciting experiments in the built environment. Through its physical estate, a university can reinforce the high ideals of scholarship, transmit its institutional values and nurture social bonds.
As defined by Achyut Kanvinde, the word university means “one including all,” a single unified community of individuals of different experiences living, working, and studying together to assimilate knowledge, improve skills and develop character. It is an academic institution in which instruction ,research and student life are integrated insofar as possible. This implies a single administrative unit that brings together many academic disciplines into one environment so there can be mutually enriching contact and exchange of ideas, with emphasis upon the pursuit of truth through original investigation.
Walter Gropius considered campus design to be an explicit response to local needs- one that could promote interactions between different
A University Campus has been compared to a city on a small scale because it provides most of the needs for the university community by Kanvinde. The campus, therefore, ought to be a closely-knit unified cluster of building with intimate pedestrian open spaces providing a unique environment for living and studying. Hence, skillful planning, community-building design, and inspiring aesthetics can elevate the placesoflearning into placesofshared memory, values, and permanence
Source:https://www.steelcase.com/research/articles/topics/education/how-to-design-hybrid-and-blended-learning-environments/#blended-learning-environments
Engaging the campus’s full potential by understanding the significance of physical form within the academic mission is vital to the campus design process.The University administration plays an important role in this context.
Figure 2.2
2. Physical planning-a design processfulminatinginplandocument ready to be implemented
3. Fiscal planning-financial provisions and limitations
This involves site analysis, building program , campus master plan which help to design a creative synthesis.
A campus master plan is the documented result of planning and design decisions aimed towards the creation of an ideal university campus environment.
Academic Commitee FinanceCommitee
The final format document, a schedule of required rooms of specific nature and size, is called a building program and should contain two kinds of information: policy and criteria one is usually prepared for each particular building that is to be designed and should indicate objectives or intended use(policy) as well as a set of instructions to the architect about specific conditions or requirements (criteria) that must be met, for example, level of illumination or seating space.
Designing the campus is the major portion of the physical planning aspect of campus development. The design process involves questions of philosophy of design approach and campus form to satisfy the needs and objective stated in the academic plan and in the specific requirements of the building program related to the qualities of the site.
Hence, University Campus should be a placewhereastudentisconfrontedwith the realities of living and working with otherpeopleandinan environmentthat provides a wide variety of conditions for the best kind of relationships. It thus sets the stage for the time when a student enters the mainstream of life, bears his own responsibility and makes his contribution to society.
The flowchart above shows the process of campus design. Though there are numerous and distinctly different aspects, broadly speaking the campus planning process has three major stages:
1. Academic planning- formally establishing objectives of the university
Figure 2.3
Lehigh University Master Plan
Institutions are constraints that shape behavior in all sorts of areas of human activity stretching from social interaction to economic exchange to international cooperation. (Andrew Macintyre, The power of Institutions Political Architecture and governance, 2003)
The shrinking resources, the pace of change, and growing expectations within higher education are placing these environments under mounting pressure and becoming increasingly challenging to perpetuate the rich legacy of campus design.
Fulfilling the pedagogic, ideological, and managerial demand of a higher education institution is becoming progressively more complex. Universities must meet squeezed budget and intense peer-to-peer competition. Hence, effective use of the environment that guides future development in a manner is important, that will answer posterity. (University planning and Architecture: The search for perfection-Coulson. J, Robert. P, Taylor. I, 2015)
Most of the campuses in India are established to serve the cosmopolitan population of that particular region, some to promote religious philosophies and in contrast some were deliberatelyisolatedfromthecitycentrestopromoteserenityand avoid distractions.On the other hand, some were also established to improve the economic and educational opportunities of the minority communities.And in general, to ensure nation’s progress by providing proper education.
The initial universities emerged as a part of the cultural exchange between different religions.Gradually, to promote learning and research in arts and sciences, to advance and diffuse scientific, technical and professional knowledge and to help meet the developmental objectives of the country. Perhaps the noblest intention is to build character in youth by by making religion and ethics and integral part of education
Initial universities were mostly residential in nature, with boarding and lodging facilities.Some of them were strategically located beside lakes, etc to take advantage of the cool breeze with garden areas.Some had a definitive pattern of organisation for each of the academic, hostel and staff clusters and used locally available materials like brick, stone, etc.
Figure 2.4
Campus Plan of Punjab University
Some of the earliest learning centres like the Taxila, were suited for the time, place and prevailing conditions and endured for about eight centuries.Some universities also responded to the context through the organisation of buildings, hierarchy of spaces, use of materials and structural forms, singularity of approach, retaining the natural qualities of the site through the design intervention Source:Campus
India,
An expanding higher education system with high participation rates “by definition is more socially inclusive than elite higher education” (Marginson, 2016, p. 413) and is qualitatively different (Trow, 1973). However, the expanding higher education system also offers a stratified structure of opportunities, with a hierarchy in institutional prestige and the field of study, which in turn, determines earnings and social outcomes.
Figure 2.6 Social inclusion conceptual framework-Participation and resources
Source: (Board, 2010)
Community design has the potential to create social inclusiveness. Designing facilities that encourage meeting, gathering and social interaction in communities could improve mental health and increase social networks.
To create a socially inclusive community, we need to design places that cater for multiple users and which encourage active lifestyles and social interaction.
Outreach and engagement are the ways faculty, staff and students collaborate with external groups in mutually beneficial partnerships and consistent with the role and mission as a comprehensive, public research university.
For faculty, outreach enhances teaching, research, creative work and service while addressing larger societal issues. For students and staff, community engagement and service projects link campus teaching and learning to civic responsibility and community well being.For communities, partnering with a university increases the capacity to address important social, economic and cultural issues. Community outreach and engagement activities provide significant learning and growth opportunities to faculty, students, staff and partnering communities.
Whether through research projects, teaching activities, civic engagement or service learning, the reciprocal nature of outreach and engagement enriches both the academic mission and the communities being served.
Hence, the advantages could be summed up as follows:
1.Reciprocity: Community Outreach will strive to support the mutual partnership with the University and the wider community with both parties acknowledged as equal partners in teaching and learning. Students will aim to work with, rather than for the community.
2.Stakeholder Voice: Community Outreach will aim to support community based projects that address a real need as identified by the community and meet the needs of students.
3.Collaboration: Community Outreach will create quality community based service projects which includes partnerships between students, faculty, staff and the wider community.
4. Communication: To ensure strong on going partnerships with the University and their partners, Community Outreach staff will support on going communication with community partners and students in developing and implementing projects.
Figure 2.7 Ways to facilitate the university’s outreach
1. On campus learning is shifting to higher-order skills and tailored experiences.
Instead of using class time to lecture at students, that content can be found online and instructors can use time with students to work on problem-solving, communication and collaboration.
2. Students and educators have a variety of levels of familiarity and comfort.
A variety of training and development and a “just right” amount of communication is required as institutions hone in on the right tools and the proper approaches to learning online.
3. Technology can disconnect us from others
Students’ virtual experiences in the classroom can be isolating. They are either solitary –diverting focus from other people– or broadcast experiences in which a large group is exposed to a video. Online learning offers a greater opportunity for personalization, but is often text-heavy and lack, interaction.
4.The built environment is being asked to do more.
All spaces will have to support higher cognitive activities as well as help build community through spontaneous moments of connection and learning. Many learning environments are often not multifunctional, and as online activities extend where and when students learn, adjacent spaces such as labs, libraries and lounges play new purposeful roles in the mix of learning spaces.
Activating key principles in classrooms, labs, collaborative, social and faculty spaces enhances collaborative learning
Students can select their best place or posture for learning. Collaborative technology makes it easy to share information or review work with peers or instructors.
Displaywallsinclassroomscouldenable studentstojoinvirtuallyandalsobeused to showcase their work.Ceiling mounted microphones support
A lab-style classroom is optimized for technology sharing. Triangulation supports sightlines to digital content and allows eye-to-eye interactions.
Acousticpodprovidesspaceandtools to support distance learning and can be used by multiple faculty members.
A multipurpose classroom can be used as a dedicated classroom or a shared space, such as an instructional innovation lab.
A private office for faculty can also provide different options for rejuvenation.
“Libraries of the future are innovative and collaborative and inspirational….They’re places for community and academic support as well as social spaces.”
Figure 2.9
To connect and collaborateTo increase productivity
Figure 2.11Figure 2.12
To create spaces that support formal and informal learning that allow for creativity and sharing.
Create spaces that help to concentrate and focus while considering comfort, security and well-being.
Libraries used to be defined by what was in them – i.e., the books on the shelves. More and more, they’re being defined by what happens in them. Rather than a singular focus of, “I go, I read, I leave,” educators are looking for ways to create libraries that have a more dynamic purpose.
Figure 2.21
Figure 2.2
Figure 2.19
Figure 2.22
Figure 2.23
Figure 2.25
Figure 2.24
Figure 2.26
Figure 2.31
Figure 2.32
Figure 2.33
Figure 2.34
Figure 2.36
Figure 2.35 Figure 2.37
Figure 2.38
Figure 2.39
Figure 2.42
Figure 2.43
Figure 2.40
Figure 2.44
Figure 2.45
Figure 2.41
Figure 2.46
Figure 2.48
Figure 2.49
Figure 2.47
Figure 2.5
Figure 2.52
Figure 2.53
Figure 2.54
Figure 2.56
Figure 2.55
Figure 2.57
Figure 2.6
Figure 2.61
Figure 2.59
Figure 2.62
Figure 2.64
Figure 2.63
Figure 2.67Figure 2.68
Figure 2.65
Figure 2.69
Figure 2.66
Figure 2.7 Figure 2.71 Figure 2.72
Figure 2.76
Figure 2.77
Figure 2.85
Figure 2.86Figure 2.87 Figure 2.88
Figure 2.117Figure
Figure 2.118
Figure 2.119
Figure 2.123
Figure 2.121Figure 2.122
Figure 2.124
Figure 2.125Figure 2.126
Figure 2.127Figure 2.128Figure 2.129Figure 2.131
Thecontextbeingavillage,locatedabout10kmsaway from the main city centre of Srikakulam, a University which offers a choice of plethora of courses to the people in the region.A learning hub which offers 322 courses at the undergraduate, post graduate and doctoral levels in different streams-arts, humanities, commerce, law, education, management, science and engineering,apartfromthe vocational courses.
It serves not only as an educational institute for the students, but also acts as a facilitator to the people living there, through its community outreach programmes.
Given the fact that it is located in a region with numerous education facilities, the university needs to becometheinstiutionofutmostimportance,beingthe largest in the region, offering a varriety of courses by providingtherightkindofexposuretothestudents.
It needs to become a campus where knowledge is imparted by observing as well as interacting and workingwiththepeople.
Figure 3.1
Figure 3.2
The demographic population indicates that major population in the context is the student group who are likely to visit the institution. Lack of community outreach facilities available in the region ensures that the community will encourage the arts and cultural programmes.
Academic Facilites Hostels+Faculty Housing Sports Facilities Examination Administration Semi-Public Semi-Private Private Public
understanding (Primary anchor)
Classrooms, Tutorial rooms, Interactive learning Theatres, Vocational education classrooms
Learning & Resources center(Primary anchor)
Library, reading rooms, digital library
In between spaces (Secondary anchor)
Auditorium, Open air theatres
Learning by Observing Community outreach programmes (Primary anchor)
Visitor’s learning center, multi-purpose halls, Labs
Collaboration spaces (Secondary anchor)
Workshops, studio display rooms, research labs
In between spaces (Supporting facilities)
Student lounges, cafeteria, dining halls, public plaza, spill outs
DR.BR AMBEDKAR UNIVERSITY| Srikakulam, Andhra Pradesh
HealthCentre
To create a holistic experience, complimentary functions need to be located in close proximity. This will cater to the community outreach and collaboration through interaction of the students by blurring the boundaries.
StudentHostels FacultyHousing
Dept.wiseadmin Classrooms
Visitor’s Learning Center
Administration
DiningHall
Interdisciplinary CollaborationHub
Student’sLounge Cafeteria
Library
CulturalExhibitionArea
Examination
Central Public Plaza Auditorium
OpenResearchlabs
Multi-Purpose Stadium SportsFacilities
Lecture Theatres/Seminar Hallls
Vocational Education Classroom Workshops
Schematic diagram of a university campus Figure 3.3
Majorfactorstobeconsidered indesigninga classroomarethefollowing:
l.Seatingandwritingsurfaces
2. Space and furnishings for thelecturer
3. The use of wall space, includingchalkboards, screens, size and location of windows,etc.
4. Facilities for projection and television
5. Coat racks, storage, and otherconveniences
6.Acousticsandlighting
7.Heatingandairconditioning
8.Aestheticconsiderations
The angle of elevation from the eye to the upper part of an object on the screen or chalkboard should not exceed30degrees
Figure 3.4 Figure 3.6
Figure 3.5
Optimum viewing angles
Typical classroom for 40, with 10 side seats movable
Schematic layout of university facilities
Figure 3.7
standards
Source:Neuferts
Tutorials often take place in academic staff offices. Some prefer special rooms for the purpose.
The numbers of teaching places that will be required for any type of institution can be calculated from the following formula:
Nt = Ns Hs /Hw 100/F where Nt = number of teaching places required
Ns = number of students
Hs = hours per week per student in the accommodation
Hw = total number of available hours a week for the accommodation
F = net utilisation factor
1350 students require an average of 10 hours a week of lectures in a working week of 40 hours and assuming a net utilisation factor of 80 per cent.
Figure 3.14
Figure 3.15
Figure 3.16
Figure 3.17 Figure 3.18
Minimum passage width between workstations Size of workstation
Figure 3.19
Lab layout
Figure 3.21 Figure 3.23
for teaching & practicals Chemistry benchPhysics bench
Fig. 3.27
Clearances
Light work associated with graphics, silver and jewellery, photography and fashion may be placed on a higher floor; metal, wood and plastics workshops, where large machines may be installed, are best sited on ground or basement levels. Good workshop layout must conform to work flow and safety. Source:Architect’s
Figure 3.29
Minimum clearances in shelving areas for various attitudes: wide aisles
Fig 3.31 Recommended minima for open-access bookshelf areas
Figure 3.32
Recommended minima in open-access bookshelf areas
Fig 3.33 Recommended minima for open-access bookshelf areas arranged as alcoves containing reading tables
Published space recommendations also vary but an ap proximate guide would be: One seat for each of 30 per cent of students
2.3 to 3.5m2 floor area per seat – overall area 50 to 65 volumes per m2 of overall floor area.
Colleges with at least 30 per cent of advanced work 390m2 for the first 500 full-time students and then 0.44m2 for each additional student colleges with less than 30 per cent advanced work 300m2 for the first 500 students and then 0.38m2 for each additional student.
Figure 3.34
Capacity of shelves to hold books, three quarters full to allow for expansion and movement
Reader Space requirementsReading
Figure 3.35
Figure 3.36 Fig 3.37
Optimum shelf heights for adults
Capacity of shelves to hold periodicals in bound volumes
Conventionally, students are perceived as young, single, mobile, adaptable and have low incomes. Increasingly there is a need to cater for a broader range of people – for students with disabilities, for mature and married students and those with families, including single-parent families.
For one-bed/study space, 9-15 m2; two-bed/study space, 13-19m2; self-catering unit, total area 16-20m2. Areas may be slightly reduced in family flats to allow more room for amenity space. A shower and WC, if included within individual rooms, will increase the area by approximately 2.5m2
Staff Design to suit single, married and family categories. Separate accommodation in houses or flats may be more economical. Approximate areas: warden, 67-93 m2; single academic staff and housekeeper, each 56-67 m2; single supervisory staff 46-56m2; single domestic staff as for students. Offices/administration Large halls away from campus need some office accommodation (areas are approximate): warderdsupervisor” 20m2,secretary/archives20m2,management committee room 30m2, housekeeper* 9mz, cleaner’s changing room* 9m2,porter* (next to entrance) 9m2, students’ union 20 m2
Fig 3.38 Study bedrooms: minimum planning dimensionsFig 3.39 Unit for two students (shared WC and shower)
Source:Time Saver Standards-building types
Source:Time Saver Standards-building typesSource:Time Saver Standards-building types
Fig 3.42 Zoning diagram of resources centreFig Room
1
COLLEGE OF ARTS, COMMERCE, LAW & EDUCATIONNo.of studentsNo of Faculties(1:11)
DEPARTMENTOFRURAL DEVELOPMENT
1
CLASSROOMS
TUTORIALROOMS/PG CLASSROOMSLABORATORY RESEARCH LABORATORYWORKSHOP STUDIO/DISPLAY ROOM COMPUTER CENTRE
LIBRARY& READING ROOM SEMINAR HALLS
2yrs a. M.A - Rural Development 40 66SQ.M 33SQ.M 66SQ.M 66SQ.M 200SQ.M 132SQ.M 75SQ.M 150SQ.M 132SQ.M Total 2 1 1 1 1 1 1 1
2
DEPARTMENTOF
2yrs a. M.A - ECONOMICS 40 66SQ.M 33SQ.M 66SQ.M 66SQ.M 200SQ.M 132SQ.M 75SQ.M 150SQ.M 132SQ.M Total 2 1 1 1 1 1 1 1
3
DEPARTMENTOF COMMERCEAND MANAGEMENTSTUDIES
2yrs a.M.Com 40 66SQ.M 33SQ.M 66SQ.M 66SQ.M 200SQ.M 132SQ.M 75SQ.M 150SQ.M 132SQ.M Total 2 1 1 1 1 1 1 1
2yrs b.M.B.A 40 66SQ.M 33SQ.M 150SQ.M 100SQ.M 132SQ.M c.M.B.A-MasterofHealth Administration(M.H.A Total 2 1 1 1 1 4
DEPARTMENTOFLIBRARY ANDINFORMATION SCIENCE
2yrs a. M.A - Library & Information Science 4066SQ.M 33SQ.M66SQ.M66SQ.M200SQ.M 132SQ.M75SQ.M150SQ.M 132SQ.M Total 2 1 1 1 1 1 1 1
5
DEPARTMENTOFLAW
5yrs a. LAW - L.L.M 40 66SQ.M 33SQ.M 75SQ.M 150SQ.M 132SQ.M
5yrs b. LAW - L.L.B 40 66SQ.M 33SQ.M 75SQ.M 150SQ.M 132SQ.M Total 10 1 1 1 1 1 1 1
6
DEPARTMENTOF EDUCATION
2yrs a. M.Ed 40 66SQ.M 33SQ.M 66SQ.M 66SQ.M 200SQ.M 132SQ.M 75SQ.M 150SQ.M 132SQ.M b. Spl B.Ed 30 Total 2 1 1 1 1 1 1 1
7
Journalism&Mass Communication
2yrs a. M.A - Journalism & Mass Communication 4066SQ.M 33SQ.M66SQ.M66SQ.M200SQ.M 132SQ.M75SQ.M150SQ.M 132SQ.M Total 2 1 1 1 1 1 1 1
8
DEPARTMENTOFENGLISH
2yrs a. M.A - ENGLISH 40 66SQ.M 33SQ.M 66SQ.M 66SQ.M 200SQ.M 132SQ.M 75SQ.M 150SQ.M 132SQ.M Total 2 1 1 1 1 1 1 1
9
DEPARTMENTOFSOCIAL WORK
2yrs a. M.A - Social Work 40 66SQ.M 33SQ.M 66SQ.M 66SQ.M 200SQ.M 132SQ.M 75SQ.M 150SQ.M 132SQ.M
1year b. One Year P.G Diploma in Gandhain Studies Total 2 1 1 1 1 1 1 1
10DEPARTMENTOFTELUGU
2yrs a. M.A - Telugu 40 66SQ.M 33SQ.M 66SQ.M 66SQ.M 200SQ.M 132SQ.M 75SQ.M 150SQ.M 132SQ.M Total 2 1 1 1 1 1 1 1
11
DEPARTMENTOFYOGA& PHYSICALEDUCATION
a. Diploma in Yoga 66SQ.M b. One Year P.G Diploma in Yoga Total 1 Total13191010101011111
1
COLLEGE OF SCIENCE
2
No.of studentsNo of Faculties(1:16)
DEPARTMENT OF ORGANIC CHEMISTRYCLASSROOMS
TUTORIAL ROOMS/PG CLASS ROOMS
LABORATORY(incl. machine room & instrumentation room) RESEARCH LABORATORYADDL STOREWORKSHOP COMPUTER CENTRE
LIBRARY & READING ROOM SEMINAR HALLS
2 yrs a. M.Sc.(Organic Chemistry) 30 66 SQ.M 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 200 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M
2 yrs b. M.Sc.( Analytical Chemistry) 20 66 SQ.M 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M Total 4 1 1 1 1 1
2
DEPARTMENT OF BIOTECHNOLOGY CLASSROOMS
TUTORIAL ROOMS/PG CLASS ROOMS
LABORATORY(incl. machine room & instrumentation room) RESEARCH LABORATORYADDL STOREWORKSHOP COMPUTER CENTRE
LIBRARY & READING ROOM SEMINAR HALLS
2 yrs a. M.Sc.(Bio Technology) 30 66 SQ.M 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 200 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M
2 yrs b. M.Sc.(Micro Biology) 20 66 SQ.M 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M Total 4 1 1 1 1 1
1 year c. One Year P.G. Diploma in Medical Records & Health Inforamtion 66 SQ.M
3 yrs d. B.VOC DegreeAgriculture/Dairying & Animal Husbandry 66 SQ.M
3 yrs e. B.VOC DegreeAgriculture/Fisheries Science 66 SQ.M
3
DEPARTMENT OF GEO SCIENCECLASSROOMS
TUTORIAL ROOMS/PG CLASS ROOMSLABORATORY
RESEARCH LABORATORYWORKSHOP
ADDL. WS/LABS FOR CATEGORY X COMPUTER CENTRE
LIBRARY & READING ROOM SEMINAR HALLS
2 yrs a. M.Sc.(Geo-Physics) 15 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 200 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M
2 yrs b. M.Sc.(Geology) 15 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M Total 4 1 1 1 1 1
4
DEPARTMENT OF MATHEMATICS CLASSROOMS
TUTORIAL ROOMS/PG CLASS ROOMSLABORATORY RESEARCH LABORATORYWORKSHOP
COMPUTER CENTRE
LIBRARY & READING ROOM SEMINAR HALLS
2 yrs a. M.Sc.(Mathematics) 40 66 SQ.M 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M
2 yrs b. M.Sc.(Applied Mathematics) 30 66 SQ.M 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M 4 1 1 1 1 1 5 DEPARTMENT OF Yoga CLASSROOMS M.Sc Yoga 66 SQ.M 1
COMPUTER CENTRE
LIBRARY & READING ROOM SEMINAR HALLS
2 yrs M.Sc Physics 40 66 SQ.M 33 SQ. M 75 SQ.M 66 SQ.M 75 SQ.M 150 SQ.M 132 SQ.M 2 1 1 1 1 1 Total 8 18 5 5 5 1 5
3
1
COLLEGE OF ENGINEERINGNo.of studentsNo of Faculties=14Non-teaching=11
DEPARTMENTOF COMPUTERSCIENCE& ENGINEERING CLASSROOMS
TUTORIALROOMS/PG CLASSROOMSLABORATORY RESEARCH LABORATORYWORKSHOP
ADDL.WS/LABS FORCATEGORYX COMPUTER CENTREDRAWINGHALL
LIBRARY& READING ROOM SEMINAR HALLS
4yrs B.TECH-ComputerScience &Engineering6066SQ.M 33SQ.M66SQ.M66SQ.M200SQ.M 200SQ.M150SQ.M132SQ.M 132SQ.M Total 2401x4=4 4/4=1 2 1 1 1 1
3yrs MasterofComputer Applications6066SQ.M 33SQ.M66SQ.M150SQ.M100SQ.M 132SQ.M Total 1801x3=3 3/4=1 4(COMPUTERLABS) 1 19/4=2
2
4yrs
DEPARTMENTOF ELECTRONICS& COMMUNICATION CLASSROOMS
TUTORIALROOMS/PG CLASSROOMSLABORATORY RESEARCH LABORATORYWORKSHOP
ADDL.WS/LABS FORCATEGORYX COMPUTER CENTREDRAWINGHALL
LIBRARY& READING ROOM SEMINAR HALLS
a.B.TECH-Electronics& Communication Engineering 6066SQ.M 33SQ.M66SQ.M66SQ.M200SQ.M 200SQ.M150SQ.M132SQ.M 132 Total 2401x4=4 4/4=1 2 1 1 1 1 1 3
DEPARTMENTOF MECHANICAL ENGINEERINGCLASSROOMS
TUTORIALROOMS/PG CLASSROOMSLABORATORY RESEARCH LABORATORYWORKSHOP
ADDL.WS/LABS FORCATEGORYX COMPUTER CENTREDRAWINGHALL
LIBRARY& READING ROOM SEMINAR HALLS 4yrs B.TECH-Mechanical Engineering6066SQ.M 33SQ.M66SQ.M66SQ.M200SQ.M 200SQ.M150SQ.M132SQ.M 400SQ.M 132 Total 2401x4=4 4/4=1 2 1 1 1 1 1
Total 15 4 10 3 2 4 3 1 5
The campus has 20 P.G. courses catering to the needs of 1350 Plus Post Graduate students and 27 research scholars working for their M. Phil. and Ph.D., and is backed up by 77 faculty members (12 Regular Teachers, 49 Assistant Professors,6 Teaching Associates, 9 Teaching Assistants and 1 Resource Faculty) and 191 non-teaching staff members (11 Regular, 36 Employees with Time Scale, 13 Employees Daily Wages, 77 Outsourcing,3 Consolidated Pay, 14 Rtd. Staff on Consolidate Pay, 1 Medical Officer and 36 Contract Employees).
Figure 4.4
Figure 4.5
Figure 4.6
OPPURTUNITY : Site is primarily surrounded by transit nodes, public & semi-public areas all around.
INFERENCE : Proper vehicular, private, public and pedestrian connections must be established to the site to create a inclusive leaning spaces
Figure 4.8
Figure 4.9
Figure 4.11
Figure 3.4
Site
Source:TTK maps,youtube
Figure 4.12Figure 4.13
Source:District Survey Report-Srikakulam district, AP SPACE APPLICATIONS CENTRE
The University is located at Etcherla, Srikakulam District, Andhra Prdesh, India abutting the National Highway 5 (Chennai to Kolkata), exactly 95 Kms away from Visakhapatnam towards Kolkata.
Dr. B.R. Ambedkar University, Srikakulam is well connected to Visakhapatnam City which in turn is well connected by all means of transportation. Srikakulam Road is the nearest railway station which is around 10 Kms to Campus.
The University is located in a campus extending over 38 acres of land at Etcherla. After the formation, the University acquired 195 acres of land.TheSrikakulamdistrictisdeclaredbytheCentreaswellastheStateGovernmentasa backwardareawith80percentofthepopulation
Figure 4.14
Figure 4.16
Figure 4.15
Figure 4.17
Figure 4.18
A minimum of 70 to 100 litres per head per day may be considered adequate for domestic needs of urban communities, apart from non domestic needs as flushing requirements.
For communities with population up to 20 000 and without flushing system a) water supply through 40 lphd ( Min ) standpost b) water supply through 70 to 100 lphd house service connection
Source: G.O No.159 MUNICIPAL ADMINISTRATION AND URBAN DEVELOPMENT (M) DEPARTMENT, 2010
Source: G.O No.147 MUNICIPAL ADMINISTRATION AND URBAN DEVELOPMENT (M) DEPARTMENT, 2000
Source: G.O No.678 MUNICIPAL ADMINISTRATION AND URBAN DEVELOPMENT (M) DEPARTMENT, 2007
Source: G.O No.678 MUNICIPAL ADMINISTRATION AND URBAN DEVELOPMENT (M) DEPARTMENT, 2007
Source: G.O No.147 MUNICIPAL ADMINISTRATION AND URBAN DEVELOPMENT (M) DEPARTMENT, 2000
Source: G.O No.147 MUNICIPAL ADMINISTRATION AND URBAN DEVELOPMENT (M) DEPARTMENT, 2000
Site Area=38.22 Acres =15.46 hectares Slope:7m FAR=1.68-2.36 Built-up area= 2,61,000 sq.m3,65,000sq.m Site setbacks= Minimum front setback=6m Minimum side setbacks=2.5m
Maximum Ground Coverage= 40% Height Restriction= 15m 25 45m 15
Figure 4.21
Figure 4.23
Figure 4.22
Figure 4.24
Figure 4.25
Figure 4.28
Figure 4.29
Figure 4.26Figure 4.27
Figure 4.31
Figure 5.2
Figure 5.16
Figure 5.19
Figure 5.17
Figure 5.20Figure 5.21
Figure 5.18
Figure 5.27
Figure 5.28
Figure 5.29
Figure 5.31
Figure 5.45
Figure 5.47
Figure 5.48
Figure 5.49 Figure 5.51
Figure 5.46
Figure 5.57
UNIVERSITY| Srikakulam, Andhra Pradesh
Figure 5.74
Figure 5.72
Figure 5.76
Figure 5.75
Figure 5.73
DIVA (DIVA — Solemma, n.d.), Plug-in for Grasshopper is used to run the Daylight simulations.
To achieve optimal visual comfort inside the room, simulations were run to measure the Spatial Daylight Autonomy(sDA) and Annual Sunlight Exposure (ASE).
sDA is the percentage of floor area that exceeds 300 lux for a specified percentage time and ASE is the percentage of the horizontal work plane that exceeds 1000 lux of sunlight illuminance over 10% of the occupied hours per year over a specified daily schedule with all operable shading devices retracted (Annual Daylighting Performance Metrics, Explained | Architect Magazine, n.d.). The optimum values for these are adopted from LEED v4 (Daylight | U.S. Green Building Council, n.d.) which says that the sDA must be more than 55% and ASE must be less than 10%.
Simulation and material settings: Wall material – ‘White interior wall with reflectivity(Rvis) of 70%’; Roof – ‘High reflectivity ceiling with reflectivity(Rvis) of 90%’; and Window – ‘Double pane low E glazing’
Daylight analysis run period – Annual; Daylight analysis grid - 0.2m x 0.2m; Daylight simulation is conducted at a height of 0.8m from the floor level (Work plane level)
Occupancy Schedule – 8am to 6pm Weather data file chosen - IND_ VISHAKHAPATNAM_431500_ISHRAE1M.epw
RadParam used in the simulation: -aa .15 -ab 1 -ad 512 -ar 256 -as 64 -dr 2 -ds .2 -lr 6 -lw .004 -dc .75 – dp 2048 -dt .05 -ms .063-st .01 (good for initial analysis. No deep penetration of reflected light is considered due to high computational time to run simulations)
-Taking advantage of the natural topography of site for the building heights
-Similar orientation of all sports facilities to avoid glare
-Undefined zones for housing
-Central vehicular path restricts pedestrian activity
-Empty spaces within the academic part
-Well defined pedestrian and vehicular paths
-Staggering of classrooms to create shaded spaces
-Recreation spaces juxtaposed with the academic functions
-Orientation of classrooms to receive lighting and ventilation
-Staggering leading to water logging in some parts
-Closely spaced clusters creating dark and dingy spaces.
-Length to height ratio required for ample lighting.
-Restricting the vehicular movement to the periphery.
-Well defined housing and hostel clusters
-Axes connecting the academic part from the faculty and student housing areas.
-Curvilinear forms for academic may not allow the same amount of lighting for each classroom
-Scattered blocks around the site
-Resolved zoning areas for academic, admin and housing areas
-Creation of levels to use the 15m level difference to advantage Cons
-Corridors adjacent to classrooms which create disturbance -Design of lecture classroom/seminar hall
-Articulation of circulation spaces -Defined pattern of movement along the X-axis and Y-axis.
-Separate admin areas clustered with classrooms, research labs and faculty display rooms for each of the colleges.
-Parking lots designed for each of the zones
-Better articulation of landscape -Defining the open and closed circulation spaces. -Universal Access
“Libraries of the future are innovative and collaborative and inspirational….They’re places for community and academic support as well as social spaces.”
To connect and collaborateTo increase productivity
Libraries used to be defined by what was in them – i.e., the books on the shelves. More and more, they’re being defined by what happens in them. Rather than a singular focus of, “I go, I read, I leave,” educators are looking for ways to create libraries that have a more dynamic purpose.
To create spaces that support formal and informal learning that allow for creativity and sharing.
Create spaces that help to concentrate and focus while considering comfort, security and well-being.
The juror Ar. Maulik Bansal, was firstly impressed by the amount of work done for the thesis project, despite of the pandemic. The juror questioned about the residential zone being located behind instead of the academic zone.The points of defense include the visibility of academic zone from the highway which is at a higher level, as well as to create a public realm near the entrance zone which leads to the academic part. Another suggestion was that the academic part would have been more interesting with a bold architectural expression. As a whole, the juror appreciated me for the effort put in, while articulating each of the spaces at the same time, retaining the natural features of the site.
Campus Map - IIMA [WWW Document], n.d. URL https://www.iima.ac.in/web/about-iima/campus/campus-map (accessed 2.3.21).
Chatterjee, M., 1985. Architecture In India. Electa Moniteur, Paris and Milan. Education in India [WWW Document], 2018. . WENR. URL https://wenr.wes.org/2018/09/education-in-india (accessed 2.1.21).
Equity and Inclusion in Higher Education in India | Center for Policy Research in Higher Education (CPRHE) [WWW Document], n.d. URL http://cprhe.niepa.ac.in/equity-and-inclusion-higher-education-india (accessed 2.11.21).
IIM Ahmedabad - [PPTX Powerpoint] [WWW Document], n.d. . documents.pub. URL https://documents.pub/ document/iim-ahmedabad-560d3eefeb7d2.html (accessed 2.7.21).
IIM-A Master Planning | HCP [WWW Document], n.d. URL https://www.hcp.co.in/project/iim-a-master-planning (accessed 2.5.21).
Indian Institute of Management - Data, Photos & Plans [WWW Document], n.d. . WikiArquitectura. URL https://en.wikiarquitectura.com/building/indian-institute-of-management/ (accessed 2.5.21).
Lisa, 2018. Browning Hall, Interdisciplinary Science Building [WWW Document]. Tradeline, Inc. URL https://www. tradelineinc.com/reports/2018-2/browning-hall-interdisciplinary-science-building (accessed 2.2.21).
LLC, O., n.d. UC College of Allied Health Sciences Virtual Tour [WWW Document]. Ocurus. URL http://ocurus.com/ tour/CAHSVirtualTour (accessed 2.1.21).
Louis Kahn’s Indian Institute of Management in Ahmedabad, 2019. . ArchEyes. URL https://archeyes.com/indianinstitute-of-management-louis-kahn/ (accessed 2.6.21)
Louis Kahn-designed IIM-Ahmedabad invites alumni to support its restoration and conservation [WWW Document], n.d. . World Architecture Community. URL https://worldarchitecture.org/architecture-news/cvhcv/louis_
Placement Process Begins At IIM Ahmedabad [WWW Document], n.d. . NDTV.com. URL https://www.ndtv.com/ education/iim-ahmedabad-final-placement-process-begins-2177072 (accessed 2.1.21).
Policy Briefs | Center for Policy Research in Higher Education (CPRHE) [WWW Document], n.d. URL http://cprhe. niepa.ac.in/Policy_Briefs (accessed 2.11.21).
Rajat Katarne, 04:08:45 UTC. Architectural case study of IIM ahemdabad by louis i khan.
Raje, A., 1982. Management Development Centre
Raje, A., 1999. Projects at The Indian Institute of Management
Raje, A., 1989. Ravi Mathai Centre
Raj, M., 1991. Hall of States, New Delhi. Structural Engineering International 1, 15–16. https://doi. org/10.2749/101686691780617607
Shimpo,N.,Amemiya,M.,2017.DesigninganOpenSpaceforSocialInclusion:AnInterculturalGardenProjectattheUniversityofTsukuba.
TERI School of Advanced Studies - Masters and Ph.D in Delhi [WWW Document], n.d. URL https://www.terisas.ac.in/ history.php (accessed 2.1.21).
Tertiary Education [WWW Document], n.d. . World Bank. URL https://www.worldbank.org/en/topic/tertiaryeducation.
University of Cincinnati Health Sciences Building / Perkins&Will [WWW Document], 2020. . ArchDaily. URL https:// www.archdaily.com/949023/university-of-cincinnati-health-sciences-building-perkins-and-will (accessed 2.1.21).
Webster University, Browning Hall Interdisciplinary Science Building / CannonDesign [WWW Document], 2020. . ArchDaily. URL https://www.archdaily.com/947696/webster-university-browning-hall-interdisciplinary-sciencebuilding-cannondesign (accessed 2.1.21).
Campus Planning and design of a university for inclusivity through equity, diversity and community outreach
Thesis 2020 | School of Planning & Architecture, New Delhi
Greeshmika Nagubilli | A/2950/2016