Tanya Final Report

THESIS REPORT
BHARATI VIDYAPEETH COLLEGE OF

ENGINEERING,
RAJIV GANDHI EDUCATION CITY,
SONIPAT, HARYANA
A Thesis Submitted
in Partial Fulfillment of the
Requirements
for the Degree of
BACHELOR OF ARCHITECTURE
in
ARCHITECTURE
by
TANYA KUMARI
(Enrollment No.- 1474881054)
Under the Supervision of
Ar.Jaya Srivastav
ANSAL SCHOOL OF ARCHITECTURE LUCKNOW
January, 2019
CERTIFICATE
This is to certify that this thesis entitled BHARATI VIDYAPEETH

COLLEGE OF ENGINEERING,
RAJIV GANDHI EDUCATION CITY, SONEPAT, HARYANA
”
Submitted by TANYA KUMARI,
Roll no. 1474881054 embodies the work of Submission to the Department
of Architecture, Ansal School of Architecture ,Lucknow in partial fulfilled
of the requirement for award of B.Arch. Degree.
Prof. Jaya srivastav Prof. Kushal Dubey

(Thesis Guide) (Thesis Coordinator)
Prof. Vivek Karmakar Prof. Amitabh Sharma

(Dean, Architecture) (H.O.D., Architecture)
External Examiner 1 External Examiner 2
Date:…………………. Date:………………….
Department Of Architecture
Ansal School of Architecture,
Lucknow.
ANSAL SCHOOL OF ARCHITECTURE ,
LUCKNOW
DECLARATION
I, Tanaya Kumari, Roll Number, 1474881054 hereby declare that the thesis titled
BHARATI VIDYAPEETH COLLEGE OF ENGINEERING,RAJIV GANDHI EDUCATION
CITY, SONEPAT, HARYANA submitted by me, in partial fulfilment of the requirement of
the curriculum of Bachelor of Architecture as per the university norms, to Ansal school of
architecture, lucknow, is a record of my original work with credits given for information
collected from any other source.
(Tanya Kumari)
BHARATI VIDYAPEETH COLLEGE OF ENGINEERING

DEDICATION
I dedicate my dissertation work to my family and many friends. A special feeling of gratitude to my
father, whose words of encouragement and push for tenacity ring in my ears.
I also dedicate this dissertation to my many friends who have supported me throughout the process. I
will always appreciate all they have done for helping me develop my technology and writing skills, for
the many hours of proofreading, and for helping me to master the leader dots.

ACKNOWLEDGEMENTS
With a great respect I would like to express my indebtedness to my guide Ar. Jaya
Srivastav for his support and encouragement at all time. I am grateful for his cooperation
and visionary approach during my dissertation.It was indeed a great pleasure to work
under his supervision.
I am also obliged to my respected dean Prof. Vivek Karmakar and the institution, ANSAL
SCHOOL OF ARCHITECTURE, LUCKNOW.

Table of Contents
CHAPTER 1: INTRODUCTION
1. Validity of the Project
2. Personal Intrest
3. Client
4. Project Overview
5. Methodology
6. Site
7. Case Studies
CHAPTER 2: ANALYSIS OF THE ENVISAGED ACTIVITY
1. What is Institution?
2. What is Engineering?
3. What is Technical Education?
4. History
1. Evolution of Engineering
2. Evolution of Engineering Education
5. Nature
6. Architectural Implications
CHAPTER 3: THE ENVISAGED USER PROFILE
1. Who are the users?
2. Social Aspects
1. Phases of Interaction
2. Nature of Interactions in different areas
3. Psychological aspects
BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 5

CHAPTER 4: THE STANDARDS
1.AICTE Norms
2.Basic Standards
3.Lecture Halls
4.Seminar Rooms and Faculty offices
5.Drawing Halls
6.Laboratories
7.Library
8.Parking
9.Toilets
10.Standard for Landscape area
11.Small Amphitheaters CHAPTER
5: LITERATURE STUDY
12.Space Design Criteria for Educational Architecture
13.Dober’s Principles of Campus planning
14.Recommendations for healthy interactive open spaces
15.Perimeter Institute for Theoretical Physics, Waterloo, Canada
16.Department of Electrical and Computer Engineering, University of Illinios
CHAPTER 6: CASE STUDY
1. Bharati Vidyapeeth College of engineering. New Delhi

2. Delhi Technological University, New Delhi
3. Gateway College of engineering, New Delhi

CHAPTER 7: SITE ANALYSIS
1. Site Location
2. Development Controls
3. Site Images
4. Surroundings
5. Geography and Topography
6. Climatic Conditions
7. Flora and Fauna on Site
8. SWOT Analysis
CHAPTER 8: CLIENT’S BRIEF
1. Client- Bharati Vidyapeeth (Deemed University), Pune
2. The Proposal
1. Tangible Aspects
2. Intangible Aspects
CHAPTER 9: Architect’s Brief
1. Spatial Analysis
2. Functional Relationship of Spaces
BIBLIOGRAPHY

CHAPTER-1
Introduction

CHAPTER-1: Introduction
Education is the passport to the future,

For tomorrow belongs to those who prepare for it today.
-Malcolm X (American Activist)
Education is the process of acquiring knowledge, skills, values and beliefs in order to
become more intellectual and responsible human of the society. It provides an opportunity
to critically reflect upon the social, economic, cultural, moral and spiritual issues facing
humanity. It mainly defines the strength of the country and even contributes to its
development. Education is mainly divided into different stages- Primary education,
Secondary education and Higher education.
Higher education generally refers to the degree level qualification. The stage generally
restricts an individual to gain knowledge regarding a particular field of interest such as
Management, Engineering, Architecture, Medicine etc. and becoming a professional in that
field.
Source- All India Survey on Higher Education 2013-2014
Over the years there is a huge rise in the higher education in India. As the literacy rate is
increasing India is heading towards development and improved living standards of the
people.
1.1 Validity of the project

The technology is touching each and every aspect of life so there is a provision of various
opportunities and training in the field of technicality. Therefore, among the various fields
Technical Education is the most popular providing the great scope of development of the
nation as well as its economy.
According to the All India Survey on Higher Education 2013-2014
85% of the total student population pursue Higher education. In which the Technical
Education is the second most popular branch after Humanities.

Source- All India Survey on Higher Education 2013-2014
Due to the increase in the demands of such profession there is an exponential rise in the
number of engineering institutions in the last two decades in India. But many of such
college lacks the quality of education. Therefore, the client of the site – Bharati
Vidyapeeth Deemed University being one of the well renowned university proposed a
college for technical education where the aspirants get the appropriate knowledge about
the profession as well as proper study and work environment.
In respect to the above context the client has chosen such location because Rajiv Gandhi
Education City is prone to be an upcoming hub for higher education in the country and
having a college in such location will be a huge advantage for the University in future.
1.2 Personal Interest

1. Being one of the pursuers of the similar type of education I can easily relate
with the mindset, activities and requirements of the students of the same age
group.
2. Through this project I have an opportunity to break the tedious stereotypes of
the education system.
3. The project has several variation of spaces and different functions so it would
provide scope for innovation.
4. Students are the future of the country and they should have a proper study and
work environment to make them more socially and psychologically fit.
Therefore, through this project I can make contribution to the future of India.

1.3 Client
Bharati Vidyapeeth Deemed University is one of the most renowned private universities
in the state of Maharashtra. It was established by Dr. Patangrao Kadam in 1964 at Pune.
Since then, Bharati Vidyapeeth has made astonishing strides in the field of education,
particularly in higher and professional education. At present, it conducts 187 educational
units of various kinds, right from pre-primary schools to postgraduate institutions. They
include 87 colleges / institutes of different disciplines.
After getting a huge recognition in the southern part of the country the university is trying
hard to spread its branches in other parts of the country. Therefore, it has started a branch
in New Delhi as well. Along with this it has also proposed a 10 acres technical education
campus in the Rajiv Gandhi Education City.
1.4 Project Overview
The proposed project Bharati Vidyapeeth College of Engineering in Rajiv Gandhi

Education city will be the amalgamation of both contemporary and traditional style. It
would further have the following aspect.
Intangible Aspects
Segregation of spaces with proper recreation and study environment. The proper
connectivity through different blocks and the hierarchy of spaces according to the
requirement. The campus also have some energy efficiency measures.
Tangible aspects
Beside the academic block there is a provision of Auditorium, Hostels and the recreational
spaces but the major focus will be on detailing of academic block.

1.5 Methodology
The entire design process will be divided into 3 major phases-
Design Methodology
STAGE 1 STAGE 2 STAGE 3

Data Collection Concept Evolution Design Development
Basis Site Details Inferences from the Preparation of the
prototype study Master Plan
Client‘s Requirements
Determining the Design of the
Validity of the Project orientation of the individual blocks
Site Analysis building and floor plans
Study of the surroundings Zoning Elevation design
Detailed Area analysis Evolving the Concept
Study of the User group
Study of the Standards
Study of the prototypes
STAGE 1: Data Collection

The collection of data is one the most significant and tedious part of the entire design
process. The research related to the desired topic helps to understand the project more
deeply which is important for the future phases.
Sr. No. Intent Approach

1 Basic Site details Meeting with the associated Government body-
HUDA, Sonipat
2 Client‘s Requirements Meeting with the client- Bharati Vidyapeeth
Deemed University
3 Validity of the Project Understanding the importance of Technical
Education and its need at the proposed site.
4 Site Analysis Approach to the site
Climatology study of the region
Vegetation on the site
Permanent and temporary structure on the site
SWOT analysis

5 Study of the surroundings Studying the immediate surroundings
Studying the nearby surroundings
Connectivity
Typology of the surrounding buildings
6 Detailed Area analysis Number of intakes per branch

Review of the requirements through AICTE norms
7 Study of the User group Understanding the phycology of the students, faculty
as well as the non-teaching staff through regular
surveys.
8 Study of the Standards Going through the HUDA guidelines for institutions
GRIHA manual for efficiency criteria
Anthropometric standards analysis
9 Study of the prototypes Primary Study

Literature Study
Prototypes of abroad will also be studied for more
understanding
10 Study of the Material and Through case study and literature study
Construction techniques
STAGE 2: Concept Evolution

After all the necessary data is collected and analyzed the main thinking process is initiated.

1 Inferences from the prototype The comparative analysis of all the case studies and
study understanding the function and distribution of
various spaces.
2 Determining the orientation of Through the inferences from the climatology study
the building and the access to the site
3 Zoning Through the distribution of the various activities
throughout the site.
4 Evolving the Concept Through all the stages of the Data Collection phase
STAGE 3: Design Development

The approach to the final design will be started in this stage and the final outcome of the
design is witnessed.

1 Preparation of the Master Plan Further evolution of Zoning

2 Design of the individual Through planning of the spaces and experiences in
blocks and floor plans functional manner.
3 Elevation design Through the material study and window placement
1.6 Site
Location- Plot No. 13, Rajiv Gandhi Education City, Sonipat, Haryana
Allotment- The land is allotted by Haryana Urban Development Authority, Sonipat

1.7 Case studies
Primary Study
Bharati Vidyapeeth College of Engineering, Delhi
Delhi Technical University, Delhi
Gateway College of Engineering, Sonipat
Secondary Study
Department of Electrical and Computer Engineering, University of Illinios
Perimeter Institute for Theoretical Physics, Waterloo, Canada

CHAPTER-2
Analysis of envisaged activity

CHAPTER-2: Analysis of envisaged activity
1. What is Institution?
An Institution is a structure of social order and
cooperation governing the behaviors of a set individual
within a given community. Institutions are identified
with social purpose, transcending individuals &
intentions mediating the rule that govern a co-operative
living behavior. Globally institutions are running in
many ways like- religious, educational, medical, art
culture etc. In general institution may be regarded as an
instance of emergence. Institution arise for developing
and functioning in a pattern of social and self –
organization which goes beyond the intentions of the
individual human being involved.
Importantly, institutions have both objective and subjective
aspects includes money, social attributes and emotional attributes to solve a problem.
2. What is Engineering?
Engineering is the discipline, art and profession of acquiring and
applying scientific, mathematical, economic, social, and
practical knowledge to design and build structures, machines,
devices, systems, materials and processes that safely realize a
solution to the needs of society.
According to Accreditation Board of Engineering and
Technology (ABET)-
“Engineering is the profession in which knowledge of the
mathematical and natural science, gained by study, experience,
and practice, is applied with judgment to develop ways to utilize,
economically, the materials and forces of nature for the benefit
of mankind.‖
3. What is Technical Education?

Technical Education is the study of technology, in which students learn about the processes
and knowledge related to technology. As a field of study, it covers the human ability to
shape and change physical world to meet the needs, by manipulating materials and tools
with techniques.

1. History
To understanding the current situation of the Engineering education first the major
milestone in engineering and engineering education should be studied.
1. Evolution of Engineering
The concept of engineering has existed since ancient times as humans devised fundamental
inventions such as the pulley, lever, and wheel. These inventions are consistent with the
definition of engineering: using basic mechanical principles to develop useful tools and
objects.
The history of engineering can be divided into several overlapping eras.

1. Ancient age or Prehistoric age
2. Middle age
3. Renaissance age
4. Industrial age
5. Electronics age
6. Information age
Fig: Ancient technicians Fig: Modern technicians

Evolution of Engineering

2.1.2 Evolution of Engineering Education
The Industrial Revolution was a period from the 18th to the 19th century where major
changes in agriculture. Manufacturing, mining, transport, and technology had a profound
effect on the socioeconomic and cultural conditions starting in the United Kingdom, then
subsequently spreading throughout Europe, North America, and eventually the world. The
Industrial Revolution marks a major turning point in human history.
Thus, a new system of learning process was born by combining academic education with
skill training, specially tailor made learning-training system specially designed for supply
of trained manpower for industrial and economic development through judicious
application of science and technology, is closely related to the state policy for industrial
development and economic growth. In the field of education, technical education is
relatively a new comer in comparison to other disciplines. At the beginning, technical
education started in a form of training and apprenticeship in the trades of craftsman and
artisans. The first technological institute came into existence about eighty years after the
industrial revolution as a school for teaching apprentices.
In 1790, John Anderson and in 1794 Dr. Biskbeck established two schools in Glasgow and
in France respectively of apprenticeship for artisans and craftsmen. In the beginning,
engineering education was confined to the two branches namely civil engineering and
mechanical engineering while electrical engineering was started from 1882 only. The
expansion of technical education in the 19th century had witnessed the birth of many
branches like mining, shipping, textile, printing etc.

Rise of Engineering Education in India
The history of technical education in India can be traced to Epic Period (1000BC) and
Vedic period (Prior to 500 BC) when numerous technical skills such as
carpentry, smithy, foundry, and weaving were part of education. Later
during medieval India, the vocational skill reached great heights as it is
evident from the findings of the archaeological remains of the period.
However, the modern cult of technical education began in I ndia with the
establishment of ―Survey School‖ at Madras (Now Chennai) by the
English traders in 1794. Besides assisting the British surveyors, the
School provided training to Indian personal in modern land survey. Later on, technical
education spread to other parts of the country and was transferred from generation to
generation.
Timeline of
Engineering
Education in India

Development under British rule (Pre Independence period) in India
If we examine the historical development of technical education, it will be discovered that
the foundation of technical education in India was laid almost at the same time as in Europe
but its growth in India was very restrictive and slow till India became Independent. AICTE
was established on 30th November 1945 by a resolution of the Government of India on the
recommendation made by CABE.
Post-Independence Era
Soon after the attainment of Independence, the government of India appointed a
commission in November, 1948 under the chairmanship of Dr. S. Radhakrishnan,
Professor of Eastern Religions and Ethics at the University of Oxford to report on Indian
University Education and suggested improvements and extensions that may be desirable to
suit present future requirements of the country‖.
Development of Private engineering education

Private engineering institutions have spawned all over India because the government has
not had the funds to increase significantly the number of engineering schools it runs. In
1970, India had a total of 139 engineering institutions, and only four of them were private.
After liberalization, there was enhanced demand of engineering
manpower and the government institutions were not able to fulfill
it which led to the historic decision of privatization. The Private
Universities (Establishment and Regulation) Bill was introduced in
1995 in the Parliament. Passing of the bill gave boost to penning of
many private engineering colleges. By the end of 2000, number of
engineering institutions rose to nearly 1,400 out of which about 200
only belong to the government. Growth of private engineering colleges continued even
beyond 2000. However, in the year 2008, Ministry of Human Resources (MHRD)
announced to open eight new IITs under XI five year plan in different states of India and
upgraded IT BHU as IIT to fulfill the demand of technical men power of the country which
makes the total number of IITs to sixteen.
2.5 Nature
“We shape our institution and our institution shapes us”,
- Winston Churchill.
Unlike a broad-based education in the arts or the sciences, the engineering education
system is designed to train engineers for the engineering profession. Hence it has to meet
the challenges and needs for engineers in the economy. As the nature of technology and
industry changes, the education system needs to be responsive and adapt to the changing
demands. There is a need for engineering educators to be conversant with existing practices
in industry while also acting as agents to bring in innovation and improvements. Therefore,
the activities should involve the development of the curiosity and exploration among the
students. Apart from this they should also taught to be professional and become a
disciplined adult with the ethics of the profession.

The students besides the academic curriculum should also be engaged in the extracurricular
activities so that they can attain the leadership quality and learn to perform the team work
activities. It helps to enhance the all-round personality of the students to strongly face the
turbulent road of the future. Experiences and appreciation gained through these activities
assist students during internships and other sponsored programs.
Hence to perform such activities the institutions should be designed according nature of
the different activities and the effect the effect it has on the life of a student.
“enhance the utility, appearance and comfort of all campus spaces related to learning.
Learning spaces must support many styles of learning, be versatile, comfortable and
attractive, rich with information and reliable technology, maintained and accessible”
(Siddall, 2006)
The following are some of the criteria that define the nature of the learning spaces-
Learning spaces should support a diversity of learning styles;

•Learning spaces must be versatile;
•Learning spaces must be comfortable and attractive;
•Learning spaces are information rich and technologically reliable;
•Learning spaces must be maintained continuously;
•Learning spaces should be ubiquitous in space and time;
•Learning spaces should be used effectively; and • Sufficient resources must be allocated
for learning spaces.
2.6Architectural Implications
The function of an institution is to evaluate ideas, it must always grow outwards. It plays a
significant part in providing guidance to the methodology learning. Thus, the basic design
of institution should have a capacity to develop, modify and change while retaining to the
core. In physical terms this implies that it should have linkages and spaces which are focal
and stable even when they are subjected to alterations.

Therefore from the above chart it can be clearly stated the Infrastructure and the Building
Spaces are one of the most important aspect for an effective Engineering education.
In the list of the building spaces the most important factor from the student‘s perspective
is the development of learning and interaction spaces in order to have a work and comfort
environment.
1.Utopia and integrated planning. In the spirit of the utopian vision to create perfect
places, we should create integrated planning strategies for universities. By translating the
essence of utopian ideals into tangible objectives, these strategies should give shape to
models which enjoy extensive freedom and flexibility in both space and time. It is
important to have in mind that, in order to create a university precinct, it is not simply a
question of formalizing an architectural and planning technique, but also of providing a
framework for architecture which fosters human activity.
2.Community of learning. A higher education institution should stimulate personal

contact and serve multiple functions, and thus nurture a fully-fledged community of
learning. Here, the human scale should prevail throughout the various loci and foster a
sense of belonging among students. Through carefully studied design, the users of these
spaces should bond with their physical environment. In this way, urban planning and
architecture stimulate study and research, interaction with fellow students and mentors, and
enhance the academic experience as a whole.
3.Spatial harmony. The configuration of a university‘s architecture and urban planning

must be thoroughly aesthetic, given that it will form part of the users‘ collective memory.
The physical elements of a place of learning must amount to more than just an equipped
built surface; it must also dispense visual education by creating a coherent spatial whole
where as much heed is paid to build volumes as to open spaces. The campus is the hub and
backbone of the university and provides the new student with his first (visual) lesson: it is
a ―three-dimensional textbook‖ in tectonic corporal form.
4. Emotional and intellectual harmony

A campus should become a spatial metaphor for the emotional and intellectual harmony
the university seeks to promote. This harmony is consciously designed to impact on the
learning community and stimulate empathy. The layout and materials used in the
construction of the various architectural components of a teaching or research site must
foster the psychological well-being of its users.
5. Nature and art

The presence of nature brings an added element of educational value to the campus, leading
to an overarching integrated architectural model governed by a sense of ―unity in
diversity‖. The different elements – buildings and open spaces – should create a physical
habitat which reflects the vocation of a campus: that of being a cultural artefact endowed
with curricular content, i.e. a home to study and research. Additional outdoor and indoor
zones can be added on to the principle buildings in order to exhibit artwork and facilitate
further educational experiences.

6.Image and accessibility
The university should present a powerful image in keeping with its essential missions, i.e.
teaching, research and engagement with society. It should be accessible from a conceptual
and physical point of view and strive to maintain local culture and traditions, whether
social, geographic, cultural or architectural.
7. Sustainability and adaptation to the environment.

An academic institution should ensure that its architecture and urban planning are in
harmony with its surrounding geographical and climatic conditions. It should be exemplary
in relation to the environment, biodiversity and sustainability. It should use construction
materials and technical solutions that are in line with this policy, and employ mechanisms
that use renewable sources of energy and are respectful of the environment.
8. Memory and Avant garde.

A university campus should honor the memory of planning and architectural paradigms
inherited from traditional ―places of learning‖, for these are a valuable source of concepts
that nourish contemporary design. Both new projects, which have extensive freedom to
experiment with shapes, as well as plans to remodel existing buildings, should demonstrate
both modernity and avant garde design, thereby enhancing the intellectual identity of
academia.
9.The university/city relationship. The university and city should work in collaboration,
create synergies and actively encourage the presence of academics and places of learning
in social and urban contexts. This way, both entities can support each other‘s efforts to
innovate. They can also enlist the efforts of other institutions in order to bring about all-
encompassing social and cultural projects.
10.Innovative teaching and learning modalities. Through innovative design, a

university should be able to inspire and foster innovative forms of teaching and learning.
As part of a holistic educational project, alternatives to the conventional lecture hall should
make inert roles obsolete. These alternatives should be ―intelligent‖ locations that stimulate
the creation and transfer of knowledge and a healthy exchange of views between teachers
and students.
Tangible aspects
Apart from the intangible aspects there are certain physical characteristics that should be
considered.

Sustainable aspects
Further in order to make the campus more energy efficient
the passive techniques can be used. The criteria like
orientation, shade and shadow, insulation, material respond
to the surrounding plays a vital role.
External Space Design
Deciduous trees create a cooling effect during the hot summer
months and allow for passive solar gain- heat directly from
the sun after leaves have fallen during winter months Rule of
thumb is to plant the tree at least 20 feet from the house. Larger shade trees may require a
distance as far as 40 feet from the house to ensure room for growth.‖
Courtyard Planning
Ever green wind-breakers planted towards in direction of winter winds to reduce cooling
effect on site Provision of water bodies to allow evaporative cooling and to reduce the
effect of hot and dusty winds. Such water bodies should be located in direction of the wind
direction so as to allow the desired cooling effect
Site planning
The site planning of outdoor spaces, streets and landscaping and organization of interior
spaces to respond to specific climate and physical environments are key strategies of
climate responsive design. Site micro-climate can be modified through site planning
leading to improved thermal comfort of outdoor spaces, increased capacity for ventilation
and sun control in buildings and reduced cooling loads. Therefore site planning and the
organization of interior spaces can directly impact indoor environment quality and resulting
occupant health, comfort and productivity. The siting and thermal comfort of outdoor
spaces will also contribute to levels of social interaction and opportunities for outdoor
teaching and informal learning.

Fig: Movement of air through different building blocks
These implications further help in achieving an ideal campus design with certain balance
in each and every corner of the campus.

CHAPTER-3
The Envisaged User Profile

CHAPTER-3: The Envisaged User Profile
3.1 Who are the users?

In an institutional complex the people from different age groups are the part of the different
activities within the campus. These include-
The ages of the user group is between 18-60.

The area of campus that can be accessed by any user different and it is generally based on
the type of user and the activities performed by the users. These are as follows-
Primary Users- Classrooms, Playgrounds, Library, Cafeteria, Hostels

Secondary Users- Administration office, Guard rooms, Servant Quarters
Tertiary Users- Reception, Cafeteria
Thus, the area of access keeps on reducing according to the users.
2. Social Aspects
The purpose of a campus is to bring together diverse people and their ideas in an
environment that creates potential for intellectual and social exchange.
In an institutional campus the social environment that is created by the users generally
depends on some criteria of interactions such as –
1. Economic Backdrop- the financial status of the students and teachers.
2. Hierarchy of the Post- the position of the staff members
3. Cultural Backdrop- the individual culture of each and every student further
reflects in their social performance.
4. Area of Interest- The students with same interest tend to interact more efficiently
5. Compatibility Level- the behavior of and individual is the most important.
These criteria further analyses whether the interaction between the users will be formal or
informal.
3.2.1 Phases of Interactions

In an educational campus the major set of interaction is between-
The other set of interactions include-

3.2.2 Nature of Interactions in different areas
Human beings have the capacity to interact through their reflections and experiences. Space
can have powerful impact on interaction, we cannot overlook space in our attempts to
accomplish our goals. The influence of physical space on human activity has been studied
from both psychological and physical perspectives which includes psychological comfort
with space and the motivational and inspirational effects of space. Moving beyond
classrooms to interactive space, the typical unadorned corridors where students pass from
class to class and sit on the benches or sit on floor outside classroom spaces the interaction
takes place everywhere. The types of interactions that takes place in an institutional campus
are generally based on the surrounding or the setting in which the interaction is taking
place. The setting generally have such ambience that decides whether the setting is
informal or formal.
Fig: Different types of Setting of Social Interactions that enhances learning
1. CLASSROOMS/ LIBRARY
The classroom can be defined as a place where more than two people gather
together for the purpose of learning, with one having the role of teacher. The
classrooms and other formal learning spaces are one of the most controlled
environment of the campus. The interactions that takes place in formal manner
whether it is between the students or the faculty student interactions.
Fig: teacher student interaction Fig: interaction among the students

Method for enhancing interactions in formal learning spaces
1. One Space, Many Uses: Select multiple-

Use furnishings for use within classrooms. For example, meeting tables can
serve multiple purposes; a single table can serve as a work surface for individual
tasks, and can be linked to others for small team activities. Ensure that
furnishings provide sufficient work surface area for students and faculty.
Fig: The flexible tables that can be configured to suite both individual and group
learning activities.
2. Change Point of View-

The ability to easily change the focal point of interaction between students and
the teacher is important to support different teaching styles—and a diversity of
cultural learning norms. The classroom must be flexible enough to support
many learning styles—written, verbal, and interactive.
3. Conducting several activities to increase the communication.
2. CAFETERIA
It is the liveliest place of the campus. It is the place of leisure and relaxation for the
students. The major informal interactions takes in this area. The social setting of
this area is very embracing thus it automatically attracts the user into the palce.
Fig: Informal Activities in a Cafeteria
It is likely that canteen in many ways a different groove to other parts of the college,
since students can interact more ‗freely‘ there, particularly due to the absence of
the formality normally associated with lectures and lecture rooms and due to the

relative absence of the lecturing staff who most often use their own area which is
cut off from the remainder of the canteen. These interactions, even if differing from
those in lectures, as discussed further in this (findings) section of the paper. In this
respect, the time that students spend at the canteen is not totally unstructured since
it is influenced by underlying social and cultural meanings.
Therefore, it can be stated that to the students, cafeteria is not simply a physical
space. Rather, it is one that is associated with personal experiences, memories and
feelings. In this respect, it is not simply a locus but something/somewhere ‗alive‘.
This implies that even though students identify with it during their ‗student days‘,
canteen is likely, at least to some extent, to have a lifelong influence on its students.
3. OPEN SPACES
The common areas between campus buildings is viewed as the streets and parks of
the campus community, those public spaces that are not the territory of specific
buildings or departments. Seven categories describe Common Turf campus spaces
used by everyone: Major Plazas, Favorite Outdoor Spaces/Green Spaces, Outdoor
Study Areas/Informal, Outdoor Classrooms, Overlooks, Major Bus Stops, and
Campus Entrances.
Fig: Activities in open spaces of a college campus
Research has shown that most students enjoy having easy access to both urban
space and green space, but the majority identified open space and green space as a
preference over malls and plazas. The identified favorite places tended to be green
or ―natural‖ environments and/or were not seen as the territory or home base of any
particular building or department. These spaces are used much as a downtown
worker might use a park or other green space: as a place to retreat to, to get away
from the pressures of work, to find respite and relax. What seems to be common to
all favorite spaces is that natural elements like trees, shrubs, grass, creeks, and water
bodies form the boundaries of these spaces, mostly or totally blocking out the
presence of nearby buildings or streets. The broad range of activities occurring in
these natural spaces are seating, watching, sunbathing, napping, and others seems
to be essential to alleviating stress in students, faculty, staff, and visitors. Just as the
city as a whole needs green spaces to act as its lungs, so do urban campuses.

The following are some of the element of the open space in a campus building that
can be used as the interactive spaces and further providing aesthetic to the campus.
Thus, it can be concluded that-

 Interactive spaces plays a vital role in student‘s life by active participation
in the activities taking place in these spaces and sometimes just getting
recreated in passive form.
 There is a connection between the surrounding environment and an
individual which is indirectly responsible for making the conversation go in
a healthy manner with proper comfort level.
 Proper landscaping and informal sit outs within the gathering spot plays a
significance role in motivating the students to visit these areas for group
gatherings.

3.3 Psychological Aspects
Nowadays there is a lot of pressure and stress on the students for better studies because of
which mental health of the student is degrading.
Fig: Statistics regarding Mental illness of students
Therefore to cater this flaw a learning space should be able to motivate learners and
promote learning as an activity, support collaborative as well as formal practice, provide a
personalized and inclusive environment, and be flexible in the face of changing needs. A
campus should become a spatial metaphor for the emotional and intellectual harmony the
university seeks to promote. This harmony is consciously designed to impact on the
learning community and stimulate empathy. Thus helping the student to have effective
learning in the campus and also provide working environment.
Learning Psychology of the students

In an institutional campus the learning happens everywhere and it is up to the students that
how much they can grasp with surrounding. Each student has a different learning pattern
some learn theoretically some learn practically.
Fig: Showing the effectiveness of the learning in different places

Therefore from the above diagram it can be stated that students have different impact on
learning with respect to the places. However the learning psychology also depend on the
type of study activity.
The students prefer to do individual study activities that require concentration, at home.
For these activities students do not favor open, noisy settings, such as an atrium, corridors,
the entrance area of the university building or an area with workstations for students where
talking is allowed. Catering areas, such as restaurants or grand cafés, are not popular either.
When students work on individual study activities, they prefer to do these in closed, quiet
learning spaces, such as individual cockpits or project rooms. An area with student
workstations where it is quiet because talking is not allowed is sufficient as well. Other
learning spaces than at home or at the university are not popular for individual study
activities.
For collaborative study activities with peers in small groups, students actually have one
favourite place, namely closed project rooms. All other learning spaces are valued as rather
neutral or even as not popular for working together on study activities. In the questionnaire
also a specific question was formulated regarding the preference of working together face-
to-face or through online networks, such as FaceTime, Skype or WhatsApp. 63% of the
respondents preferred face-to-face contact to virtual contact. 11% preferred virtual contact
more. The other 26% were neutral in their opinion.
Psychology of teachers
The most important factor for understanding the phycology of teacher is that they require
their personal space for effective conduct and student should maintain certain distance
from them.
Psychology of other users

The other user are mainly the workers and employess they have a mental state which is not
very similar to the educational backdrop so they just need a proper space and behave with
in the ethics of the campus.

CHAPTER-4
The Standards

CHAPTER-4: The Standards
4.1 AICTE Norms
The major list of Standards that are to be followed in an Engineering College is that of All India
Council for Technical Education Handbook 2018-19. It states the following-
4.1.1 Norms for Intake and Number of courses/ divisions in Technical Education
2. Minimum Built-Up Area Requirements
Although the Institution shall be applying for the First Year, the proposal for the Building(s) and
the Plans are required to be submitted as under:
a. Institution is required to submit the approved and sanctioned Building Plans from the
Competent Authority considering the Total Built-up area as required to run the Program
(s) and the Division(s)/ Department(s) for the entire duration of the Course.
b. Institution is required to submit an Occupancy/ Completion Certificate (as applicable)
from the Competent Authority clearly stating that the Building(s) is/ are fully developed
and ready in all respects for the intended use considering the Total Area as required to run
the program and the Divisions/ Departments for the First year of the Course. Partial
Occupancy Certificate for conducting First Year Classes is mandatory.
c. The Institution area is divided in-
Instructional area (INA, carpet area in m2),
Administrative area (ADA, carpet area in m2),
Amenities area (AMA, carpet area in m2).
d. Access and Circulation Area (ACA) is around 25% of Built-up Area.
e. Total Built-up area in m2 is equal to (INA+ADA+AMA) + (ACA).

4.1.3 Instructional Area Requirements
Of the Total Number of Classrooms required, at least ONE shall be a Smart Classroom per
Department
@ Total Number of Divisions = (Number of Division/Year) X Duration of the Course
# Drawing Halls, Computer Centres, Basic Science Laboratories and Workshops to be created as
given below:
4.1.4 Administrative Area Requirements

$Technical Campus having more than one program
* Technical Institution having one program
4.1.5 Amenities Area Requirements
*Estimated total area for Technical Campus having more than one program
$Estimated total area for Technical Campus having one program
Access and Circulation area (ACA) of 25% of sum of Instructional, Administrative and
Amenities area is desired covering common walk ways, staircases, entrance lobby.

4.1.6 Norms for Faculty Requirements
4.2 Basic Standards

Fig: Body measurement and space requirements
Source: Neuferts Architects Data

4.3 Lecture Halls
Fig: Drawing for calculating view curve Fig: Long Section of lecture theatre
Fig: More steeply raked lecture theatre Fig: Standard Lecture theatre
Fig: Seating Arrangement for Lecture Theatre Fig: Seating Arrangement with tip-up seats
and writing shelves

4.4 Seminar Rooms and Faculty offices
Fig: Individual work area

in Seminar rooms
Fig: Variable Sitting Arrangements
Fig: Layout of different Faculty Offices

4.4 Drawing Halls
Fig: Workplace in Drawing Hall Fig: Work surface
Fig: Light for writing coming from left behind, Fig: Drawing Board Sizes
And for drawing from the left front
Fig: Drawing Board Sizes Fig: Drawing Table Section

4.4 Laboratories
Fig: Minimum Passage Width between workstations
Fig: Research Lab Fig: Lab for teaching and practical
Fig: Physics workstation
Fig: Room dimensions derived from bench size.

Services and cupboard in corridor wall

4.5 Library
Fig: Library Standards
Fig: Capacity of shelves to hold books

4.5 Parking

4.6 Toilets
Fig: Women‟s restroom
Fig: Men‟s restroom

4.7 Standard for Landscape area
The design of external spaces outside and between buildings, whether urban or rural, public or
private, covers a wide variety of elements and requires considerable knowledge of the location,
materials and construction.
Walkways-These vary with the purpose of the route, the intensity of use and with the situation.
As a general rule of thumb, provide 600 mm width for each pedestrian walking abreast: which
suggests 2000 mm minimum for public walkways.
Pedestrian Ramps-These are used to allow wheeled vehicles such as trolleys, wheelchairs and
buggies to change levels. The important criteria are the angle of slope, the type of surfacing and
the drainage of surface water. Ramps should have a landing at least every 9.0 m of length.

4.8 Small Amphitheaters
Small amphitheaters, usually designed for campgrounds, consist
of seats, a small stage or podium, nighttime lighting, and
sometimes a public-address system and provision for showing
slides and films (Figure 520-55). There should also be ramps and
associated special design facilities for those who are handicapped.
Where possible, the amphitheater should be built into a naturally
existing or graded bowl and should face away from late afternoon
sun. In addition, the following design guidelines can be used:
1.Aisles should be at least 1 500 mm (5 ft) wide, with a maximum
space of 9 000 mm (30 ft) between aisles.
2.The backstage area can be enclosed, and where needed it can
be used to set up and store slide and film equipment for rear-
projection screens.
3.The platform is usually about 450 mm (18 in) off the ground
and a minimum of 11.6 m2 (125 ft2) in size.

CHAPTER-5
Literature Study

CHAPTER-5: Literature Study
5.1 Space Design Criteria for Educational Architecture

The following design features emerged as contributing to the architecture of the Institutions in
various ways.
1. Design for a sense of welcoming and openness while keeping a sense of security
Designers described a need for openness and transparency that connects
outdoor space with indoor space, as well as new space with existing space.
Openness extends to the way spaces should invite people (including the
general public). However, it is important for spaces to also provide a sense of
security and safety. The use of glass allows light to spill into a space, opens it
up and maintains a sense of security. Used in clever ways, glass can open
spaces to reveal hidden views of gardens, landscape and other appealing
sights.
Fig: Horizontal movement with transparency
2. Design for home-like comfort

The provision of home-like comforts is increasingly used to encourage students to spend both
recreational and academic time on campus in learning spaces. Amenities such as kitchens, boiling
water, showers, lockers, lounges, TVs, and cafés provide comfort and function to support some
basic human needs.
Fig: Thermal design for human comfort
3. Design for way-finding

Way-finding aids in orientation and makes using a space easier. A hub, a central point of activity
and special interest, may act to draw people together, and offer choices such as pathways to
facilities and other spaces. Hubs also aid in way-finding or orientation in space and often extend
across multiple levels in buildings.
Fig: Wayfinding approach

4. Design to encourage different types of valued behavior
Design to support a constructivist approach to learning, and student-centred, collaborative, and
experiential learning has emerged as a feature in new learning spaces. Collaborative spaces are
often designed for small groups and offer shared tables, large touch-screen monitors, local
computers, and large writable walls. These types of spaces have various names, including learning
pods, presentation pods and private study rooms. Areas for individual study, large groups and quiet
reading are also common features of new learning spaces.
5. Design for balance (flexibility vs. fixed)
Designers described a balance of fixed and configurable or flexible components that enable user
control and self-initiative. There are some parts of design that cannot be flexible – a fire exit, for
example – and there are other fixed components that are often an integral part of a client‘s brief.
The balance between fixed and flexible features is a challenge that requires a deep understanding
of stakeholders‘ needs.
5.2 Dober’s Principles of Campus planning

“Campuses will be centrepieces in twenty first century culture”
-Richard P. Dober
The campus is the total physical environment, including all building and landscape space. This
combination of buildings and landscape space between buildings functions as an organized whole,
and has a distinctive identity. The landscape and buildings hold a key place in the collective
memory of the institution. The quality of a school isjudged by its sense of place and by the activities
going on across the campus. Prospective students their parents and faculty count the overall feet
of a campus as part of their decision when selecting a school. It also contributes significantly to a
university‘s ongoing efforts to attract and sustain the best students, faculty and staff and to reflect
its social purpose in a positive way. Few people are happy attending a campus that seems placeless
or dull, or whose surrounding context is hard to enjoy. Landscape spaces help unify the campus
through a connecting fabric of buildings and landscape, and are a necessary balance to the
construction of roads, parking lots and buildings. As the campus continuous to grow, it will be
increasingly important to provide the relief and contrast of a well thought out campus landscape.
Fig: Framework for healthy campus open space design

According to Dober‘s campus landscape space and serves several important functions to the
whole campus are:-
1. Landscape open spaces give identity to campus
Without great landscape spaces, there would be no great campus. These spaces are
shared by students, staff, and faculty as they move around campus, socialize, recreate
and study. These spaces connect buildings and establish the image of the university. It
is the treatment of this campus landscape that forms the opinions, impressions, and
attitudes of the institution.
2. Provide settings for all kind of campus activities
Activities on campuses vary from relaxing to formal/informal events (university wide,
group, class, sports, commencement, etc.) including quiet study, people watching,
enjoying nature, meditation , chatting with friends, picnic, games , bird feeding playing
Frisbee, and so on . The landscape spaces encourage the maximum number of important
encounters with other students, with each faculty member, with visitors, with works of
art, with books, and with activities with which one is not himself a regular part will
stimulate curiosity, prompt casual encounter and conversation, the atmosphere it
produces be truly educational in the broadest sense. Landscape spaces are essential to
alleviate stress among students and university employees, making the intensity or
boredom of classes, and office work more tolerable.
3. Protect natural environment
Landscape nature spaces can be help the restoration and protection of wildlife habitat.
This acknowledges ecological concern that is growing both within the university and
in the surrounding communities
5.3 Recommendations for healthy interactive open spaces

The recommendations intend to create conducive environment of the interactive space so that they
can be used effectively by the study that could improve the quality and standard of interaction
level. Following are some recommendations based on the problems identified.
1.Interactive space spaces should be designed to support active engagement rather than passive,
interaction occurs when students are engaged in an active participation within an interactive space.
2.Spaces should avoid design elements like fixed amphitheatre and seating that support non-
natural separation of academics and students and utilize mobile furnishings and technology that
allow a more shared approach to interact.
3.Elements like the quality and cleanliness of the space, the reliability and functionality of its
technology, the colors on walls, floors and in furnishings, art work and imagery, and the nature of
signage all contribute to sending a message to the users of the space
4.The design of university campuses, buildings and interactive space spaces needs to support
opportunities for accidental or unexpected interaction between students and academics.
5.The addition of simple and comfortable seating in walk ways and in corridors where academics
and students are likely to meet is another way to support and encourage higher levels interaction
outside the classroom.

6.For the potential of any interactive spaces to be realized there should be spaces not only in which
students want to be, but also spaces in which students are motivated to be involved in the
interactive activities.
7. An interactive space should be accessible, comfortable and habitable for all its users.
8.The design of interactive spaces should include consideration of student access to comfort
elements including food and beverage.
9.The transition spaces can be considered as hallways, pathways and foyer that interconnected to
other building spaces. The transition spaces should provide benches for sitting where they can talk
out of the flow of pedestrian walkway.
10.Some interactive space spaces have adjacent indoor and outdoor areas. The outdoor spaces can
be considered as courtyard, amphitheatre, and square and open-plan area.
11.Planting shade trees and providing sitting areas makes these spaces more usable, and students
tend to linger before going inside for class.

5.4 Perimeter Institute for Theoretical Physics, Waterloo, Canada
 Architects
Saucier + Perrotte architects
 Location
31 Caroline Street North, Waterloo, ON N2L 6B9, Canada
 Principal In-Charge
Gilles Saucier
 Project Architect
André Perrotte
 Area
6000.0 m2
 Project Year
2006
Why this project?

This institute is the world renowned famous for its play of levels and spaces within the building.
The other reason is to get acquainted with the design of the learning on the vast scale besides the
Indian context.
Riding the controversial line between public and private space, this research institute attempts to
subvert the usual hard thresholds established by private enterprise in the public realm. The site is
on the Shore of Silver Lake, at the northern edge of Waterloo's downtown core and the southern
edge of the city's central park. Adjacent to the primary pedestrian access between the university
campus and the city center, the site is an urban wilderness between clearly defined worlds.

Fig: View of the institute from the Eastern side
Design
The design is takes inspiration from the wide-ranging, hard to define concepts that make up the
subject matter of theoretical physics, at once micro- and macro-cosmic, rich in information and of
indeterminate form and substance. Between city and park, the Perimeter Institute expands and
inhabits the improbable space of the line separating the two. The building defines the secure zones
of the Institute's facilities within a series of parallel glass walls, embedded in an erupting ground
plane that reveals a large reflecting pool.

Interiors
The interior of the Institute is organized around two central spaces, the main hall on the ground
floor and the garden on the first. Spaces for administration, meeting and seminar rooms, leisure
and fitness spaces, and a multipurpose theatre for symposia and public presentations, have direct
access to the main hall. The circulation corridors running east-west are positioned between the
opalescent glass planes, which are occasionally punctured and shifted to reveal views across the
interior space of the hall.
Fig: Natural Light in lecture hall Fig: Vertical circulation used as design element
Vertical circulation climbs these walls, tendrils of ground that run from the garden through the
building. The garden - nature emerging from the vacuum - is crossed by three bridges that puncture
all the planes, as well as the north and south façades. The bridges provide quick access to
information, facilities and research colleagues. These conduits, which formally bind together the
Institute, are routes crossing the improbable space between theoretical physics and everyday life.
Fig: Bridging at
upper floors
Fig: View from the upper floors

Fig: Artificial water body adjacent to the
building

Stephen Hawkings Centre
 Architects
o Teeple Architects
 Area
o 55000.0 ft2
 Project Year
o 2011
Fig: Stephen Hawkings Centre
This major expansion project more than doubles

the size of the world renowned physics research
facility in Waterloo, ON. The form and
architectural solution of the expansion focused on
the creation of an interconnected, unified whole
that encourages interaction among the various
disciplines of physics.
The design strategy focused on creating a variety
of ideal research environments including both
quiet research spaces and areas for dialogue and
collaboration.
Fig: Interactive space with double height

ceiling
Fig: Inclined columns with open floor for free movement Fig: Well-designed staircase

This dynamic interaction is fostered through visual interconnectivity, and the provision of a wide
range of interaction opportunities, from small nooks in communal areas, to the Black Hole Bistro
on the ground floor and Interaction Areas that break down the boundaries between floors, to
innovative teaching spaces.
Floor Plans

ences

INFERENCES
1. Concept- Introducing the elements of physics with MODERN and HIGHTECH Design.
2. Interactive Spaces at Different Floors
3. Pool on the Northern provides a pleasing ambience to the building.
4. Bridging at different floors for easy movement.
5. Green roofs at different floor.
6. Cut outs at different levels for proper ventilation.
7. Lack of Public Utilities.
8. Less provision for differently abled people.
9. High-tech building not sustainable enough
10. Artificial fool reduces the natural beatuyof silver lake.
11. Monumental scale at different levels.

5.5 Department of Electrical and Computer Engineering, University of Illinios
 Architects
o SmithGroupJJR
 Location
o Urbana, IL, USA
 Owner
o University of Illinois at Urbana-Champaign
 Architecture and Design
o SmithGroupJJR
 User
o Department of Electrical Computer Engineering Department
 Area
o 21367 sq.m.
 Project Year
o 2014
Why this project?
To understand the mechanism of an engineering college and read its necessary spaces. This
building is the blend of Modern Architecture with traditional materials. Understand the principle
of sustainable design

Fig: Façade of the building covered with horizontal louvers to prevent the interior from heat
The Department of Electrical and Computer Engineering at the University of Illinois, Urbana-
Champaign (ECE ILLINOIS) is the epicenter of new technology and groundbreaking innovation.
Intended to go beyond a collection of bricks and mortar, the new ECE building will be the heart
and soul of the department – a place where curiosity is celebrated and intellectual collisions occur
naturally. This high-performance building is the direct result of integrating culture, energy research
and architecture – a new paradigm for sustainable design.
Fig: Sculpture at the entrance

From displacement and demand control ventilation, heat recovery chillers with net metering to
chilled beam technology, the building is an important addition to the campus in terms of its
minimal carbon footprint.
Fig: Corridor with adjacent reading spaces with natural light
Passive solar design features such as optimal building orientation, 30% overall glazing and exterior
shading devices lend to greater daylighting and reduced energy loads. In addition to maintaining a
consistent material palette, terracotta baguettes and the solar canopy act as exterior shading devices
on 80% of the glazing. Comprehensive sustainability features were incorporated into every aspect
of the building‘s exterior and interior. Energy efficiency was not only the priority, but the driver
for every decision throughout the design process.
Façade Material - Teracotta Baguette

Sunscreens
Baguette Sunscreens can lend a subtle variation,
add texture to a building, or create a work of art.
Both energy efficient and aesthetically pleasing,
terracotta sunscreens are composed of extruded
material in a wide variety of profiles, colors, and
finishes. Supported internally by a metal
reinforced bar, the sunscreens can be installed
horizontally or vertically.

Interiors
The interior of the building is quite spacious with adequate amount of light and ventilation. There
are some double height rooms. In some rooms acoustical treatment is done with wooden panels
Fig: Double height library in order to acquire more and more natural light
Fig: Workshops of the electrical block

Fig: Acoustically treated lecture halls
Fig: Staircase used as element of

Space division

Floor Plans
Basement plan
First floor plan

Second floorplan
Third Floor plan

Fourth floor
Fifth floor
INFERENCES
1. Concept- Simplistic Design
2. Interactive Spaces at Different Floors
3. Easy flow and circulation
4. Sustainable Building- Uses 50% less energy due to its orientation, facade treatment and
shading devices.
5. Maximum provision for natural light.
6. No provision for differently abled.

CHAPTER-6
Case Studies

CHAPTER-6: Case Study
6.1 Bharati Vidyapeeth College of engineering. New Delhi
Location- A 4, Rohtak Road, Paschim Vihar, Delhi, 110063

Area – 4.5 acres
Nearest Metro Staion- Pashchim Vihar East (Green Line)
Major Connectivity- Rohtal Road
Branches- Electrical
Electronics and Communication
Electronics and Instrumentation
Computer Science
Information Technology
Material- Glass and red brick tiles cladding
Height- G+3
Fig: Entrance of the college with glass facade

Why this project?
This college is of the branches of Bharati Vidyapeeth Univertsity (client) and it has the
same branches which are to be implemented in the proposed site. Therefore, the basic idea
of the client‘s expectations can be achieve through this project. The form and the material
which the client might prefer in the proposed site can also be infered.
Fig: Layout of the main Institutional Block
The semi-circular glass building houses most of the engineering college. A red brick
building houses some laboratories and the Administrative department. The Technology
department and administrative block are in a single building with four blocks (A,B,C and
D). The building houses classrooms, laboratories, a library, projector rooms and rooms for
other academic activities.

Exterior
Fig: A-block (Admin. Block) Fig: C-Block (Library at Ground Floor and Labs on Upper Floors
Fig: B-block (Classes and tutorial) Fig: Veritcal Circulation & Fig: A- block extension
Bridge connectivity
Fig: Recreational Area with permanent Fig: Play Ground

Sitting area under tree

Interoir
Fig: Library in the ground floor
Fig: 1200 wide corridor
Fig: Labs in the semicular part windows at

covered with curtains to prevent from direct heat
Inferences
1. Compact Design
2. Feeling of enclosure on therear side of the entrance.
3. The glass façade is slightly oriented towards the southern direction.Thus creating a
lot of heat inside the building.
4. Effective connectivity of the block at the upper levels
5. Temporary roof structure for recreation centre
6. The lecture halls and lacoratories require artificial light most of the time
7. 3 Sset of staircase are provided with effective circulation.
Thus it can be concluded the client general prefers simplistic plan with proper connectivity
and all the branches compacted in a single building to avoid excess of movement.

6.2 Delhi Technological University, New Delhi
Location- Shahbad Daulatpur, Main Bawana Road, Delhi, 110042

Area – 164 Acres
Nearest Metro Staion- Rithala Metro
Station(Red Line)
Architect- Ajoy Chaudary and Associates
Branches- Electrical
Environment Engineering
Civil Engineering
Computer Science
Information Technology
Height- G+3(Engineering block)
Major Connectivity- Bawana Road
Fig: Entrance Gate of DTU
Why this project?

This campus has almost similar branches as the requirement. To study the interactive
spaces with the campus. To analyse the working of the environment for the students, the
interationship of open and closed areas.

The university comprises of academic, hostel administration zones with additional sports
complex along with open air theater in the center of university. The connectivity between
the blocks is mainly through pathways adjoining open spaces, however from the study of
solid and void it was found that the layout of blocks created featured pack arrangement and
such design provides conducive interactive space spaces for the students.
=
Fig: Area Statement of the

academic block to determine the
amount of area covered by the
engineering block

Engineering Block
The basic form of Engineering Block is semi-circular with 4 branches extruding out of the
semi-circular. Each branch has different block of engineering. In between the branches
there are courtyards for proper ventilation. Each Brach has 3 set of staircases.
Fig: Layout of
the engineering
block
Fig:View from POINT-„A‟ first floor and second floor
Fig : POINT-„A‟

Fig: The unused spaces of the Northern facade
Fig: Poorly lighted corridors Fig:Well lighted corridors (Southern side)

(Northern side)
Fig: Daylight in classrooms Fig: Artificial lights in classroom (Northen side)

(Southern side)

Campus Environment
Circualtion
The circulation within the site is very efficient as it connects all the
block adequately. Proper pathways are maintained even at the extreme
corners of the campus.
Fig: Connectivity at Upper levels

Sitting area
Sitting areas are provided along the open air theater and within the building courtyard
which serve as discussion place for students while they are on the way. Landscaping around
the sitting areas like benches are blended to each other in feasible way to give a soothing
environment for the students to sit and discuss.
Fig: Sitting areas near O.A.T
Fig: Sitting areas in Engineering block Fig: Sitting areas in Canteen
Fig: Mini O.A.T near

placement cell

GREEN AND OPEN AREAS
There are green spaces along the blocks which are either serving as a ground for any sports
activity or used for landscaping purposes, these open spaces also serve as recreational spots
for the students either by involving in activity or just as a spectator moreover sitting
platforms around the trees serve as sitting places used for discussions and chit chatting.
Fig: Green areas in courtyard of Engineering block Fig: Green areas in O.A.T
Fig: Green mounds around O.A.T block Fig: Green areas adjacent to walkways

Inferences
1. The OAT at the centre is the highlight of the campus.It has depression at the centre
with and adequate rise in levels of the surroundings.
2. No lifts were there in Engineering block. Thus, no provision for differently abled
people.
3. The façade of the engineering block facing the oat was mostly unused as was under
shadow areas.
4. Interactive and recreational space were effectively made.
5. The circular form provides and innovation in the monotony of the linear form.
6. There is scarcity of sitting spaces along walkways which could be used for
interactive space.
7. Scarcity of gathering and meeting places which gives a sense of ownership for
students.

6.3 Gateway College of engineering, New Delhi
Location- Sector 11, Sonipat, Haryana 131001

Architect- Rittam Design and Associate
Area – 2775 sq.m.
Major Connectivity- NH1 Highway
Branches-Mechanical
Electronics and Communication
Computer Science
Applied Science and Humanisties
Material- Glass and red brick tiles cladding
Height- G+4
Why this project?

This college is a small college with simplistic design. Therefore, plans acan be easily
understood with the proper mechnism of the laboratories and the workshops.

Floor Division
Ground Floor- Administration Area and OAT
First Floor- Department of Applied Science and Humanities
Second Floor- Department of Computer Science and Library
Third Floor- Department of Mechanical Engineering
Fourth Floor- Department of Electronics and Communication
Some of the above branches are not in scope of the project therefore only the necessary
floors have been studied.
Second Floor- Department of Computer Science and Library
Fig: Second Floor Plan

Fourth Floor- Department of Electronics and Communication
Fig: Fourth Floor Plan

Other Areas
Inferences
1. The laboratories and workshops should be spacious enough for the proper
functioning.
2. Proper amount of light should be there in the labs
3. Curve form in the lecture halls should be avoided as it reduces the amount of light
entering the building because of the small opening.
4. In computer lab the placements of the desktop screens should be such that there is
no glare on the screen.
5. Width of the tables in the classrooms should be adequate.

CHAPTER-7
Site Analysis

CHAPTER-7: Site Analysis
All good design responds positively to both the site and the culture of the users. The intimate
knowledge of the site and the climate prevalent in the area where design has to be made is
important. The correct selection of the site for the project is vital to the optimum performance of
any facility.
7.1 Site Location
Rajiv Gandhi Education City

The Government of Haryana is setting
up the Rajiv Gandhi Education city in
Sonipat as a vision to make Haryana an
education hub.
The Education City that spreads on
2500 acres land will house the
campuses of institutes of higher
education across the fields of
management, architecture, engineering,
law telecom medical insurance etc.
APPROACH
Fig:
Approach
and
connectivity
of Rajiv
Gandhi
Education
City, Sonipat

Fig: MASTER PLAN Rajiv Gandhi Education City, Sonipat

7.2 Development Controls
Area- 10 Acres (40468.56 sq.mts.)

Setbacks- Front -30m
Other sides- 15m
F.A.R- 1
Ground Coverage
a) For the first 10000 sq.mts of the total area of the site
33% the portion of the site.
b) For the remaining portion of the site 25% of the
portion of the site.
Height Restriction
a) There is no height restriction but for the height
above 30m clearance from the Airport authority is
required.
b) Plinth height of the building shall not be less than
.46m above the center of the finished level of the
street abutting the plot from where approach is being
permitted. Fig: Site Dimension and Setbacks
Parking
Provision of one equipment car space (ECS) for every 75sq.mts. of the covered area on all floors
have to be made. ECS- 1.33
7.3 Site Images
Fig; Current entry of the site

Temporary Cow shed Care Taker‘s cabin
Water boby behind the site Current boundary wall and vegetation
4.Surroundings
Immediate Surroundings
The immediate surrounding of the site doesn‘t have any well-developed built structure. There are
mostly barren land.
1. Plot No. 12- belongs to The Sonepat Hindu charitable and educational society.
2. Plot No. 11 and 14 are unalloted land currently under HUDA, Sonipat
3. The other surrounding plots have land proposed for Multi Level Car Parking,
Entertainment Centre, Multisystem Medical centre, Central Library and Youth Centre.
Fig; Immediate Surrounding

Nearby area
The nearby area has several renowned buildings such as-
1. Motilal Nehru School of sports- 700m
2. Ashoka University – 1.31 km
3. World University of Design- 1.66km
4. SRM University- 3.2km
5. Ansal Highway Plaza- 2.5km
6. Ethinc India Tourist Resort- 700m
World University of Design Ansal Highway Plaza
Motilal Nehru School of SRM University

Sports
Ashoka University

5. Geography and Topography
Sonipat is located at 29.0523° N, 76.9182° E. It has the average elevation of 224.15 m above sea
level. Sonipat borders Delhi the National capital to the south, Panipat district to the North, Uttar
Pradesh state to the east and Rohtak District to the west.
Topographically, Sonipat district is divided into three regions, the khaddar and upland plain sandy
region. The Sonipat city lies on the upland plain which are covered with old alluvial soil which if
irrigated gives higher productivity.
6. Climatic Conditions
The climate of Sonipat is dry with a hot summer and cold winter. The climate becomes milder
during the monsoon period (July to September). The post- monsoon months of October and
November constitute a transition period prior to the onset of winter.
Fig: Sunpath Diagram,Sonipat
Fig: Temperature chart Fig: Humidity chart

Fig: Wind speed chart Fig: Rainfall chart
7. Flora and Fauna on Site

The site doesn‘t have any mature that are to be preserved. The site is covered with the wild grass
but at some places the edible grass for feeding the cows is grown by the caretaker. There is a
temporary cow shed set up by the care taker for his own personal interest.
8. SWOT Analysis
Strength- Connectivity to the major highway and to the major cities of the north
Weakness- There is hardly any development in adjacent areas therefore the area becomes in active
at night and prone to crime.
Undeveloped rural backdrop
Opportunity- Upcoming educational hub, Can be major scope for innovation and set a prototype
Threat- the high number of engineering college in the Sonipat region

CHAPTER-8
Client’s Brief

CHAPTER-8: Client’s Brief
8.1 Client- Bharati Vidyapeeth (Deemed University), Pune
Maharashtra has a very long and well nurtured tradition of private initiative in
higher education. There are several organizations in Maharashtra, established
by social reformers, educationists and others, which have made commendable
contributions to the cause of education. Inspired by their work, Dr. Patangrao
Kadam established Bharati Vidyapeeth in 1964 at Pune. The mission, which
Bharati Vidyapeeth has defined for itself is to bring about intellectual
awakening of people through the spread of education and to prepare human
resources needed for all-round development, particularly economy of the
country.
At present, it conducts 180 educational units of various kinds, right from pre-primary schools to
postgraduate institutions. They include 80 colleges / institutes of different disciplines. It has its
campuses in Pune, New Delhi, Navi Mumbai, Kolhapur, Karad, Sangli and Solapur.
After getting a huge recognition in the southern part of the country the university is trying hard to
spread its branches in other parts of the country. Therefore, it has started a branch in New Delhi as
well. Along with this it has also proposed a 10 acres technical education campus in the Rajiv
Gandhi Education City.
Established and Proposed branches of Bharati Vidyapeeth

2. The Proposal
The client proposed to design a college in the upcoming Rajiv Gandhi Education City for the
following branches of engineering-
1. Electrical
2. Electronics and Communication
3. Electronics and Instrumentation
4. Computer Science
5. Information Technology
1. Tangible Aspects
1. Each branch has 60 intakes per batch.
Total intakes – 300
2. Administration area
3. Academic block
4. Auditorium or Amphitheatre
5. Recreational Facilities
6. Hostel facility for 40% of the total intake as well as the staff quarters.
The area requirements has to be fulfilled as per AICTE norms.
2. Intangible Aspects
Besides providing high quality education to its students, the University has also certain other
objectives such as-
1. To promote the culture of self-learning, continuing and lifelong learning in the society.
2. To accelerate individual development and personal productivity through skill development.
3. To relieve the students from the constraints of time and place while learning.
The University has also proposed a visionary approach for the campus such as-
1. The efforts should be made to provide barrier free spaces.
2. The energy efficiency measures should be provided within the campus.
3. Proper connectivity of the different blocks
4. Segregation of public, semi-public and private spaces.
5. The classrooms with proper natural light and ventilation.
6. The spacious laboratories with its location far for the study areas.
7. The campus should become a landmark for the surrounding area.

CHAPTER-9
Architect’s Brief

CHAPTER-9: Architect’s Brief
9.1 Spatial Analysis

Through the infrastructure norms of All India Council for Technical Education
(AICTE) the area requirements for the different blocks of institution are as stated-
Instructional Area (A)
Total of
Carpet Area
Required
NO. ROOM DETAILS Required/Room
NUMBERS Area (in
(in Sq.m.)
sq.m.)
1 Classroom 20 66 1320
2 Computer Center A/s 1 150 150
3 Drawing Halls 1 132 132
4 Research Laboratory 1 66 66
5 Laboratories 50 66 3300
Library & Reading
6 1 400 400
Room
7 Seminar Hall 5 132 660
8 Tutorial Rooms 5 33 165
9 Workshops A/s 1 200 200
TOTAL 1245 6393
Administrative Area (B)
Total of
Carpet Area
SR. Required
ROOM DETAILS Required/Room
NO. NUMBERS Area (in
(in Sq.m.)
sq.m.)
1 Board Room 1 20 20
Cabin for Head of
2 5 10 50
Depts
3 Central Stores 1 30 30
4 Department Offices 5 20 100
5 Exam Control Office 1 30 30
6 Faculty Rooms 5 80 400
7 Housekeeping 1 10 10
Main /
Administrative
8 1 300 300
Office & Reception
150+150
9 Maintenance 1 10 10
10 Pantry for Staff 1 10 10

11 Placement Office 1 30 30
Principal Directors
12 1 30 30
Office
13 Security 1 10 10
TOTAL 590.00 1030
Amenities Area (C)
Total of
Carpet Area
SR. Required
(in Sq.m.)
sq.m.)
1 Amphitheatre 1 250 250
Boys Common Room
2 1 75 75
-I
Girls Common Room
3 1 75 75
-I
4 Cafeteria 1 150 150
First aid cum Sick
5 1 10 10
Room
6 Sports Club Desired 1 100 100
7 Stationery Stores 1 10 10
8 Toilets-Gents Adequate
150 150
9 Toilets-Ladies Adequate
TOTAL 820 820
Circulation Area ( D )
Total of
Carpet Area
SR. Required
(in Sq.m.)
sq.m.)
1 Corridors
2 Other Common Area 25% of Instructional, Amenities &
2061
Administrative Area
3 Stair cases
TOTAL 2061
GRAND TOTAL 10304

9.2 Functional Relationship of Spaces
Each space in the campus is unique and has its own specific requirements in terms of behavioral
pattern. Thus, the individual spaces have to be dealt with as per their own rather than as subsets of
one built structure.
There is clear demarcation of hierarchy of public-semi public-private zones which needs to be
maintained.
The Administration Area are the public areas, the Academic block are the semi-public area and
hostel block areas as private area.
Besides the qualitative aspects of each space, the transition between them is also very important
and thus as each space is designed, its approach and adjacencies will have to be kept in mind.
The duration of usage of space will become highly important to study behavioral patterns and use
natural light etc.

Bibliography
1. Bharati Vidyapeeth Deemed University official website

http://bvusde.com/About_Bharati_Vidyapeeth.aspx
2. All India Survey on Higher Education 2013-2014
3. Mrs. Mukesh Chahal. (2015) ‗Higher Education in India: Emerging Issues,Challenges and
Suggestions‘. International Journal of Business Quantitative Economics and Applied Management
Research (1).
4. R.Uniikrishnan. (2014) ‗Technical Education in India: Challenges and Prospects‘. International
Journal of Research in Management and Technology (4).
5. Master Plan of Rajiv Gandhi Education City- Haryana Urban Development Authority, Sonipat
6. Client Requirements- Mr. Jitender Mohite, Civil Engineer, Bharat Vidyapeeth
7. Bye-Law applied on site according to HUDA guidelines
8. All India Council for Technical Education Handbook 2018-19
9. (2015)‗ASSESSMENT OF STUDENT‘S INTERACTIVE SPACES IN COLLEGE
CAMPUS‘
10. Pablo Campos Calvo-Sotelo. (2010) ‗The concept of ―Educational Campus‖ and its application
in Spanish universities (8).
11. Stephen Siu Yu Lau. (2014) ‗Healthy campus by open space design: Approaches and
guidelines‘. Frontiers of Architectural Research (3).
12. Professor David Radcliffe.(2008)‗Designing Next Generation Places of Learning:
Collaboration at the Pedagogy-Space-Technology Nexus‘ (10).
13. Sedwal, Mona.(2008). Technical education in India; From past to present. „In Recent trends in
technical education‘.
14. Metric handbook planning and design data by David Adler, Second Edition
15. Neufert Architects Data 4th Edition
16. Ronald Beckers. (2016) ‗Higher education learning space design: form follows function?‘.
15thh EuroFM Research Symposium.
17. Dr. Michael O‘Neill. ‗Research Case Study: Design for Learning Spaces in Higher Education‘.
18. Rangan Banerjee. (2008) ‗Engineering Education in India‘.

107
107
107
107
107

Tanya Final Report

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Tanya Final Report

Uploaded by

Copyright:

Available Formats

THESIS REPORT

BHARATI VIDYAPEETH COLLEGE OF

Under the Supervision of

ANSAL SCHOOL OF ARCHITECTURE LUCKNOW

This is to certify that this thesis entitled BHARATI VIDYAPEETH

Prof. Jaya srivastav Prof. Kushal Dubey

Prof. Vivek Karmakar Prof. Amitabh Sharma

External Examiner 1 External Examiner 2

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING

1. Validity of the Project

CHAPTER 2: ANALYSIS OF THE ENVISAGED ACTIVITY

3. What is Technical Education?

2. Evolution of Engineering Education

CHAPTER 3: THE ENVISAGED USER PROFILE

1. Who are the users?

2. Nature of Interactions in different areas

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 5

4.Seminar Rooms and Faculty offices

10.Standard for Landscape area

11.Small Amphitheaters CHAPTER

12.Space Design Criteria for Educational Architecture

13.Dober’s Principles of Campus planning

14.Recommendations for healthy interactive open spaces

15.Perimeter Institute for Theoretical Physics, Waterloo, Canada

16.Department of Electrical and Computer Engineering, University of Illinios

CHAPTER 6: CASE STUDY

1. Bharati Vidyapeeth College of engineering. New Delhi

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 6

7. Flora and Fauna on Site

CHAPTER 8: CLIENT’S BRIEF

1. Client- Bharati Vidyapeeth (Deemed University), Pune

CHAPTER 9: Architect’s Brief

2. Functional Relationship of Spaces

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 7

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 8

Education is the passport to the future,

Source- All India Survey on Higher Education 2013-2014

1.1 Validity of the project

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 9

1.2 Personal Interest

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 10

1.4 Project Overview

The proposed project Bharati Vidyapeeth College of Engineering in Rajiv Gandhi

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 11

The entire design process will be divided into 3 major phases-

STAGE 1 STAGE 2 STAGE 3

STAGE 1: Data Collection

Sr. No. Intent Approach

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 12

6 Detailed Area analysis Number of intakes per branch

9 Study of the prototypes Primary Study

STAGE 2: Concept Evolution

Sr. No. Intent Approach

STAGE 3: Design Development

Sr. No. Intent Approach

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 13

Allotment- The land is allotted by Haryana Urban Development Authority, Sonipat

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 14

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 15

BHARATI VIDYAPEETH COLLEGE OF ENGINEERING 16

3. What is Technical Education?