UNIVERSITY DESIGN

ARCHITECTURAL DESIGN
UNIVERSITY DESIGN
ARCHITECTURAL DESIGN

Education plays a key role in developing a society. In fact, getting

education is the fundamental right of every human being.
However, gender differences still exist in Pakistan, especially in
the education sector.

“The United Nations Development Program has presented

some facts in a report that public expenses on education make
up only 2.7 percent of the GDP in Pakistan.”
“No nation can rise
Males profoundly dominate in Pakistani society and a woman is to the height of glory
only supposed to play her reproductive role as a mother, wife or
unless your women
daughter. Men and women are conceptually divided into two
distinct worlds. The lack of emphasis on the significance of are side by side with
women’s education is one of the basic features of gender you. We are victims
inequality in Pakistan. Women and girls in the developing world of evil customs. It is a

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are often denied opportunities for education. Lack of education
crime against
limits prospects, decreases family income, reduces health, puts
women and girls at risk of trafficking and exploitation, and limits humanity that our
the economic advancement of entire countries. women are shut up
within the four walls
To educate women is very important for creating awareness,
forming social relationships and achieving a good place in society. of the houses as
It allows women to take part in politics, the legal system, human prisoners. There is no
resource development and other important areas that can sanction anywhere
ensure their concerns are heard. Plus they can also play an
important role in the economy of the country. for the deplorable
Women’s education serves as the most powerful tool that can condition in which
greatly help Pakistan to achieve its national goals while utilizing our women have to
women’s power, skills, knowledge and competencies.
live.”
Furthermore, women’s education also plays a major role in other
facets of life such as health, early childhood care, child labor, ― Muhammad Ali
nutrition, sanitation and many more. Improving female education
Jinnah
levels will have positive results in human development areas such
as child survival, health and schooling. Moreover, the lower rate
of female literacy creates a negative impact on economic growth
while decreasing the regular level of human capital. 1
 Education enables women to develop their mind and acquire analytical thinking, organizational,
managerial and administrative skills. By realizing the importance of women’s education,
Pakistan can accomplish its major goals and increase economic growth too. Female literacy is
important for the development and progress of Pakistan as well as for the alleviation of
poverty. The government should fully address and resolve this issue to improve the current
situation of the country.
By improving educational opportunities for girls and women, World Education helps women
develop skills that allow them to make decisions and influence community change. In turn,
these programs have a positive impact on some of the most profound issues of our time:
Population growth, HIV, peace and security, and the widening gap between the rich and poor.

The issue can be manifested by providing educational opportunities to girls this can be sorted
out by

 Spreading awareness about women education in rural areas.

 Providing opportunities to girls to come forward in field of education
 By constructing new Schools. Colleges & Universities on government level for providing
cheap and quality education.
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LAHORE COLLEGE FOR WOMEN UNIVERSITY as a premier university for Women seeks to
provide quality education to empower women through knowledge and skills so as to participate
actively in the socio-economic development of Pakistan; as well as to impact the attitudes and
beliefs of its graduates through various programs and activities to emerge as responsible,
peaceful and tolerant citizens of the world.

The strategic vision of LCWU is developed keeping in view the current challenges that the
University faces; it focuses on:

 Improving quality of higher education through faculty development and

internationalization;
 Facilitating LCWU graduates to enter the workforce through career counseling,
internships and job placement;
 Enabling LCWU graduates to be responsible and peaceful citizens through community
outreach programs.

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LAHORE COLLEGE FOR WOMEN UNIVERSITY
Lahore College for Women University, with a full time enrollment of about more than 10,000
students and a teaching faculty of more than 500 members, is one of the most prestigious
institutions of Pakistan. It admits students at the Intermediate, Graduate, Masters and Ph.D.
levels.

LCWU is offering degrees at graduate, postgraduate and doctoral levels.

There is 4 years B.S. in 31 subjects, 4 years B.S. professional degree in Environmental Science,
Home Economics, BFA, Business Administration, Computer Science, Electrical Engineering and 5
years Pharm-D. Besides this we are offering Ph.D. programs in Chemistry, Bio-Technology,
Botany, Zoology, Environmental Science Electronics, Physics, Political Science, Economics,
Islamic Studies, Urdu, Punjabi and Fine Arts.

LCWU promotes healthy relationships with creative programs to help students make good
choices, establish a solid foundation for life, and positively impact their studies.

A vast range of educational, sporty and social activities are available to LCWU students, faculty

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and staff. Getting involved in campus life is the quickest way to become a part of the University
community, and to create one's own being the LCIAN's experience.

Lahore College for Women University is spreading throughout whole Pakistan to provide quality
education to girls at different places. It is serving as:

 Lahore College for Women University, Jail Road Lahore

 Lahore College for Women University, Satellite Town Gojra Road, Jhang. (Sub-Campus)

AFFILIATED COLLEGES
 Govt. Postgraduate College for Women, Samanabad, Lahore
 Govt. Postgraduate Islamia College for Women, Cooper Road, Lahore
 Govt. College for Women Gulberg, Lahore.
Along with the facilities of:

 Day care Centre

 Independent living Centre
 Visiting Faculty hostels
 Hall of Residence
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 NAME OF THE PROJECT
Development of New Campus of Lahore College for Women University, Lahore at Kala Shah
Kaku.

LOCATION
The site for Lahore (Kala Shah Kaku Campus) is located at Kala Shah Kaku approx. five
kilometres from Ravi Bridge on GT Road, Lahore and approximately 15 km from the existing
campus of LCWU with an altitude of 695 feet towards North of the District Lahore.

PROJECT OBJECTIVES
The project is designed to establish the first-ever Sub-Campus of Lahore College for Women
University Lahore at Kala Shah Kaku by the developing requisite academic infrastructure. The
facilities will ensure the production of the required quality manpower and promote research
and development.

The Government of Pakistan has demonstrated a great commitment to improving the quality of
education. On the recommendation the Higher Education Commission (HEC) Lahore College,
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Lahore has been recently elevated to the status of University. Being a newly established
university it requires substantial support to achieve these objectives, including

 Strengthening of existing departments

 Providing new departments
 Introduction of new study programs
 Improving quality of education and providing supporting facilities like hostels, libraries.

The objectives are:

 To promote higher education in the country and alleviate poverty.
 To establish a state of the art training facility for the development of human resource
and management sciences.
 To promote interdisciplinary education, research and outreach specifically.
 Establishment and strengthening of educational institutions of higher learning including
basic and pure sciences, is a vital component of Education Sector Reforms (ESR).

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INTRODUCTION

 The word education came from the LATIN word. It means BRING OUT.
 In early culture education was regarded as the transmission of value and accumulated
knowledge of a society from one generation to other.

EDUCATION:
 Education is the process of bringing desirable change into the behavior of human
beings. It can also be defined as the “Process of imparting or acquiring knowledge or
habits through instruction or study”. The behavioral changes must be directed towards a
desirable end. They should be acceptable socially, culturally and comically and result in a
change in knowledge, skill, attitude and understanding.

ROLE OF EDUCATION
Education is supposed to provide a common understanding among its citizens which in turns
help to build a basis for the development and reinforcement of the cultural identity, moreover,
most importantly we must learn to communicate and implement out new found knowledge
effectively.
Therefore, the aims of the proposed university are as follows:-

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 To provide best learning environment as a mean for progress
 Personality development as an aim of education
 Interaction and social environment

TYPE OF EDUCATION
With the development of society; education has taken many shapes, such as child education,
adult education, technical education, health education, physical education and so on. The other
broad classification could be:

•Formal education includes the hierarchically structured school system that runs from
primary school through the university and organized school-like program created in
Formal business for technical and professional training.
Education

•Learning which is embedded in planned activities not explicitly designated as learning (in
terms of learning objectives, learning time or learning support). Non-formal learning is
Non Formal intentional from the learner’s point of view.
Education

•It describes individual’s attitudes, values, skills and knowledge from daily experiences and
Informal the educative influences and resources from our environment.
Education 5
 INTERACTION LEARNING SPACES

 The primary consideration when designing educational facilities is that they must be
conductive and accessible for learning.
 Learning as an independent requires quite spaces for the individual learning spaces can
be structured or open. Large or small, private or in common spaces but regardless the
character of learning spaces should support a diversity of learning styles.

UNIVERSITY
 A university is an institution of higher education and research, which grants academic
degrees in a variety of subjects.
 A university provides both undergraduate education and postgraduate education.
The word university is derived from the Latin universitas magistrorum et scholarium, roughly
meaning "community of teachers and scholars."

ROLE OF UNIVERSITY IN PERSONAL DEVELOPMENT:

University is the place where a person polish himself and make his own identity through
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discussions and interaction with different professional and students and teachers to make
himself more determinant towards his destiny and goals.

CONCEPT DEVELOPMENT OF A UNIVERSITY CAMPUS

 The word “CAMPUS” has been derived from the word “CAMP” meaning a place which is
open and spread out over large areas giving a very bold and open feeling.

 Campus design should be defined a forceful communication and symbolism in

interacting the students and teachers so that the learning process should be enhanced
in informal ways as well.

 The planning of the campuses has undergone a dynamic change in the 20 th century and
made a tremendous use of open space, for treatment of flexible specialized buildings,
flexibility in expanding the campus facilities in addition to academic programs and co-
curricular activities.

CAMPUS IDENTITY:

 Campus itself is a landmark for the society and each of its department need its identity.
Some of the departments are interrelated with other departments and it will help to
maintain and correlate with each other.
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 The design of the whole campus should be interrelated with each other in respect to its
architecture, facilities & departments.
COMPONENTS OF CAMPUS DESIGN

PLACE MAKING: Place making entails positioning and arrangement of campus land
uses and pedestrian and vehicular routes.
It is the location of buildings and functional open spaces such as playfields and parking
lots, and the definition of edges and the interface between campus and environments.

PLACE MARKING: This is the structure of the overall design, which involves
the definition, conceptualization and certain physical attributes which gives
a campus a visual uniqueness.
The place marking devices are important in strengthening a campus.

LANDMARKS: These are prominent features that identify the locale.

These could be buildings, architectural elements, monuments,
gateways, attention grabbing eccentric design etc where size, grandeur

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or position may blend into iconographic metaphor of institutional
presence and purpose.

STYLE: Choice of style may either be FORMAL (regular, rectilinear and

symmetrical) or it can be INFORMAL (picturesque, irregular and
unsymmetrical).
Usually choice of style is primarily influenced by the nature of
education.

MATERIALS: Consistency and continuity in materials on building exteriors

help create a sense of place, and can be termed as “Referential
Architecture.”
Campus design images are visually stronger when exterior surfaces can be
read as symbols associated with campus history and thus help mark both
time and place.

LANDSCAPING :Buildings has aesthetics, functional and symbolic purposes which

landscape defines and sustains.
It can also serves as the skeleton for the overall campus plan and interior circulation
systems such as walks and roads.
Different types of landscape features include campus edges, gateways, gardens,
fountains, outdoor sitting areas, site furniture, ponds woodlands etc.
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 TYPES OF LAYOUT OF CAMPUS PLANNING

There are five types of layouts have been used in campuses around the world. These are
discussed below:

 Linear Layout Model

 Central Focus Layout model
 Grid Iron Layout Model
 Molecular Layout Model
 Dispersed Layout Model

Linear Layout Model:

Most of the contemporary campuses have been planned on the basis of linear system. It allows
future growth with well-defined services system without impairing the functional efficiency of
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the build environment. The salient features are:

 General features of this type are ribbon like zones of central facilities along both sides
for departmental facilities. This system has open-ended system allowing expansion of
only the zone without disturbance.
 This system has also proper traffic segregation as all the
vehicular traffic is on the out skirt while pedestrian can
move freely in the inside of the campus.
 Cost of the service is also less in this type as all the
departments are close to each other and their
development are along the single line.

Examples:

 University of the Punjab (New Campus), Lahore

 University of Agriculture, Faisalabad
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 University of Engineering and Technology, Karachi.
 Central Focus Layout Model:
The concentric type is developed around one major focus. It
can grow outward with either formal or informal shapes but
the most useful and common arrangement would be a loose
rectangular pattern. The major advantages are:

 Easy traffic access and lesser cost of the services.

 The buildings are not scattered so segregation
between pedestrian and vehicular traffic is possible.
 The disadvantages are circle which discourage the future growth and even if the growth
is planned in concentric rings it chokes the nucleus with congestion and overloading of
services systems.

Examples:

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 Ghulam Ishaq Khan Institute, Topi, NWFP

Grid Iron Layout Model:

This is the common model of formal organization especially
suitable for institutions with clear ad ambitious development
plan. Sites can be defined in early stages so that the areas
can be left for the future expansion and development.

 All academic buildings are built independently and do

not have any communication with each other.
 Circulation system forms a checkerboard pattern and
campus is built within squares.
 Found in older campuses where concept of integration is absent.
 Future extensions are mostly on edges.
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Examples:
  University of Engineering and Technology, Peshawar
 University of Engineering and Technology, Lahore

Molecular Layout Model:

 In this model, different portions have their own central nucleus. The
system is used in very big universities which have different schools.
 These centers are like libraries, administration, auditorium and other
schools of different disciples offering in the university.
 Traffics segregation is difficult as there are number of different centers.

Examples

 Gujrat University, Gujrat

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Dispersed Layout Model:

 This model allows casual distribution of buildings on the site. Separate approach is made
to each department so that more cost is added to development.
 Filling the spaces between different blocks makes the provision for future expansion.
 Cost of the services is more in this type because buildings are scattered on the site.

Examples:

 University of Karachi
 Quaid-e-Azam University, Islamabad

Single Unit Model:

 In this model all the academic zone is developed as single
structure which may be introvert or extrovert.
 Strong unity and control are main qualities of this model.
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  This model is suitable for small schools where students are desired to be kept under
same roof as school of law or school of management sciences.

Examples:

 Lahore University of Management Sciences (LUMS)

 Bacha Khan Medical College, Mardan

Repetitive Module Model:

 Unity in the entire campus is dominant feature of this model.
 In this model a modular unit is made and all the buildings are designed on that selected
module.

Examples:

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 Qatar University, Qatar

Parameter Road Loop Model:

 This model is best in saving pedestrians from the devastating effects of cars.
 This is mostly used model in newly developed universities in Europe and America.
 This model encourages the community to come together and increase interaction.
 In this model building groups are served by parameter road and all the buildings
faces a common green space which in turns forces the students to come together.

Examples:

 University of North

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 ZONING:

There are 5 major zones of a campus:

Common
Academic Residential
Facility
Zone Zone
Zone

Commercial
Activity Zone
Zone

All the zones in the campus planning are very important and there interaction should be
maximum because interaction and integration between these zones will help in obtaining
maximum benefits to students and teachers. However, strict zoning should be avoided as it can
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isolate and hinder interactivity and integration.

Campus facilities (building, parking lots, sports fields, student centers, commercial centers etc.)
should be constructed along primary roads. Residences and students hostels should be
provided on the secondary roads so that direct access to those places should be avoided.

Transportation:

 There will be three major modes of intercampus travel, shuttle bus, bicycle and walking.
The user will select the mode, which best serves the need or mood of the moment.
 The primary internal road and sidewalk will be the organizing element of the campus. It
will be designed to accommodate all vehicle types common to the university campus
(This in only for the major internal road where some vehicular traffic is unavoidable).

Student Residential Facilities:

12  Students are the basic assets of the university and for the society. The interaction
between there academics and residences should be properly designed and allocated so
 that there interaction among fellow colleagues, teachers and the environment be
comfortable.
 When students live too far away from the campus, they cannot be part of the university
life. It is therefore, necessary to locate all the students’ residence facilities within one
mile radius.

Important Aspects While Designing a Campus:

Access to Campus:

• Spaces should be designed to meet the specific needs of students, teachers, and
administrative staff with disabilities.

• Design should be future flexible, which enables spaces to be easily modified.

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Balance:

 While designing a balance should be maintained between the outdoor and indoor
environment as well as the surroundings, so that students can communicate and feel
ease while studying.

Orientation:

 While designing Classroom windows facing east or west receive excessive heat from the
sun. Although this fact assists heating in cold weather, the cooling problem is generally
greater. As a general rule, it is preferable to face the majority of rooms north or south.

Campus Should Be Secure / Safe:

 Providing safe schools should be given priority.

 Visual access in corridors and school grounds should be maximized
 Increasing occupants' sense of ownership by providing comfortable, not institutional, 13
rooms and by clearly defining the school boundaries.
  Control access to the building and grounds by individuals and vehicles.
 Using durable, non-toxic building materials.
 By providing shelters in cases of emergency conditions.

Landscaping:

 Buildings have aesthetics, functions and symbolic purposes which landscape defines and
sustains.

 It can also serves as the skeleton for the overall place and interior circulation systems
such as walks.

 Landscape acts as a buffer to the blowing wind of winter if planted on west side. Its
stops the prevailing hot as well as cold winds, if planted around the area.

Acoustics:
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 Acoustical control involves containment, absorption, and reflection or reinforcement of

sound. According to the circumstances of the listener, sound should be prevented from
leaving a space when it will disturb people in adjacent rooms.
 Certain amounts of acoustically absorbent material must be used to "soak up" noise in
such areas as corridors, toilets, and cafeterias.

 Accurate and comfortable hearing of music in an auditorium depends on projecting

sound from reflection from some surfaces, but absorption in others to prevent
distracting echo’s ; a speaker's voice may have to be reinforced by an amplifier in large
rooms.

Aesthetic Appearance:

The importance of the physical appearance of a school should not be minimized. A school
building should be attractive and responding and should be consistent with the design and

14 context of the neighborhood, builds a sense of pride and ownership among students, teachers,
and the community. The exterior should complement the neighborhood and reflect the
community's values.

 Building entrances are frequently the meeting places and gathering places for those
using buildings, and should be designed to encourage interaction.
 The interior should enhance the learning process.
 Provide an interior environment that is visually comfortable and stimulating by
integrating natural and artificial lighting, eliminating glare, and incorporating colors that
stimulate or soothe, depending on the space function.
 Design for diffuse, uniform daylight throughout classrooms.
 Avoid direct-beam sunlight.
 Use a day lighting analysis tool to integrate lighting systems, controls, and materials that
reflect or absorb light.

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Functionality Of Space:

 Connecting spaces visually with colors and patterns, particularly for primary school
children.
 By providing platform spaces for gathering, sitting, and presenting and alcoves for quiet
play, reflection, and reading.
 Providing a "home base" for each student and teacher.
 Accommodating the technology upgrades.
 By allowing classrooms to change with the activity and group size. This is particularly
important in primary schools, where students typically stay in one room with one
teacher throughout much of the day.

Day Lighting & Ventilation:

Day lighting is the controlled admission of natural light into a space. Glare and hot spots can
undermine the learning process. 15
  Utilize maximum daylight while designing the school because of electricity crisis. These
can be obtained by the use of:
o Atriums
o Lattice
o Skylights
 Using natural ventilation when possible. (This and day lighting also provides a
connection to the outdoors.
 By ensuring superior indoor air quality.
 Ensure thermal comfort.
 Embracing the concept of the building as a teaching tool.
 By connecting the indoor environment to the outdoors by providing operable view
windows in classrooms and easy access from classrooms to gardens and other outdoor
areas that can be utilized in the curriculum.
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Colors:

 Color is a psychological aid to learning. Tastefully used, it can enhance environment,

engendering a cheerful, receptive mood. Bright, warm colors stimulate excitement and
action in the gymnasium; soft, cool colors create a quiet atmosphere in places of study.

Form:

• The physical shapes of our surroundings also have psychological effects which can
favorably influence learning.

• Large rooms, such as the library, cafeteria, or auditorium require higher ceilings, for a
sense of airy freedom, than do small offices and conference rooms; corridors should be
offset, widened occasionally, and given a view in order to avoid the feeling of
interminable constricting length.

16 • An atmosphere of spaciousness, or lack of confinement, can be created by making some

interior partitions of glass.
 • This is particularly important when the plan design involves large areas of interior
spaces, made possible by a climate-conditioned system.

Conclusions

 Create well planned open spaces inside departments and outside as well because it is
the open space that has the greatest potential for unifying and equalizing the shared
space of the campus.
o Green areas
o Streets
o Walkways
o Landscape will be well designed and comprised of
o Gardens
o Sitting steps

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o Pathways
o Theatres etc.

Take care of the fact that campus itself and new edition within the campus will be
proportionate with respect to the neighborhood and on human scale.

 Make huge monument at the entrance.

o Building entrances are frequently the meeting places and gathering places for
those using buildings, and should be designed to encourage interaction.
 Spaces that may or may not be used frequently must be ventilated at the maximum.
Windows should be placed to light and provide views to internal spaces and keep the
environment airy.
 Highly reflective or deeply tinted glass should not be used on the campus at heights.It
effects the sight and effects privacy.
 Utilizing maximum daylight while designing the campus because of electricity crisis.
These can be obtained by the use of 17

o Atriums
 o Lattice
o Skylights
 Campus will be sighted all the time and design to form lively and secure public ways.

Use the following elements at all public spaces.

o Landscape
o Walkways
o Lighting
o Signage
o Street Furniture
o They give both active gathering and thoughtful spaces and give linkages
within the campus.
 Accessibility for disables must be considered and to do so in a dignified manner.
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 We will give multiple entrances to recognize departments. This can be obtained by

o All arts departments have one access, All engineering departments have one access
Similarly all sciences departments have one access.
 To divide traffic of different major accessible zones.
 Necessities like cafeteria, water points must be conveniently accessible by each
department.
 When you entered in the campus, it must itself guide you where to go.
One way to achieve that is to create a color code of each department and put it on a
board that then placed near entrance gates. Now each color strip run with the road or
footpath and a person follows it and reach to the desired place.
 Parking will be of three types
o Students
o Faculty/ administrations
o Visitors
18 o Parking on the outer skirts of plan. To avoid vehicle movement inside the
campus.
 o Maximum interaction.
 Planning will be “growth oriented”
The master plan should be capable of handling future load of services.

 Accessibility:
The circulation system will be of three types:
o Movement of the staff from their residences to the academic block back.
o Incoming day scholars and visitors.
o Students from their hostels to the academic block.
 We will fuse two or more layouts together to achieve the planning we want.
 Planning should be cost efficient.
 Layout depends on nature of the site.
 Buffer zones should be provided to prevent noise pollution for that purpose maximum

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trees should be planted.
 Adequate parking should be provided.
 User-friendly material should be used.
 Local material should be used like brick.
 Signage
 Fire extinguishing systems.
 The effect of the campus should be as whole rather than one of its parts.

19
20
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COMSATS INSTITUTE OF INFORMATION
&

TECHNOLOGY

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21
 Area: 250 acres

Location:

 The site is situated in the heart of the industrial area, south of the city, the site is
bordered by the Army Welfare Trust housing scheme on the West and LDA Avenue-1 on
the North and east.

Philosophy And Concept Behind The Project:

 The philosophy of "Function and identity" is the pivot of the master plan of the project.
The architects" basic concept and objective was "Creating an environment for learning"
and it was the basis of the entire master plan.

 This campus was designed as a place that encouraged students to be involved in a

constant process of learning, in classrooms and through personal interaction, and
beyond studying hours also.

 Spaces both indoors and outside were designed for students" and teachers' interactions
in informal settings.
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Buildings And Spaces:

 For the physical shaping of buildings and spaces, the entire plan of the complex is
conceptualized on a geometry and system of proportions based on human scale.

PLANNING
Circulation:

 On a flat land of 250 acres, interplay of gridiron and curvilinear roads was developed
rather than evolving a monotonous grid pattern.

 There is a clear division of vehicular and pedestrian networks.

 The entire academic zone is conceptualized as a pedestrian area with open and covered
walkways linking the workshops to the studios and the women's institute.

Topography:

 The site is flat and subject to rainwater drainage as a natural drain runs through the site
flowing into the Hudiara drain running south of the site.
Landmarks:

22  Visual landmarks give identity to the major zones.

 The "Arrival court" with its imposing "Gateway" identifies the academic areas.
 The "Mosque" gives meaning to the center with communal facilities
  The "Orchard" separates the residential from the work area and girls' hostels from die
boys' hostels.
Main Court:

 Main court is a place of gathering for the students, the faculty and the visitors and is a
public place of the institute.
 Academic blocks
 Resource center with the library' on first floor
 Multi-purpose hall
 Administration building
 The covered walkway links the other academic blocks and men’s hostels.
 The street pattern reflects the combination of formal and informal aspects of the
campus- Experiencing the majestic entrance, one enters the main court-a well-
articulated place with the use of a colonnaded arcade, which leads on to courts on one
side blocking the view beyond; through the use of brick Gutka Jali work.
Resource Center:

 The resource center shares its common facilities with academic activities including the
library, Multi-purpose hall, language center, and seminar and lecture rooms.

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 It is located along the main court and thus in easy access to the men's institute',
women's institute and the visiting public.
Residential Zone:

 It comprises of hostels and residences of various categories of staff and has been
skillfully placed along the western and northern periphery of the site.
Material:

 Brick, the traditional building material has been used on facade of buildings.
 It’s different sizes and combinations arc used to provide relief and variety through
interesting patters.
Landscape:

 Hard and soft landscape has been used to provide outdoor sitting and exchange among
students.
 The site had an existing orchard, which has been expanded to form a buffer between
the academic and residential area.
Future Expansion:

 Keeping in view the ever-growing demand of the city, a future expansion has already
been integrated in the master plan. 23
 The design lends itself to the inclusion of many-upgraded academic facility such as a
school of Computer Sciences or an Artisan school.
 CONCLUSIONS:
 Creating an environment for learning is very important while designing a campus For
that matter, interaction points should be designed to encourage students to be involved
in a constant process of learning, not only in classrooms but through personal
interaction in informal settings, and beyond studying hours also.
 Pedestrian movement should be given priority over any other mode of circulation and
should be segregated from it.
 Interest should be created in design and a sense of place should be achieved through
the use of various design devices.
 Buildings should be linked to each other through covered walkways to allow students to
walk to other departments without being affected by intense climatic conditions.
 Future expansion must be taken into account during design process, because a
university. Like a small town, grows with the passage of time.
UNIVERSITY DESIGN

24
UNIVERSITY OF ENGINEERING
&

TECHNOLOGY

UNIVERSITY DESIGN

25
26
UNIVERSITY DESIGN
Area: 100 acres

Location:

• The main campus of the University of Engineering and Technology is located in the
northern part of Lahore on the historical ‘Grand Trunk’ road, near the
magnificent Shalimar Gardens built during the great Mughal empire.

Master Planning:

• University of engineering & technology Lahore was designed by Richard Neotra and at
that time it was only with 2 faculties of electrical and mechanical engineering.
• The university was planned on Grid Iron pattern with the main block which is on the
eastern side of the site on G.T. Road with the large play ground on both the side of the
block. Later, when it was started to develop and new disciplines were added in it the
university was haphazardly constructed as the site for the new blocks were available.
• If we see the master plan of the university, it’s the combination of Linear and Grid Iron
pattern planning now. The university was not conceptualized as a university but a

UNIVERSITY DESIGN
college.
• The site of the university is rectangular with lower portion almost 300 feet facing GT
Road extended towards east to Shalimar garden.
• The university comprises of 6 gates from the G.T. Road from which only gate No. 3 is
operational for students and faculties and Gate no. 2 is used by administration.
• The planning of UET is basically on grid iron with the new construction on linear pattern
as well.
• Students hostels have been provided at the west side of the academic blocks. The
residential staff colony has been allocated at the north of the site.

Topography:

 The site is flat and subject to rainwater drainage as a natural drain runs through south of
the site to the G.T. Road.

Academic Area:

• The academics areas have been situated on the gate no.3 which is the main entrance for
the students and faculty.
• Library has been grouped between the departments of architecture, electrical and civil
27
engineering. The road leads to chemical department as well which is newly constructed
 with metallurgical and mining engineering. Public health and electrical engineering
departments are situated at the entrance from gate no. 3.
• The university has constructed a research center adjacent to the public health
engineering department.
• Gate no. 3 is the main approach road toward academic zone of the university.

Planning:

• The planning of the academic blocks is conceptualized on the courtyard concept to allow
free air ventilation.
• Every building has been designed to allow future expansion and also have extra space to
accommodate their future related department.
• All the buildings are north –south oriented to allow maximum protection from sun and
louvers and shades have been provided at the west side.

Circulation:

• The circulation pattern of UET is not segregated. Vehicles and pedestrians move along
UNIVERSITY DESIGN

the road of their respective areas. No consideration has been taken into place to fulfill
this hurdle that has to face by the students and the drivers.
• Students have to cross the roads to go to their departments which are very unfortunate
on this climatic condition of our country.
• Distances are too long from parking and the departments to students service center.
• Central facilities like library and auditorium is near to academic area but campus center
is too far away near to hostels.

Hostels:

• The university hostels are located at the western side of the academic blocks.
• There are 11 hostels of boys and all are north-south oriented to protect the sunlight to
penetrate into the rooms.
• 2 Courtyards has been given in the hostels and a corridor runs all the way to it of 7 feet.

Building Material:

• The major buildings structure is frame structure of bricks and concrete.

• Bricks have been used mostly on the buildings and the columns are of concrete with
brick exterior finish.
28 • On the exterior finish paint and brick is emphasized.
• The combination of bricks and paint has been used to break the monotony on the
façade. White paint has been used mostly on the façade.
Landscaping:

• Large grounds have been given in front of boys hostels and at the sports stadium. Small
amount of landscaping has been done in front of academic departments.
• Courtyards has been well landscaped which is the integral part of every department.

Future Expansion:

• As we see the master plan of UET Lahore, the expansion within the site is very difficult
because no land is available for the future development of future hostel block or
academic blocks.
• If they eliminate the ground in front of boys hostels then there is some chance to
develop but it will create congestion and the activities that has been going on today will
vanish.

Energy Generation Unit:

• Keeping in view the upcoming power crises situation in the country, in 2004 the
University established its own Power Generation Unit with capacity of 2 Mega Watts

UNIVERSITY DESIGN
and became first and only countrywide educational institution that has its own Power
Generation Unit.

Conclusion:

• Workshops are too far from the departments.

• Centralized facilities are too far from departments.
• Length of the pedestrian spine should be controlled ad it should not only be treated as a
connector but as architectural space as well.
• Students have to travel long distance from hostels to academic blocks so their
placement should be near to academic zone or covered walkways should be designed to
allow protection from harsh climate.

29
 SITE ANALYSIS
MACRO LEVEL ANALYSIS:

The site is located roughly near Lahore Bypass leading to M-1 adjacent to the under
construction Judicial Academy.

DISTANCES AND TRAVEL TIMES:

Places Distances (km) Time (minutes)

Allama Iqbal International Airport 44.5 58

Railway Station 26.5 35

Daewoo 43.2 56

NCA 24.5 30

PUCAD 25 32

UET 21 23
UNIVERSITY DESIGN

LCWU 43.1 55

Main Market 23 30

Barkat Market 44 56

TIME CALCULATION:

Average car speed in city 65 Km/h

Speed = Distance

Time

Time = Distance

Speed

MESO LEVEL ANALYSIS:

EXISTING USE AND FUTURE USE:

30 Educational Buildings Urban Society

Agriculture
MICRO ANALYSIS:

Sun Direction:

Summers: - NE-NW

Winters: - SE-SW

SEASONS 6 a.m. 9 a.m. 12 p.m. 3 p.m. 6 p.m.

Summers 12 50 88 50 12

Winters 0 20 35 20 0

 South and west side will be insulated and shaded by trees and shades.
 Buildings would provide shade to walkways.
 Walkways should be covered.
 Central courtyard to avoid direct harsh sunlight to building.

UNIVERSITY DESIGN
Wind direction:

Summers: - SE-NW

Winters: - NW-SE

Schedule: - 8:00 a.m. 5:00 p.m.

January SW-NE NW-SE

February SW-NE NW-SE

March NW-SE NW-SE

April NW-SE NW-SE

May NE-SW NW-SE

June SW-NE SW-NE

July SE-NW SW-NE

August SW-NE SW-NE

September SW-NE SW-NE

31
October SE-NW SW-NE
 November SW-NE NW-SE

December SW-NE NW-SE

 Atrium and courtyards should be placed in the direction of wind

 Courtyards between the departments and within the department can allow the air
ventilation and thus no air pockets shall form.

VEGETATION:

 Tall and old trees

 Crop

TREES

 Peepal
 Populus
 Jaman
 Wild plants
UNIVERSITY DESIGN

Ground Covers

 Agricultural crops
 Rice Fields
 Mustard

 Flat land
 These trees can be used as buffer zone
 Landscape can be created around trees
 Landscape can be designed around trees
 Sitting steps
 Hard and soft Landscape

SENSORY:

Noise Dust Odour

 Plantation can act as buffer zone

 Plantation can reduce odors and dust and noise
32
TRAFFIC FLOW:

A single main road adjcent to the site is lahore bypass.

MAN MADE AND NATURAL FEATURES:

 No fixed architectural style

 Residential use religious use
 Maximum use of local material BRICK
 Mosque and mausoleum cannot be removed

UNIVERSITY DESIGN

33
 ARCHITECTURAL PROGRAMME

Bachelors:

 Architecture (40 students per class) 200

 Painting (20 students per class) 80
 Graphics designing (35 students per class) 140
 Sculpture design (15 students per class) 60
 Textile design (25 students per class)100
 Product design (15 Students per class).60
 Musicology (10 students per class) 40

Total students of bachelor = 680

MASTERS:

 Architecture (50 students)

 Painting (20 students)
 Graphics designing (70 students)
UNIVERSITY DESIGN

 Sculpture design (30 students)

 Textile design (50 students per class)
 Product design (30 Students per class)
 Musicology (10)

Total students of masters = 260

Total students: 840+260 = 940

LANGUAGE PROGRAMME

Bachelors:

 English (40 students per class) - 160 + 160

 Urdu (40 students per class) – 160 + 160
 Arabic (40 students per class) - 160
 French (40 students per class) - 160
 Chinese (40 students per class) - 160

Total students of bachelor = 1020

Masters:
34
 English (30 students per class) - 60
 Urdu (30 students per class) - 60
  Arabic (30 students per class) - 60
 French (30 students per class) - 60
 Chinese (30 students per class) - 60

Total students of masters = 300

Ph. D:

 English (10 students per class) - 30

 Urdu (10 students per class) - 30

Total students of masters = 60

Total students

840+300+60 = 1380

UNIVERSITY DESIGN

35
 ARCHITECTURE DEPARTMENT
Space Description Quantity Standards (sq. ft. Area (Sq. ft.)
/head)
HOD office Toilet 1 240-360 335
Offices 6 persons 40-60 500
Faculty 20 120-150 2635
Meeting Room 20 15-25 400
Toilets 6 450
Studios 5 (40 students) 35 7000
Studio (masters) 25 35 875
Workshop 1 1500
Comp- Lab 1 (45 students) 25-30 1125
Kitchenette 1 60
Students Locker 125 250
Store 1 150
Total 15280
30% circulation &10% walls 6112
Grand Total 21392
UNIVERSITY DESIGN

PAINTING DEPARTMENT
Space Description Quantity Standards (sft/head) Area (Sq. ft.)
HOD office Toilet 1 240-360 335
Offices 6 persons 40-60 500
Faculty 20 120-150 2635
Meeting Room 20 15-25 400
Toilets 6 450
Studio 4 (20 students) 30-35 700
Master students 20 30-35 700
Meeting room 20 20 400
Computer Lab 25 students 25-30 750
miniature studio 10 students 500
Students Locker 50 100
Store 1 150
Total 7620
30% circulation & 10% walls 3048
Grand Total 10668

36
SCULPTURE DEPARTMENT
Space Description Quantity Standards (Sq. ft./ Area (Sft)
head)
HOD + 1 240-360 335
Toilet
Offices 6 persons 40-60 500
Faculty 10 120-150 1300
No of students 3 (15 students) 30-35 1570
Master students 2(15 students) 30-35 1050
Meeting room 20 20 400
Store room 1 150
Lockers 68
Computer Lab 25 students 630
Workshop 10 students 500
Clay Room 1 300
Toilets 2+2 360
Kitchenette 1 60
Total 8856
30% circulation & 10% Walls 2656 + 885
Grand Total 12397

UNIVERSITY DESIGN
GRAPHIC DESIGNING
Space Description Quantity Standards (sft/head) Area (Sft)

HOD 1 240-360 335

Offices 6 persons 40-60 500
Faculty 10 120-150 1300
Meeting Room 20 15-25 400
Toilets 3+3 450
Photo studio 1 350
Dark room 1 150
Student lockers 105 210
Store 1 150
Studios 4(35 students) 35-45 6300
Master studios 2(35 students) 35-45 3150
Printing studio 35 students 800
Computer lab 35 students 875
Kitchenette 60
Illustration studio 1(20students) 30-45 800
Total 16310
30% circulation & 10% wall 6524
Grand total 22834

37
 TEXTILE DESIGNING
Space Description Quantity Standards Area (Sft)
(sft/head)
HOD + 1 240-360 335
Toilet
Offices 6 persons 40-60 500
Faculty 10 120-150 1300
Meeting Room 20 15-25 400
No of students 4(25 students) 30-45 4500
Master students 2(25 students) 30-45 2250
Store room 1 150
Lockers 25 50
Computer Lab 25 students 630
Print making &Washing Area 1000
Kitchenette 1 60
Toilets 3+3 450
Total 11625
30 % circulation & 10% walls 4650
Grand total 16275
UNIVERSITY DESIGN

PRODUCT DESIGN

Space Description Quantity Standards (sft) Area (Sft)

HOD + 1 240-360 335
Toilet
Offices 6 persons 40-60 500
Faculty 10 120-150 1300
No of students 4(15students) 30-45 2700
Masters students 2(15) 30-45 1350
Meeting room 20 20 400
Store room 1 150
Lockers 45 90
Computer Lab 25 students 625
Workshop furniture 1 500
Workshop ceramic 1 500
Kitchenette 60
Toilets 2+2 360
Total 8870
30% circulation
10 % circulation 3548
Grand Total 12418

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CERAMIC DEPARTMENT

Space Description Quantity Standards (sft) Area (Sft)

HOD + 1 240-360 335
Toilet
Offices 6 persons 40-60 500
Faculty 10 120-150 1300
No of students 4(30students) 30-45 5400
Masters students 2(15) 30-45 1350
Meeting room 20 20 400
Store room 1 150
Lockers 45 90
Computer Lab 30 students 750
Kiln area 150
Workshop ceramic 1 500
Kitchenette 60
Toilets 2+2 360
Total 11345
30% circulation +10% walls 4538
Grand Total 15883

UNIVERSITY DESIGN
MUSICOLOGY DEPARTMENT

Space Description Quantity Standards (sft) Area (Sft)

HOD + 1 240-360 335
Toilet
Offices 6 persons 40-60 500
Faculty 10 120-150 1300
Lecture room 2(20) 25 1300
Music practice 4(8) 100 3200
Instrument room 1 200
Store room 1 150
Lockers 45 90
Kitchenette 60
Toilets 2+2 360
Total 7495
30% circulation+10%walls 2998
Grand Total 10493

FOUNDATION
Space Quantity Standards (sft) Area (Sft)
Description
Faculty 10 240 2400
Drawing studio 240 30-45 7200 39
colour studio 240 30-45 7200
Workshop 240 30-45 7200
 Lecture hall 240 30-45 7200
Toilets 4+4 480
Total 31680
30% circulation+10%walls 12672
Grand Total 44352

HUMANITIES DEPARTMENT: (ENGLISH LIT. DEPARTMENT)

SPACE DESCRIPTION CAPACITY AREA (SQFT.)

4 Lecture rooms 4 rooms (40 students x 15 2400

sqft./head each)
Computer lab 40 1200
staff 2000
Meeting room 15 400
Seminar hall + I.T. 120 2000
Library 2000 books 1500
Kitchen + store 1 500
Toilets 6 500
Entrance lobby 1 500
UNIVERSITY DESIGN

TOTAL (including circulation 9000 +2700 + 900 = 12600

30% + 10% walls)
*Same standards for all languages and humanities departments.

NATURAL SCIENCES (CHEMISTRY, PHYSICS, BOTANY, ZOOLOGY )

SPACE DESCRIPTION CAPACITY AREA (SQ.FT.)

4 Lecture rooms 4 rooms (40 students x 15 2400

sqft./head each)
Computer lab 40 1200
2 Laboratories 40 (20 sqft /head) 2000
Library 3000 volumes 2000
Staff 2000
Meeting room 15 400
Seminar hall + I.T. 120 2000
Kitchen + store 1 500
Toilets 6 500
Entrance lobby 1 500
TOTAL (including circulation 13500 + 4050 + 1350 = 18900
30% + 10% walls)
*Same standards for all science departments.
40
STUDENT SERVICE CENTER

Space Description Standard (SFT) Area (sft)

Sitting for 200 students 12-15 2400
Cafeteria 1500
Kitchen and store 30% of dining area 1400
ATM service 50
Toilets 450
Stationary shops 150 each 600
Prayer hall & ablution area 2000=2000 4000
Total 10400
30 % circulation + 10 % wall 4160
Grand total 14560

AUDITORIUM

Space Description Standard (sq. ft.) AREA (Sq. Ft.)

Sitting for 1000 people 12 12000
Stage facilities 50 % of sitting area 6000

UNIVERSITY DESIGN
Mechanical Room 1 100
Tech Store 1 300
Guest room + toilet 1 180 + 50 = 230
Kitchenette 1 60
Entrance hall 1 1000
Toilets 2+2 240
Total 19930
30 % circulation
10 % wall 7972
Grand Total 27902

SPORTS COMPLEX

Space Description Quantity AREA (sft)

Basketball court 2 9400

Swimming pool 2 3000
Snooker + Table Tennis 5850
Coach rooms 5 500
Manager room 1 144
Record room 1 144
Changing room (courts) 2 18
Changing room ( swimming) 4 36
Toilets (courts) 1+2 180 41
Toilets (swimming pool) 2+2 240
Locker room (courts) 10 lockers each = 40 106
 Swimming locker room 20 53
Total 20971
30% circulation +10% wall 8388
Grand total 29359

LIBRARY

Space Description No of capacity Standards Area (Sft)

(sft/head)
Reading Room 50 % enrolment 460 20-25 7500
Stacking Space 3000 12-14 2500
Circulation Sections 30 % 17000 12-14 5010
Director room 1 240 240
PA office 1 40-60 60
Admin office 2 persons 120 240
Photo Copy Area 1 150
Store 1 300
Total 13750
30 % circulation+ 10%walls 5500
Grand total 19250
UNIVERSITY DESIGN

ADMININTRATION BLOCK

Space Description No of capacity Standards (sft/head) Area (Sft)

Vice chancellor + toilet 1 240-360 395
PA vice chancellor+ toilet 1 240-360 335
Deans office + toilet 1 240-360 395
PA Deans office+ toilet 1 240-360 335
Treasurer + toilet 1 240-360 335
Account office + toilet 1 240-360 335
Conference hall 15 15-25 400
Record room + toilet 1 240-360 300
Bank 1 2500
Reception 1 100
Admission office 1 240-360 300
Store room 1 300
Kitchenette 1 60
Entrance hall + waiting 432
Toilets 2+2 240
Total 6762
30% circulation+10%walls 2705
Grand total 9467

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MAINTENANCE DEPARTMENT

Space Area (sq.ft.)

Description
Cleaning 10’x10’=100
Security 12’x10’=120
Gardening 10’x10’=100
Maintenance and operation 12’x12’=144
Events 10’x10’=100
lockers+ changing room 36+23
Toilets 450
Kitchenette 60
Total 1133
10% walls + 30 % circulation 453
Grand total 1588

CLINIC

Space Description Capacity Of Users Quantity Area (Sqft)

Clinic 1 1 320

UNIVERSITY DESIGN
Dispensary room 2 1 100
Storage 1 150 100
Waiting area 10 1 162
Toilets 1 50
Admin 1 1 360
Reception 1 1 30
Total 1122
30% Circulation + 10% wall 337 + 146
Grand total 1605

HOSTELS

SPACE DESCRIPTION NO OF SPACES QUANTITY AREA (SQFT)

Room 150G 75 11000
Staff Common room 10 1 1440
Dining room 150 2 3600
Kitchen and pantry 5 2 400
Storage 4 2 1056
Warden office 4 2 480
Warden room 2 2 660
Administration 4 2 480
Reception 1 2 50
Office 4 2 400 43
Student Lounge 50 6 1440
Bathroom 2000
Entrance Hall 2 504
 Draught Lobby 2 2 100
Visitor room 2 200 504
Laundry area 10 2 768
Total 23500
Circulation-30% 7031
Wall area-10% 3053
Grand total 33584
UNIVERSITY DESIGN

44