Asian University of Bangladesh (AUB)

Asian University of Bangladesh
(AUB)
K. M. Alam Kaiser
Department of Architecture
North South University
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Asian University of Bangladesh
A Design Dissertation submitted to the Department of

Architecture in partial fulfillment of the requirement for the
degree of Bachelor of Architecture (B. Arch) in the Faculty of
North South University, Dhaka.
The textual and visual content of the design dissertation is the
intellectual output of the student mentioned below unless
otherwise mentioned. Information given within this Design
Dissertation is true to the best knowledge of the student
mentioned below. All possible efforts have been made by the
author to acknowledge the secondary sources information
Right to further modification and/or publication of this Design
Dissertation in any form belongs to its author. Contents within
this Design Dissertation can be reproduced with due
acknowledgement for academic purposes only without written
consent from the author.
K. M. Alam Kaiser
Roll No. 053 381 010
Dept. of Architecture
North South University
Dhaka
2010
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Dedication
“I dedicate this dissertation to my family, my respected teachers and all my well wishers.”
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Acknowledgement
I acknowledge a lot of people without whom this dissertation would have been impossible. I
would like to thank my Professor Dr. Shayer Ghafur , Architect Harun-ur-Rashid, I would also
like to acknowledge my parents for keeping up with my demands and temperaments. Finally I
would like to acknowledge Director of Planning of Asian University, Mr. Harun-ur Rashid for
helping with the findings of this report.
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Table of Contents
1. INTRODUCTION
2. PROJECT BACKGROUND
2.1 Client and Funding body ...................................................................................................
2.1.1 Importance of the Project in Local/ Regional/ National Context .......................................
2.1.2 Relevance of the Project as Undergraduate Thesis .........................................................
3. LITERATURE REVIEW
3.1 Evolution of University.......................................................................................................
3.1.1 University in Bangladesh ..................................................................................................
3.2 Morphology of Private university .......................................................................................
3.2.1 Importance of Private University .......................................................................................
3.2.2 Problems Facing Private Universities ...............................................................................
3.2.3 Growth of Private University .............................................................................................
3.3 Campus Design.................................................................................................................
3.3.1 Definition and Purpose......................................................................................................
3.3.2 The Ideal campus..............................................................................................................
3.3.3 Elements and structure .....................................................................................................
3.3.4 Nature of Growth and Change ..........................................................................................
3.3.5 Order of growth and change .............................................................................................
3.3.6 Pattern of Growth and Change .........................................................................................
3.3.7 The route system...............................................................................................................
3.4 Design Consideration........................................................................................................
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4. CASE STUDIES
4.1 Study 01- North South University, Dhaka .........................................................................
4.2 Study 02 – Helsinki Technical University, Otaniemi (Alvar Aalto)
4.3 Study 03– Center For Environment Planning &Technology, Ahmedabad (B.V.Doshi)
4.4 Study 04 – Ahsanullah University, Dhaka.........................................................................
5. SITE ANALYSIS
5.1 Site and Surroundings .......................................................................................................
5.1.1 Location of the area ...........................................................................................................
5.2 Climatic Analysis ................................................................................................................
5.3 Site Facilities ......................................................................................................................
5.4 Traffic Intensity...................................................................................................................
5.5 Site Photograph .................................................................................................................
6. PROJECT PROGRAM
6.1 Program Brief .......................................................................................................................
6.2 Detail Program .....................................................................................................................
7. REFERENCES
8. APPENDIX
9. BIBLIOGRAPHY
LIST OF FIGURES
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Figure 3-1: The spectacular growth and expansion of the private universities in Bangladesh...
Figure 3-2 Structure of rout concentric ......................................................................................
Figure 3-3 Structure of rout nucleated .......................................................................................
Figure 3-4 Structure of rout linear ..............................................................................................
Figure 3-5 Structure of rout grid pattern.....................................................................................
Figure 4-1 View from central Plaza
Figure 4-2 Front Elevation .........................................................................................................
Figure 4-3 View from central Plaza............................................................................................
Figure 4-4 Connecting Bridge ....................................................................................................
Figure 4-5 Conceptual sketch 1 .................................................................................................
Figure 4-6 Central Axis ..............................................................................................................
Figure 4-7 Site Plan ...................................................................................................................
Figure 4-8 Road Network...........................................................................................................
Figure 4-9 Concept ....................................................................................................................
Figure 4-12 Horizontal Zoning .....................................................................................................
Figure 4-13 Vertical Zoning 1.......................................................................................................
Figure 4-14 Vertical Zoning 2.......................................................................................................
Figure 4-15 Plan At 3’ Level Admin Building ...............................................................................
Figure 4-16 Plan At 27’ Level Admin Building .............................................................................
Figure 4-19 Plan Of Academic Building .......................................................................................
Figure 4-19 Plan Of Academic Building .......................................................................................
Figure 4-20 Plan at 12’ Level Library Building .............................................................................
Figure 4-21 Plan at 24’ Level Library Building
Figure 4-24 Conceptual Sketch 4
Figure 4-25 Plan At 36’ Level Auditorium
Figure 4-26 Plan At 24’ Level Auditorium
Figure 4-27 Exterior View
Figure 4-28 Conceptual Sketch-1
Figure 4-29 Linkage between the main building and other buildings.
Figure 4-30 Department of Architecture
Figure 4-31 All classrooms and department are grouped around small internal courtyards
Figure 4-32. Front part of the library building
Figure 4-33 Placed the buildings in such a way as not to hamper the natural contours.
Figure 4-34 Plan of the library building.
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Figure 4-35 Section of the library building. ................................................................................
Figure 4-36 Lighting in he library reading space.
Figure 4-37 View from the coat of the auditorium. ..................................................................
Figure 4-38 Ventilation detailing of the roof has been inspired from Greek temples...................
Figure 4-39 lighting of the theatre. ...............................................................................................
Figure 4-40 Linking the outdoor with the indoor space................................................................
Figure 4-41 Form has more exposure towards north-south direction
Figure 4-42 L shaped plan on north south bearing walls captures breezes through classrooms
Figure 4-43 Indoor student gathering space................................................................................
Figure 4-44:North light to exhibition and gallery space................................................................
Figure 4-45 Lighting ....................................................................................................................
Figure 4-46 Lighting -2 .................................................................................................................
Figure 4-47 Indoor Out Door Relationship ...................................................................................
Figure 5-1 Site plan....................................................................................................................
Figure 5-2 Climate Analysis ........................................................................................................
Figure 5-3 Traffic Congestion Area.............................................................................................
Figure 5-4 Site Photograph 1......................................................................................................
Figure 4-55...................................................................................................................................
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01. Introduction
Education is one of the most important variables that signifies the progress and prosperity of a
nation. The social, cultural. Literary and recreational activities have essentially become the part of
education. The University of a Country is the supreme institute on that provides the highest order of
education for its students and the sacred responsibility, of making them educated, lies on the solder
of the teachers of the university. Every people carry the seed of creativity from their birth and it
blooms with the help of the surrounding environment and proper education.
02. Project Background
Project Name : Asian university of Bangladesh.

Project location: Bangabandu road, Ashulia, savar.
Site Area: 14 acres
Contact person: Director of Planning: Harun-ur Rashid
2.1 Client and Funding body
Asian university of Bangladesh

Address: road no 9, sector -7
Uttara model town
Dhaka-1230
2.1.1 Importance of the Project in Local/ Regional/ National Context
Asian University of Bangladesh (AUB) is the largest university in Bangladesh in privet sector with
respect to student population. The President of the Peoples Republic of Bangladesh is the
Chancellor of AUB. It is a privet university in its legal entity, especially financially. Otherwise its
academic programs are approved, supervised and constantly monitored by the Ministry of
Education and University Grants Commission of Bangladesh.
Currently AUB has five campuses in the country, two location At uttara and rest at dhanmondi,
rajshahi and Khulna. At the moment, it has four faculties under which eight departments are running
on as it does not have a campus complex and opening in several campuses, the university
authority has the goal to build a fully fledged campus complex.
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2.1.2 Relevance of the Project as Undergraduate Thesis
"Knowledge with action" is the basis of human welfare, provided it upgrades human quantities and
faculties as well as professional skills. Such knowledge is a right as well as an obligation of every
human being, which should be provided by a system of universal education. Besides, a nation's
identity should be reflected in its education system. Based on this philosophy, AUB's mission is to
disseminate knowledge in a human approach reflecting identity of our nation with its heritage,
values and principles. The numbers of seats in public universities are less that requirement, so the
private university action a major role to fulfill the demand, proposed campus for AUB will play a
major role in higher education in Bangladesh.
3.0 Literature Review
3.1 Evolution of University
“There are children and I have met some of them, who want to know what a black hole
looks like, what is the smallest piece of matter, why we remember the past and not the
future, how it is there was chaos early, that there is apparently, order today, and why there
is a universe”
- said by Carl Sagan,
Describes the human nature to search for knowledge, that most fundamental urge to comprehend
mesure and in some way control his environment. And this quest for knowledge was the drive
behind the establishment of the formal education as university.
The evolution of education can be traced to the very beginnings of Mankind from the prehistoric
cave paintings found in Altamira and Lacaux around 35000 years ago. But the deliberate
examination of knowledge begins with great philosopher Plato some 2400 years ago. Plato founded
‘The academy’ as the first university in 387 BC. ‘The academy’ was simply the name of his house.
From his writing we can find the first systematic analysis and methodology where human
questioning and understanding of the world and its various subjects could be structured. Plato’s
student Aristotle studied at the academy for 20 years and he established a structure of distinct
disciplines within which investigation can be focused. Aristotle went on to develop further
categories and subsets of these disciplines and in so doing, provided the intellectual organizing
structure of the faculties, departments and areas of study familiar in our today’s university.
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During the medieval period university development was closely linked to the growth of craft guilds.
Towards the end of the 13th century the growth of towns and cities conflated the activities of the
guilds with those of theological schoolings. The Medieval Latin word universities meant a
corporation. Aristotle sought to develop the various branches of knowledge and his thought later
gave us the seven liberal arts. They were divided into two groups, first, trivium- grammar, logic,
rhetoric and secondly, quadrivium- arithmetic, geometry, astronomy, music and later addition
medicine and architecture. It was generally accepted that the trivium was the elementary level of
study and qudrivium was the higher division of the liberal arts equal to master status.
In the United Kingdom only Oxford and Cambridge date from the 13th century. From the 15th to 19th
centuries students scholars had to travel either to Scotland or Ireland and Trinity College, Dublin to
have university education. Some early 20th century universities and some new universities of United
Kingdom and there predecessors are referred to as ‘redbrick’ a group of these universities. The
purpose of these universities was to provide more equal access to higher education to all kind of
people.
In the history of university from the middle ages they can be divided into four generations according
to their individual architectural style. The first generations are the universities of Paris, Bologna,
Oxford and Cambridge, all integral to their host cities. The second generations are the universities
of redbrick, generation of universities marked an opening up of education through regional based
institution.
The third generation of universities was faced with the problem of growth and expansion that’s why
they are based on out of town campus. And the forth generation is today’s university. Many
institutions under take the higher educational roles to the same standards as the established
universities. At the start of 21st century, knowledge and learning became the fundamental element
of postmodern consumption.
3.1.1 University in Bangladesh
It is indeed difficult to determine the system and nature of education in ancient Bengal. We have
ample evidence of the flourishing condition of the nourishment of various branches of knowledge in
ancient Bengal, but hardly do we get any information about the education system in the available
sources. Buddhist Sangharamas, viharas and the Brahmanic religious centers served as residential
centers for education in that ancient period.
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In Medieval period Muslim sultans of Bengal encouraged the spread of education, scholastic or
elementary, to fulfill their religious obligations. The rulers, the sufis, ulamas, the nobles, chieftains
and philanthropists all contributed in this regard. Through the patronization of the Muslim rulers
mosques and madrasas were established in different places of Bengal and these institutions served
as centers of Muslim education and culture till the colonial period. In colonial period the traditional
system of education was replaced by the colonial system.
University education during this period (1916-17 to 1946-47) saw some outstanding developments.
It witnessed the establishment of fourteen new universities in the whole of India, both unitary as
well as affiliating owes. The University of Dhaka (Dacca), established in 1921, was a part of the
expansion program. University of rajshahi, the second in the province, was established in 1954 and
Chittagong, the third, in 1965. There was no increase in the number of universities till about 1985
when the Islami University became operational. The intervening years were not barren, though. All
the six universities continued to grow in size. Private universities Private universities were already
in the air in the nineteen eighties. Violence on the campus caused by warring groups in the
universities, The Private Universities Act, 1992 has permitted establishment of private universities
in Bangladesh.
3.1 Morphology of Private University
Opportunities for good education are extremely limited in the country; the situation is particularly
critical in the university level. A large number of prospective students cannot get admission due to
limited seats available in small numbers of public universities. In 1992, the government, by an act of
Parliament, allowed establishment of private universities in Bangladesh. Since then, a large number
of private universities have been opened in the country -mostly located in Dhaka and Chittagong.
Universities, both public and private, play a vital role in creating a pool of highly educated and
trained specialists. In Bangladesh, thousands of students who pass the higher secondary
examination cannot get admission to the few public universities due to limited seats. The lucky ones
who do get admission become hostage to endemic campus violence, session jams and poor
academic atmosphere. In order to alleviate the situation, the Government of Bangladesh (GOB) in
1992 promulgated an ordinance permitting the establishment of private universities. Some
welcomed this development with a sigh of relief, while others viewed it with reservation.
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3.2.1 Importance of Private University:
Today's education system needs to be global. 'World Class Education' involves a globally accepted
high standard of education. Bangladesh needs an increasing number of highly educated people
and skilled professionals in order to integrate into the globalization process. The country also needs
scholars, philosophers and leaders with vision. Leaders are our human capital. The state must
provide opportunities for higher education to create human capital that meets global standards.
There are many private universities in Japan, Thailand and the Philippines. Since the 50s, the
distinction between public and private universities has gradually diminished in the developed world,
as state universities receive private endowments and research grants and private universities also
use state funds.
In Bangladesh, there are 13 public universities (excluding the 6 technical universities being set up
in six divisions), 30 private universities, and 2,339 colleges under the National University. While
there is an acute shortage of mathematics, science and English teachers, there is a huge surplus of
arts and social science graduates. University degrees are losing relevance and offer poor
opportunities for employment. The proportion of professors to associate professors and lecturers
has been rising since the early 80's and is one of the highest in the world. In public universities, the
teacher-students ratio is 1: 20 on the average, which is quite high in global standards. Even this
ratio is misleading, as many teachers do not take their classes regularly.
Of the more than 200,000 students who passed HSC and its Madrassa equivalent examination in
2000, only 17,000 about 8% could get admission in public universities. Thus, a large number of
deserving aspirants do not get admitted into the public university system. The educational needs of
these residual candidates have to be provided for. Many of these students, especially those from
well-to-do families, go abroad for higher studies. If there were alternative opportunities, many of
these students would have stayed back and studied in the country.
Advantages of Private Universities
The growth of private universities in Bangladesh is phenomenal. Many private universities have
expanded their programs from the undergraduate to the graduate level, by offering MBAs, Master in
Economics, Master in Development Studies, Master in Computer Science, etc. Many private
universities have introduced evening MBA Programs for professionals. Significant advantages that
accrue to private universities are:
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Flexibility -Private Universities are flexible and relatively free to introduce new subjects or discard
non-demanding subjects based on market demand.
There is no session jam, student unrest or violence in private universities.
Credit Transfer to and Collaboration with Foreign Universities. Credit transfer to foreign
universities and institutions are available in most private universities.
Evaluation of Teachers -Teachers' qualifications in some of the better run private universities are
higher than the public universities and UGC's guidelines.
Career Services Department. Well-run private universities have a 'Career Services Department'
through which final semester students are advised about their choice of profession and job
prospects. The university staff assists graduates to secure suitable jobs.
The overall development of a society is largely determined by the quality of its education, especially
higher education. A well-educated, well-trained population could propel a nation towards rapid
economic growth. While job opportunities are limited in Bangladesh, there is a serious shortage of
suitably qualified candidates for employment.
3.2.2 Problems Facing Private Universities:
The most common allegation that is raised against founders of private universities is that they are
driven by a profit motive. Private investments of millions of taka have to take this factor into
consideration. However, founder directors/members deny that their universities are run for profit;
they point out that the extra or surplus money generated from tuition fees are re-invested in
university development. Private universities' high profitability in operations is an established fact.
The very high tuition fee of private universities is a common point of criticism.
Academic programs offered by private universities are limited and market-driven and do not cater to
social needs of the country. Most private universities concentrate on Business Administration and
Computer Science. Private universities, on the other hand, cannot afford to open programs that do
not attract a substantial number of students. Private universities run a program-based education
system, comprising semesters, courses and credits. private universities try to accommodate many
courses and semesters in a year to maximize earnings.
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3.2.3 Growth of Private University
The spectacular growth and expansion of the private universities in Bangladesh is depicted in
Figure 1. The first private university, namely the North South University (NSU), was approved by
the government of Bangladesh (GoB) on 5 November 1992. During the period sixteen private
Figure 3-1 The spectacular growth and expansion of the private universities in Bangladesh
Universities (mostly in metropolitan Dhaka, with only two in Chittagong) were opened. During 1996–
2001, the government was not favorably disposed toward the concept of private sector of
education. After 2001, the private university concept got a significant boost again. Figure 1 shows
Data taken from UCG that in a 6 to 7 years period, the total number of private Universities have
gone up to 56 (UGC, 2008).
3.3 Campus design
3.3.1 Definition and Purpose
From physical point of view:
The campus is a physical environment, created when the buildings are constructed to allow
knowledge to flourish.
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From social point of view:
The campus is a community of communities, academic social, political, sporting, and invariable
pluralistic, transient, and intense with widely differing goals: acquiring a degree, a mate, status,
fame.
From academic point of view:
The campus is an academic institution in which instruction, research and student life are integrated
and this implies a single administrative unit that brings together many academic disciplines into one
environment so that there occurs mutually enriching contact and exchange of idea.
3.3.2 The Ideal campus
An Ideal promotes interaction and social mixing and thereby encourages communication and
information exchange among people.
It is compact so that from any given point within the campus largest number of individuals or
resources is accessible within a set time limit.
It’s Intimate in scale and so far as possible pedestrian in nature.
An ideal campus projects the environment of a small scale city with all urban amenities.
An ideal campus is Noiseless and peaceful.
Its a space for freedom of thought and expression.
The Ideal campus encourages cultural activities to enrich behavior of the campus as well as its
region too.
3.3.3 Elements and structure
Type:
Institutional objectives must have a physical form. The element or planning modules that constitute
the campus from area listed as follows:
Building:
Buildings are the major elements, generally it is on buildings and buildings program that physical
planning focus.
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Exterior spaces:
Out door spaces can and do exist for special purposes independently of a building. Such places are
playing fields, plaza, assembly space etc.
Supporting elements:
Supporting site elements such as circulation and services have no purposes other than supporting
institutional activities- and their support is necessary.
3.4.4 Nature of Growth and Change:
If observe carefully the periodic developments of an well established campus from the very past
when it starts to function we can understand certain nature and pattern of extension adoption which
are discussed below:
Growth and chance are obvious:
No educational system can be expected to function for all the time. an ideal campus must respond
to the changing academic and social demands. the curriculum which was valid in renaissance time
can not be expected to meet the academic demand in changing conditions of modern period
.institution change in there character and organization and thus in their needs, as they increase in
size. The campus in its own time grows proportionally which the increase of student numbers.
Therefore, a campus must have a structure which would be capable of accommodating itself to the
demand an increasing in size and to some measure of change.
Growth and change are unpredictable:
The problem is that the nature and rate of growth and change are unpredictable and can not be
conceived at a time completely; it is a gradual process depending on the population and importance
of the region. it would be, therefore, inconvenient to limit the design to a type solution, the
appropriate campus form is surely that which without manipulation will allow a wide range of
academic system workable.
Growth and change are not uniform:
The rate of extension or the rates of obsolescence of uses of various structures in a campus are not
uniform. Considering the rate of extension, the restaurant, lecture room. Common room and
residential accommodation will grow directly proportional to the increase in student population. The
laboratories and libraries will have different rate of growth. again, considering the rate of
9
obsolescence, research laboratories are taken among the least permanent space and student’s
residence among most permanent. it is possible to establish hierarchy of permanence which has at
once end science research laboratories, at the other student’s room. a wide range of campus
building can be categorized with teaching laboratories and other highly serviced space at the less
permanent and, seminar room, common rooms, small lecture theaters, library reading areas and
so on at the more permanent end.
These differing rates of obsolescence are crucial to campus planning, particularly If it is taken into
account that the least permanent space are most expensive both In terms of capital cost per unit
built floor area and in terms of equipment, while The most permanent are the cheapest. This is
reverse of the urban situation where We associate high permanence with high cost.
3.4.5 Order of growth and change
There are broadly three distinguished orders in structural extensions and obsolescence which are
as follows:
-Spinal Growth
-Differential Growth
-Inertial Flexibility
SPINAL GROWTH occurs when direct expansion of activities taken place caused by increasing
enrolment. This type of growth can be retailed distinguishable as ‘first rate growing’ which directly
affects the overall campus planning.
DIFFERENTIAL GROWTH occurs in various area of campus influencing only a part of it. This
minor expansion does not totally change the character of overall campus planning, as for example,
addition of a room in particular department.
INERTIAL FLEXIBILITY is required when changing uses of spaces and services occur. It does not
change the built form but it may change in laboratories due to installation of new type of
equipments.
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3.4.6 Patterns of growth and changes
There are various type of patterns of growth which can be identified. Broadly speaking there is four
growth patterns.
Concentric pattern of growth
The central area or core of the campus becomes highly enclosed and successive rings of
development occur round the core. Such a development prevents selective expansion although it is
efficient in circulation.
Linear pattern of growth
Buildings are arranged around a central circulation spine and grow linearly with the increment of the
spine. This pattern is efficient for future development but at stages at distance between certain
functions become too much.
Zonal pattern of growth
It is a typical American system in which zones are allocated specifically to academic, residential or
recreational; handicapping integration of the campus activities.
Molecular pattern of growth
Growth is accomplished through addition of self contained units or molecules each and the campus
is complete at each stage of growth.
3.4.7 The route system
University is a semi- lettice of overlapping sets of curricula and opportunities for random association
across the disciplinary boundary. For this reason recent university planning proposals can perhaps
best be understood in terms of their structural relative connectivity. The route system is the means
for this assembling and connecting of different units of the campus.
Elements of Route System
Different types of university plan layout can be characterized in general way by the silent features of
the structural character of rout system, which links these spaces actives together. these routes
include both path and roads crossing the site, the corridors in buildings, and the vertical route lifts
and staircases.
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Types of route system
Four types of route system can be distinguished and these have more or less followed each other
in historical sequence. These are precinct, linked node, linear grid and network.
PRECINCT
Precinct concept had been originated from British colonial architecture (courtyard core). It is
characterized by crating traffic free zones through bounding groups of buildings with circumferential
roads. this type of structure works in very small campus.
Figure 3-2 Structure of rout concentric

NODAL
In the nodal system, largely self contained buildings are operation except for minor future changes
and expansion. These finite nodes are the nucleuses of the rout system. Growth is by proliferation
of nodes. Example,- university of Trent
Figure 3-3 Structure of rout nucleated

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LINEAR
In the linear system the node continuously expands on a line in one or two directions. This line
structures the primary development taking place at right angle to it example.- Scarborough College.
Figure 3-4 Structure of rout linear
NETWORK
Network system evolves when more than one linear progression cross each other to form a grid
pattern. This system expands continuously in four directions providing a higher degree of
connectivity.
Figure 3-5 Structure of rout grid pattern
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3.5 Design Consideration
Planning:
For a successful university college campus space distribution with accordance to its function is the
prime important. Various function such as academic, administrative, student’s residential area stuff
accommodation, common facilities, play ground etc need emphasizes from different points of view.
Distinction between different spaces is required for identity. Each function does need different types
of spaces according to location also.Approach to a solution, we are guided by three overarching
goals-
• The plan should promote academic efficiency.
• The plan should provide good environment- a pleasant and stimulating space for students
to live and for faculty and students to work.
• The plan should be attainable.
Circulation:
Circulation should be easy in between space and at the same time with the outward. Vehicular and
pedestrian zone may be different. Within the academic campus there should be less vehicular path.
In between different types of function the vehicular circulation can be used. From one space to
another communication should be fair and easy. As one can go anywhere easily.
Central space:
The concept of the central space is to provide a grand common space where students from
different discipline can gather and meet each other. This will promote social mixing and interaction
and thereby communication. The central space will be the heart of all campus activities from where
one can visually almost all of disciplinary structure.
Connecting corridor:
A major growth spine which is a covered pedestrian corridor will link all strictures. In any time the
core will remain constant and growth will occur along the two end of the spine.
14
Functional separation:
Separate disciplinary functions will be housed in separate structure. These structure will be grouped
around the common plaza and will be link together by inter connected pedestrian route system. The
separation of structure will also facilitate in phasing of construction which is an important factor for
public building in our country due to limitation of resources.
Exterior and interior of campus:
Teaching activity will be housed in classroom laboratories etc and will be located away from the
entry side. Other structure such as administration block. Library. Student’s center. Multi purpose
hall etc will act as a barrier between exterior and interior of the campus.
The buildings, the corridors, the central plaza, landscape are treated in such a away that they
create an inviting atmosphere breaking spaces into human scale.
Provision for future expansion:
College campus should have the provision for expansion for future.
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4. Case Studies
4.1 Study 01- North South University, Dhaka
Figure 4-1 View from central Plaza
Client
North south university
Project Data
It is located in bashundhara, dhaka, Bangladesh.
Built area: 8,98,000sft.
Site: 5.5 acre site
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Figure 4-2 Front Elevation Figure 4-3 View from central Plaza
History
The first cohort of freshman intake of January 1993 had 137 students enrolled in three
Departments: Business Administration, Computer Science, and Economics. Departments of
Environmental Studies (DES), English and General and Continuing Education (GCE) were founded
later. North South University or NSU is the first government approved private university of
Bangladesh. The university, where the language of instruction is English, offers a number of
Undergraduate and Masters degrees in the fields of Business Administration, Computer Science,
Electrical and Telecommunications Engineering, Electrical and Electronic Engineering , Life
Sciences, Pharmacy, Environmental Management, Economics, English, Architecture, etc. It also
offers several courses for general and continuing education. About 10,000 students are currently
enrolled at North South University. In its 12th Convocation Ceremony in 2009, 1074 students were
awarded degrees in undergraduate and postgraduate programs.
Figure 4-4 Connecting Bridge Figure 4-5 Conceptual sketch 1
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Objectives:
• The largest university of dhaka in private sector.
• How it works in urban context and its function.
Figure 4-6 Central Axis
Design constrains
• Required total built up area of 8, 98,000sft

on 5.5 acre site leads to vertical
development.
• International flight path limits it's vertical

development to 110' within the site
• The site is sandwiched between high rise
• Development directs an approach to Figure 4-7 Site Plan

Introvert design
• A single structure has to accommodate

various disciplines with their unique identity.
• Initially it was a project accommodating

6,000 but later it became app. 10,000
students.
Figure 4-8 Road network
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Concept And Design Consideration:
• The design is evolved around one guiding theme of having a vast open space at the contracting
as the main hub of campus and come alive with a life of its own with the most important occupants,
the students
KNOWLEDGE
JOY
WISDOM
Figure 4-9 Concepts
• Administration and prayer hall at the two ends of east-west axis respectively having the academic
blocks named North and South block
• Proper zoning and balanced cost with applicable reduction techniques drive this project from
concept to function.
• Administration and admission at east having direct access for all and also acts as the head
campus accommodating governing body and faculty- the beginning of learning, the true essence of
wisdom.
• Only one prayer hall will serve various religion as it is divided into several prayer spaces.
19
• For universal access one level site platform sloped up from road and maintained to the lift.
• A raised plaza approached by grand steps and landscaped features around with the welcoming
gesture of the auditorium gives a person the warm feeling of arrival.
• This plaza opens a view to the central open space of the university and into the heart of student
activity.
• Various entrances for outside visitors considering direct access for students to their academic
blocks.
• A vehicular movement is maintained as a loop road around the site for smooth movement.
• All functional areas and built-form has been oriented to north and south but not derived the
advantages properly.
• The built-form has been given a very contemporary international image without showing sensitivity
to climate but to so called image that aspires North South University.
Figure 4-10 Conceptual sketch 2 Figure 4-11 Conceptual sketch 3
20
Horizontal Zoning
Figure 4-12 Horizontal Zoning
Vertical zoning:
• Basement and services
• Administration building
• Academic block (north)
• Academic block (south)
• Library
• Auditorium building Figure 4-13 Vertical Zoning 1
21
Figure 4-14 Vertical Zoning 2
Admin building:
• Ground floor – entrance lobby, information desk
• First floor – registrar/faculty/lounge and cafeteria
• Second floor – registrar / accounts / administration

and engineering department
• Third floor – VC's office/service and alumni offices
Figure 4-15 Plan At 3’ Level Admin Building
Figure 4-16 Plan At 27’ Level Admin Building Figure 4-17 Plan At 63’ Level Admin Building
22
• Fifth floor – guest rooms
• Conceived as a square block with diagonally placed
Service cores
• The dome of this block marks the beginning of axis and
Gives a grand entry for officials and external visitors
• Administration block is self-sufficient and introvert planned
• A link is kept between academic block to administration
Figure 4-18 Plan At 78’ Level Admin Building
Vertical zoning (Academic building)
• Ground and first floor – class room and examination hall
• Second floor – class room and laboratory
• Third floor – laboratories and student activity center
• Fourth, Fifth, sixth, seventh and eighth floor – individual

departments
• Academic areas divided into two linear blocks having Figure 4-19 Plan Of Academic Building
Sunken courtyard between them
• North south oriented to have maximum light and ventilation in a mechanical equipped structure
• Service cores are strategically located at centers
• This two blocks are accommodating various departments with clustered form of class rooms,
studios, examination hall, faculty, lab and other facilities to serve each and every departments as
self-sufficient as possible but not maintaining
23
Vertical zoning (Library building)
• Lower plaza level – swimming pool
• Upper plaza level and mezzanine floor –students center
• Second and third floor – main library
• Fourth and fifth floor – information system center
• Sixth and seventh floor – information system center
• Eighth and ninth floor – Architecture department Figure 4-20 Plan at 12’ Level Library Building
Figure 4-21 Plan At 24’ Level Library Building Figure 4-22 Plan At 55’ Level Library Building
• Library is at the end of east-west axis with separate

entrance to cafeteria and health facility
• Maximum glazing to have maximum light at the

interior
• The ground floor and the mezzanine floor has been

dedicated students center
• Department of architecture is on the top of library

building
Figure 4-23 Plan At 96’ Level Library Building
24
Vertical zoning (Auditorium)
• Lower plaza level – swimming pool
• Upper plaza level– students center
• Second and third floor – main library
• Fourth and fifth floor – information center
• Sixth and seventh floor – information center
• Eighth and ninth floor – Architecture department
• Auditorium will serve both the internal Figure 4-24 Conceptual Sketch 4
and external affairs
• Grand entry and structural elements creates an image of welcoming environment
• Accommodation is not sufficient for students
• As is it still under construction evaluation can not be accomplished properly
Figure 4-25 Plan At 36’ Level Auditorium Figure 4-26 Plan At 24’ Level Auditorium Building
25
4.2 Helsinki Technical University, Otaniemi. (Alvar Aalto)
Objective:
This project has been selected for study to learn and observe the fine individual functions and
spaces of the complex and also their integrity with each other and specially with the natural
magnificence around it.
Architect: Alvar Alto
Location: Otaniemi, Finland
Date: 1949 Competition, 1964 Completed
Building Type: University campus
Construction System: Brick masonry and reinforced concrete
Style: Modern style
Climate: cold
Context: Rural
Figure 4-27 Exterior View
26
Project Background:
After the World War II, the Aalto University School of Science and Technology facilities in Hietalahti,
Helsinki had become far too crowded, and in 1949, following the School of Science and Technology
initiative, the State decided to buy land in the Otaniemi in order to build a new campus, for which
the renowned Finnish architect Alvar Aalto made a general plan In Otaniemi after winning the
competition. The plans date from 1964-70; apart from some interior work, the building was
completed in 1969.
The main building of the School of Science and Technology was completed in 1965 (Alvar Aalto)
and the main library in 1969 (Alvar Aalto). Dipoli, the building of the Student union (TKY) was
finished in 1966 (Reima Pietilä and Raili Paatelainen, later Pietilä). In addition, a chapel was built in
the village in 1957 (Heikki and Kaija Sirén).
Concept:
While designing the university Aalto was influenced by Greek philosophies of architecture. He
thought of creating an acropolis at the high point of the site on which a large paved square was
presided over by a massive butterfly-roofed auditorium.
Figure 4-28 Conceptual Sketch
27
Main Building
In his campus plan, Alvar Aalto placed the School of Science and Technology main building in a
very visible, central location. Situated on one of the seven hills of the area, at the end of a row of
lime trees, it is sure to be seen; its landmark feature, the striking amphitheatre-like auditorium is
particularly noticeable.
Figure 4-29 Linkage between the main building and other buildings.
General plan
Apart from the the Main Building and Library, the focal point of the university, the campus area also
includes several teaching and research facilities as well as residential buildings and maintenance
and commercial buildings. The totality that Aalto created can still be experienced today, despite the
various infills in the area designed by other architects.
Figure 4-30 Department of Architecture
28
Figure 4-31All classrooms and department offices are grouped around small internal courtyards
Library building:
The library is in the immediate vicinity of the university offices and the various faculty wings;
together these buildings frame a quiet park. It is a longish building with some oblique walls, linked
to the core group of campus buildings by its facade materials (grey granite for the base, red brick,
and copper sheet).
Figure 4-32 Front part of the library building. Figure 4-33 Placed the buildings in such a way as
not to hamper the natural contours.
29
.
Figure 4-34 Plan of the library building.
Figure 4-35 Section of the library building.
The entrance hall can be entered either from the

park or from the peripheral area accessible to
cars. The bookstacks are on three storeys,
partly underground; the reading room and card
indexes are in a raised roof storey lighted mainly
by 'lock' and 'barrel' skylights. Aalto wished to
make the entire collection a freely accessible
reference library; this, however, turned out to be
impracticably idealistic.
Figure 4-36 lighting in he library reading space.
30
Auditorium building
The auditorium is a crescent-shaped structure at the center of the complex. The focal point of this
university centre is the auditorium building with two large halls (also intended for congresses). Its
staircase-like ascending rows of windows suggest from the outside and amphitheatre. The
auditorium is a landmark of the main building as the inside features of the main auditoriums, while
the outside can be used as a small amphitheatre for plays and other activities
Figure 4-37 View from the coat of the auditorium. Figure 4-38 : Ventilation detailing of the roof has
been inspired from Greek temples.
The choice of materials in the University

buildings conveys a clear message: the red brick
reminds us of old industrial architecture and
symbolize the close connection between the
University and Finnish industry.
Figure 4-39 lighting of the theatre
31
4.1 Study 03 - CENTER FOR ENVIRONMENT PLANNING AND TECHNOLOGY,
AHMEDABAD. - B.V.DOSHI
Architect: Balkrishna Vithaldas Doshi
Location: Ahmedabad, India
Client: Ahmedabad Education Society
Date: 1968
Construction System: Brick masonry and reinforced concrete
Building Type: educational
Figure 4-40 Linking the outdoor with the indoor space
Centre For Environmental Planning and Technology (CEPT) Ahmedabad is a leading institution
established in 1962 by the Ahmedabad Education Society (AES). Knowledge with wisdom is the
motto of this Center for Environment Planning and Technology. The CEPT University through its
programs strives to make its students aware of the multidimensional issues of contemporary society
and meet the challenges arising in resolving these issues with a gain of knowledge and wisdom. It
also aspires not only to train competent technocrats but also to increase their sensitivity to the
cultural, emotional, spiritual and aesthetic dimensions.
32
Figure 4-41 : Form has more exposure towards north-south direction
The Centre of Environmental Planning and Technology is an autonomous educational institution. It

is situated on a rectangular site. The layout with its four corner entry allows students to cross the
central court. This court is surrounded by the school of architecture to the north, the school of
planning to the east and the visual arts centre to the south.
Figure 4-42: L shaped plan on north south bearing walls captures breezes through classrooms
33
Figure 4-43: Indoor student gathering space Figure 4-44: North light to exhibition and
gallery space.
Figure 4-45: Lighting Figure 4-46: Lighting -2
Figure 4-47: Indoor Out Door Relationship
The design weaves together indoor and outdoor spaces and shaded and open areas so as to
construct the entire site with its buildings and landscape as a large classroom.
34
5. Site Analysis
5.1 Site and Surroundings
Amount of land: 14acre
Location: Bangabandhu Road,

Ashulia, savar, Dhaka (average 20km away from the center of the
Dhaka city)
Figure 5-1: Site plan.
5.1.1 Location of the Area
Adjacency to major highway: 700m from ashulia road which is 40 m wide?
Neighborhood analysis: Site is surrounded by agricultural land.
Major and Secondary Street: Front road (bongobondhu road) is 13.3m wide and a proposed
road adjacent to the right is also of the same width
35
5.2 Climatic Analysis:
Figure 5-2: Climate Analysis
5.3 Site Facilities :
Surrounding facilities:
Restaurant within walkway distance: Some existing restaurant in Ashulia Road .
Banking facilities: None.
Convenient facilities: Ashulia market is located in close proximity
Transportation mode: No public transport route in front of the Bangabandhu road.
Site suitability: Mainly agricultural lands are surrounded by the site. The opposite
plot is blocked for rupayan model town which can change the
mobility of the area in near future.
36
Existing Facilities
Condition, Adequacy, Suitability, for continued se and other pertinent information.
The site is a flat land. It does not have any special topography. Even it does not have any
significant structures near. The site is currently used as an agricultural land. University authorized
caretakers are currently residing in the site as well.
Electricity: Single phase electricity is available. Heavy lines will be provided if applied to
government.
Water Supply: Will be provided in the near future.
Gas: Titas gas is available.
Flood Level: Ashulia is in the flood zone of Bangladesh. But the low lands save ashulia greatly
from flood. But increase of fillings this low land may cause water logging and higher flood level in
the near future.
Earthquake: Ashulia is in the zone II of earthquake zone of Bangladesh having 0.05 g basic
seismic co-efficient.
5.4 Traffic intensity :
In Present condition there are not so many

traffic congestion in front of the site. But
other side of the plot is located for
“Rupayan Model Town”. This can change
the present traffic condition radically.
Figure 5-3: Traffic Congestion Area
37
5.5 Site Photograph
Figure 5-4 Site photograph 1 Figure 5-5 Site Photograph 2
Figure 5-6 Site photograph 3 Figure 5-7 Site Photograph 4
38
6. PROJECT PROGRAM
6.1 Program Brief

The academic departments of the university offer undergraduate/graduate programs in engineering,
business administration, education, social science and science disciplines. There are the following
eleven departments under five schools.
A. School of Science and Engineering
01. Department of Computer Science and Engineering
B. School of Business
02. Department of Business Administration
C. School of Social Sciences
03. Department of Government and Politics
04. Department of Sociology and Anthropology
05. Department of Economics
06. Department of Information Science and Library Management
D. The School of Arts
07. Department of English
08. Department of Bengal
09. Department of Islamic Studies
10. Department of Islamic History and Civilization
E. The School of Education and Training
11. Department of Education and Training
39
6.2 Detail Program
A.ADMINISTRATIVE
01. Foundation Office:
No Function No of No of Total Sft Reference / Remark

User Unit
1. Chairman’s Room: 01 01 400 With attached toilet
2. Special Assistant (In): 01 01 150
3. Deputy Board Secretary 01 01 200
4. Assistant Secretary 02 01 300
5. Board Office 04 01 320
6. Office lobby 15 01 300
7. Committee Meeting Room 10 01 300 30 sft/Person
8. Record Room: 01 01 150
9. Document Process Room: 02 01 150
TOTAL 2270 sft
02. V. C’s Office:

User Unit
1. V. C’s Room 01 01 250 With attached toilet
2. Special Assistant (In): 01 01 150 With attached toilet
3. Special Assistant (Ex): 01 01 150 With attached toilet
40
4. Personal Secretary 02 01 200
5. Meeting Room 15 01 450 30 sft/Person
TOTAL 1200 sft
03. Pro V. C’s Office:

User Unit
1. Pro V. C’s Room 01 01 250 With attached toilet
2. Proctor: 01 01 150 With attached toilet
3. Co-ordination Officers : 05 01 400 (10 * 8) sft / person
TOTAL 920 sft
04. Treasurer’s Office :

User Unit
1. Treasurer Room: 01 01 250 With attached toilet
2. Co-ordination Officers 02 01 160 80 sft / person
3. Secretarial Services 02 01 120 60 sft /person
TOTAL 580 sft
41
05. Account’s Office:

User Unit
1. Director Account: 01 01 250 With attached toilet
2. Chief Account Officer: 01 01 200 With attached toilet
3. Accounts : 03 01 180 60 sft /person
4. Accounts Registers 04 01 240 60 sft /person
5. Confidential Record Room: - 01 300
TOTAL 1170 sft
06. Register’s Office
No Function No of No of Total Reference / Remark

User Unit Sft
1 Register’s Room: 01 01 200 With attached toilet
2 Assistant Register: 01 01 150
3 Database Manager: 01 01 150
4 Supporting officers 06 01 360 60 sft / person
5 Students Record Room: - 01 500
6 Confidential Record Room: - 01 500
7 Document Processing Room 02 01 200

:
8 Lobby 15 01 400
9 Kitchen and Pantry 02 01 80
TOTAL 2360 sft
42
07. Office Controller of Examinant :

User Unit
1. Head Controller’s Room: 01 01 200 With attached toilet
2. Personal Secretary: 01 01 120
3. Asst Head Controller 02 01 160 80 sft / person
4. Co-ordination officers 04 01 240 60 sft / person
5. Students Record Room: - 01 500
6. Confidential Record - 01 500

Room:
7. Document Processing 02 01 200
Room :
TOTAL 1740 sft
08. Support Office Block :

User Unit
1. Director Administration: 01 01 200 With attached toilet
2. Deputy Director: 01 01 200 With attached toilet
3. Admin Officer: 01 01 150 With attached toilet
4. Director of Planning and 01 01 150 With attached toilet

Development:
5. Co-ordination officers : 04 01 320 80 sft / person
6. Meeting Room 15 01 450 30 sft / person
43
7. Kitchen and Pantry 02 01 80
TOTAL 1550 sft
Gross Total Area of Administrative 11970 sft
Service (Toilet and Stores) [5% of Gross] 600 sft
Gross Total area 12570 sft
Gross Circulation [30% of gross total area] 3770 sft
Total Administrative 16340 sft
B. ACADEMIC
A. School of Science and Engineering
Dean’s Office:
No Function No of User No of Unit Total Sft Reference / Remark
1. Dean’s Room 01 01 180 With attached toilet
TOTAL 460 sft
Basic analysis
No Function No Reference / Remark

1. Total Credit offered in undergrad 161
2. Theory class hour: 120
3. Total No of student 960 3 *40* 8=960 [No of Section = 03
No of student /class= 40
No of Batch =08
4. No of Teacher (Full time) 27 161*3 /12 =27
44
No Function No of No of Sft / Total Reference / Remark

User Unit Unit Sft
1. Class Rooms 40 18 600 10,800 15 sft / student

3*161 / 5 * 5
2. Computer lab 40 04 1200 4800 30 sft / pc
3. Lecture Room 100 01 1500 15 sft / person
4. Head of the 01 01 180 180

department:
5. Secretary 01 01 100 100
6. Professors Room 01 05 140 740
7. Asst. Professor Room 01 10 120 1200
8. Lecturer Room 01 12 100 1200
9. Teaching assistant 12 01 50 600

Room
10. Office Spaces 03 01 60 180
12. Record Room: 150
13. Lobby for student and 10 300

visitors:
14. Workshop 25 02 250 500
15. Kitchenette 01 100
16. Storage facility 80
TOTAL 23,330 sft
TOTAL With 5 % Toilet and 30 % circulation 31,844 sft
45
B. School of Business
Dean’s Office:
No Function No of User No of Unit Total Sft Reference / Remark
TOTAL 460 sft
Basic analysis
3. Total No of student under grad 1280 4 *40* 8=1280
4. Total No of student Post grad 540 3 *30* 6=360
5. No of Teacher (Full time) 74 (133*3) /12 =33 + (123 *4) / 12=41

= 41+33=74
Credit/Teacher: 12
46

User Unit Unit Sft
1. Class Rooms 40 20 600 12000 15 sft / student

4*123 / 5 * 5
5. Head of the 01 01 180 180

department:
6. Secretary 01 01 100 100
9. Lecturer Room 01 14 100 1400

Room

visitors:
TOTAL 29,060 sft
47
C. School of Social Sciences
Dean’s Office:

User Unit
TOTAL 460 sft
01. Department of Government and Politics

User Unit Unit Sft

160*2 / 5 * 5
4. Head of the 01 01 180 180

department:
5. Secretary 01 01 100 100
8. Lecturer Room 01 12 100 1200

Room
48

visitors:
TOTAL 15240 sft
02. Department of Sociology and Anthropology

User Unit Unit Sft

160*2 / 5 * 5
4. Head of the 01 01 180 180

department:
5. Secretary 01 01 100 100
49
8. Lecturer Room 01 12 100 1200

Room

visitors:
TOTAL 15390 sft
03. Department of Economics
No Function No of No of Sft / Total Reference /

User Unit Unit Sft Remark

160*2 / 5 * 5
4. Head of the 01 01 180 180

department:
5. Secretary 01 01 100 100
50
8. Lecturer Room 01 12 100 1200

Room

visitors:
TOTAL 15090 sft
04. Department of Information Science and Library Management

User Unit Unit Sft
1. Class Rooms 40 18 600 10,800 15 sft / student

120*3 / 5 * 5
51
4. Head of the 01 01 180 180
department:
5. Secretary 01 01 100 100
8. Lecturer Room 01 12 100 1200

Room

visitors:
TOTAL 18,690 sft
52
D. The School of Arts
Dean’s Office:

User Unit
TOTAL 460 sft
Basic analysis
3. Total No of student under grad 1280 4 *40* 8=1280
4. Total No of student Post grad 540 3 *30* 6=540

+ (123 *4) / 12=40= 40+30=70
53
No Function No of No of Sft / Total Reference /

User Unit Unit Sft Remark
1. Class Rooms[ under 40 18 600 10,800 15 sft / stude

graad ]
120*4 / 5 * 5
2. Class Rooms [post 30 15 450 6750 15 sft / stud
grad]
3*120 / 5 * 5
4. Head of the 01 01 180 180

department:
5. Secretary 01 01 100 100
8. Lecturer Room 01 14 100 1400

Room
10 Office Spaces 03 01 60 180
11 Meeting Room 30 01 900 30 sft / person
12 Record Room: 150
13 Lobby for student and 10 300

visitors:
14 Kitchenette 01 100
15 Storage facility 80
TOTAL 25,460 sft
01.
54

User Unit Unit Sft

120*2 / 5 * 5
2*120 / 5 * 5
4. Head of the 01 01 180 180

department:
5. Secretary 01 01 100 100
8. Lecturer Room 01 14 100 1400

Room

visitors:
TOTAL 17210 sft
55
03. Department of Islamic Studies

User Unit Unit Sft

2*120 / 5 * 5
3. Head of the 01 01 180 180

department:
4. Secretary 01 01 100 100
7. Lecturer Room 01 12 100 1200

Room

visitors:
TOTAL 11490 sft
56
04. Department of Islamic History and Civilization

User Unit Unit Sft

2*120 / 5 * 5
3. Head of the 01 01 180 180

department:
4. Secretary 01 01 100 100
7. Lecturer Room 01 12 100 1200

Room

visitors:
TOTAL 11490 sft
TOTAL With 5 % Toilet and 30 % circulation 15,685sft
57
E. The School of Education and Training
Dean’s Office:

User Unit
TOTAL 460 sft
Basic analysis
3. Total No of student 180 1 *30* 6=180

Credit/Teacher: 12
58

User Unit Unit Sft

1*120 / 5 * 5
3. Head of the 01 01 180 180

department:
4. Secretary 01 01 100 100
7. Lecturer Room 01 12 100 1200

Room

visitors:
TOTAL 11490 sft
59
Gross Total Area of Academic 1,93,660 sft
Service (Toilet and Stores) [5% of Gross] 9,683 sft
Gross Total area 2,03343 sft
Gross Circulation [30% of gross total area] 61,002 sft
Total Academic 2,64,345 sft
C. COMMON FACILITY
No Function No of Total Total Sft with Reference /

User Gross Sft 5% toilet and 30% Remark
circulation
1. Reception, - 400 550 sft
Information
2. Cafeteria: 500 12,000 16,380 sft 15 sft/person +
1/3 kitchen
3. Auditorium: 500 15,000 20,475 sft 30 sft/person
4. Seminar Hall 1 150 2250 3060 sft 15 sft/person
5. Seminar Hall 2 100 1500 2050 sft 15 sft/person
6. Mosque: 800 7,000 9,550 sft 8.75 sft/ person
7. Library: - 20,000 27,300 sft (100000 books)
8. Gymnasium 75 7,000 9,550 sft
9. Indoor Games: - 5,000 6,825 sft
10. Basket Ball - 4200 5733 sft

ground
11. Medical Center: - 500 680 sft
60
12. Boys Common 200 3,000 4095 sft 15 sft/person
Room
13. Girls Common 200 3,000 4095 sft 15 sft/person
Room
14. Club Area - 8 * 120 = 1310 sft 120 sft / club
08 No of Club 960 room
15. Stationary Shop - 500 820 sft
16. Mosque: 800 7.000 9,550 sft 8.75 sft/ person
17. Security Room - 1000 1,365 sft
TOTAL 90,310 sft 1,23,310 sft
Gross Total Area of Common facility 90,310 sft
Service (Toilet and Stores) [5% of Gross] 4,515 sft
Gross Total area 94,825 sft
Gross Circulation [30% of gross total area] 28,445 sft
Total Common facility 1,23,310 sft
D. DORMITORY
The university has facility of 10 % student dormitory and 5 % Bachelor teacher quarter in
the campus area.
A. Student Dormitory
Total No of student = 8830
10% of Total student = 883
61
01. Boys Dormitory
Dormitory for 500 Boys Student.
03. Girls Dormitory
Dormitory for 380 Girls Student.
B. Bachelor Teachers Quarter
Total No of Full time teacher =390 person
5% of Total Full time teacher =20 person
Bachelor teacher’s quarter for 20 teachers
A. Student Dormitory
01. Boys Dormitory
No Function No of No of Sft / Unit Total Reference / Remark

User Unit Sft
1. Sleeping 04 125 80 * 4 = 40,000 80 sft / Person
+Reading area 320 sft sft
2. Common Room 80 06 1200 sft 7200 15 sft/ student .1Common
with pantry sft room for 20 room
3. Dorm 01 01 200 sft 200 sft
Superintendent
4. Record Room - 01 300 sft 300
5. Medical Facility - 01 500 sft 500 sft Small Medical facility
6. Recreational - 01 400 sft 400

facility
7. Linen Room - 06 120 sft 720 sft
8. Storage - 06 100 sft 600
62
9. Stuff room - 02 250 sft 500 sft Male / Female
accommodation
10. Laundry - 01 300 sft 300 sft
11. Toilet - 06 400 sft 2400 4 wc ,4 shower,4 sink for

sft 30 student.
TOTAL 53,120 sft
TOTAL with 30 % circulation 69,056 sft
No Function No of No of Sft / Unit Total Reference / Remark

User Unit Sft
1. Sleeping 04 95 80 * 4 = 30,400 80 sft / Person
+Reading area 320 sft sft
2. Common Room 80 04 1200 sft 4,800 15 sft/ student .1Common
with pantry sft room for 20 room
3. Dorm 01 01 200 sft 200 sft
Superintendent
4. Record Room - 01 300 sft 300

facility
8. Storage - 06 100 sft 600
9. Stuff room - 02 250 sft 500 sft Male / Female

accommodation
63
11. Toilet - 04 400 sft 1600 4 wc ,4 shower,4 sink for
sft 30 student.
TOTAL 40,320 sft
B. Bachelor Teachers Quarter

01. Bachelor Teachers Quarter
No Function No of No of Sft / Unit Total Sft Reference / Remark

User Unit
1. Bachelor teachers 20 20 120 sft 2,400 sft
residence
2. Common Room 20 02 300 sft 600 sft 15 sft/ person
with pantry .1Common room for
10 teacher
3. Community space 01 01 300 sft 300 sft

facility
7. Storage - 02 100 sft 200
8. Stuff room 03 01 150 sft 150 sft

accommodation
TOTAL 4,540 sft
64
Total Dormitory 1,27,572 sft
Total Building Area
Function Total Sft
Administrative 16340 sft
Academic 2,64,345 sft
Common Facility 1,23,310 sft
Dormitory 1,27,572 sft
Grand Total 5,31,567 sft
PARKING
Total Gross area 1,59,470 sft
172 car parking [2152 SFT GROSS AREA FOR 1 CAR]
Student Parking = 120 car.
Faculty, Admin = 52 car.
Aub Bus service = 20 Bus
65
7. References
66

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A Design Dissertation submitted to the Department of

2.1 Client and Funding body ...................................................................................................

2.1.1 Importance of the Project in Local/ Regional/ National Context .......................................

2.1.2 Relevance of the Project as Undergraduate Thesis .........................................................

3.1 Evolution of University.......................................................................................................

3.1.1 University in Bangladesh ..................................................................................................

3.2 Morphology of Private university .......................................................................................

3.2.1 Importance of Private University .......................................................................................

3.2.2 Problems Facing Private Universities ...............................................................................

3.2.3 Growth of Private University .............................................................................................

3.3 Campus Design.................................................................................................................

3.3.1 Definition and Purpose......................................................................................................

3.3.2 The Ideal campus..............................................................................................................

3.3.3 Elements and structure .....................................................................................................

3.3.4 Nature of Growth and Change ..........................................................................................

3.3.5 Order of growth and change .............................................................................................

3.3.6 Pattern of Growth and Change .........................................................................................

3.3.7 The route system...............................................................................................................

3.4 Design Consideration........................................................................................................

4.1 Study 01- North South University, Dhaka .........................................................................

4.2 Study 02 – Helsinki Technical University, Otaniemi (Alvar Aalto)

4.4 Study 04 – Ahsanullah University, Dhaka.........................................................................

5.1 Site and Surroundings .......................................................................................................

5.1.1 Location of the area ...........................................................................................................

5.2 Climatic Analysis ................................................................................................................

5.3 Site Facilities ......................................................................................................................

5.4 Traffic Intensity...................................................................................................................

5.5 Site Photograph .................................................................................................................

6.1 Program Brief .......................................................................................................................

6.2 Detail Program .....................................................................................................................

02. Project Background

Project Name : Asian university of Bangladesh.

2.1 Client and Funding body

Asian university of Bangladesh

2.1.1 Importance of the Project in Local/ Regional/ National Context

3.0 Literature Review

3.1 Evolution of University

3.1.1 University in Bangladesh

3.1 Morphology of Private University

Advantages of Private Universities

There is no session jam, student unrest or violence in private universities.

3.2.2 Problems Facing Private Universities:

3.3 Campus design

3.3.1 Definition and Purpose

From physical point of view:

From academic point of view:

3.3.2 The Ideal campus

It’s Intimate in scale and so far as possible pedestrian in nature.

An ideal campus is Noiseless and peaceful.

Its a space for freedom of thought and expression.

3.3.3 Elements and structure

3.4.4 Nature of Growth and Change:

Growth and chance are obvious:

Growth and change are unpredictable:

Growth and change are not uniform:

3.4.5 Order of growth and change

Concentric pattern of growth

Linear pattern of growth

Zonal pattern of growth

Molecular pattern of growth

3.4.7 The route system

Elements of Route System