United World College

UNITED WORLD COLLEGE
CHAPTER – I
INTRODUCTION
The main purpose of United World College is to
unite the world. (through a shared educational experience).
The vision was to overcome racial cultural national barriers
through a shaved educational experience.
The students from different countries all over
world come to United World college to learn then the
admissions are done on merit basis instead of their vacial,
cultural ability to pay conditions.
The President of the Council of United World
College is Honorable Shri. Nelson Mandela.
For the successful functioning of institutions,
creation of a proper environment is necessary. As Winston
Churchill said, “We shape our buildings afterwards they
shape us”.
 AN INSTITUTION :-
An institution, by definition is “a society or
organization for promotion of scientific educational but it
is not enough just to satisfy it’s programmatic needs.
Being a place where various disciplines meet, thoughts are
exchanged arising from as Louis Kahn Says.
C.O.E.& T;Akola Page No.1

“An undesirable desire on the part of all us that
a place be for learning; something which comes specially to
someone who is willing to convey to others what is special
in those who learn in their own special way as though a
singularities, because we all singularities none of us is
like the other”.
 ROLE OF AN INSTITUTION :
An institution being a place of learning develops
the student intellectually plays a major role in influencing
the student’s way of thinking & perceiving various aspects
of the environment & life.
People from different walks of like with different
backgrounds come together in an institution. These different
people have to use common facilities. These facilities stay
for years, while a number of group of users come use the
built environment & go. Thus, an institution has to cater
for a large number of different people, without being too
specific or too general. An institution should be conceived
of a realm of spaces where it is good to learn. Institution
are the primary design elements in creating an environment.
United World College is also a such institution
which accommodates the students from different countries

with different languages, different races at one place
creating a healthy & unite environment.
 CAMPUS :
Learning is an activity that takes place whenever
an individual responds knowingly or unknowingly to a
stimulus learning doesn’t necessarily mean teachers & pupils
in class rooms. Learning means acquiring new knowledge,
skills & wisdom. So learning can take place any where i.e.
at work, at play, in the school corridors, courts as well as
classrooms.
Any institution devoted to learning needs a campus
having ample space of interaction.
 GROUP MEMBERSHIP :
The campus is the physical environment created
when buildings are constructed to allow a single unified
community of individuals different experience to live, work,
study together & assimilate knowledge to improve skills
develop a character. United World College also open the
doors for students for graduation in specified universities.
The spaces between buildings in a campus if
properly designed, provide areas where students congregate
informally between classes for discussion & rest. An
adequate campus encourages social relationships. Corridors,

foyers, passages, courtyards or other non academic spaces
are excellent for interaction between students or students &
facility. These spaces are an integrated part of the
educational setting.
The campus also has hostel rooms where students
can relax & study. The same hostel offers the opportunities
for students to identify with a small ‘family’ group who
share basic living facilities. At mealtime, a considerably
larger ‘family’ meets together to eat & mix socially.
It is extremely important for campus to have an
environment conductive to studying. It should become a
place of inspiration & stimulation for the teacher & the
students.
 IDEAL CAMPUS :-
For creating an ideal campus following principles
have to followed.
1. The necessary classrooms, offices & living spaces ought
to be qualities of the existing natural setting as possible.
2. The pedestrian, the student, the professor are the common
denominator for scale.
3. Climatic factors have to be considered while designing
the campus.

4. Selection & use of building materials should be
restrained & indigenous. Materials should provide lifetime
of maintenance free service while lending dignity & beauty
to the whole.
5. A successful institutional campus environment is a
sensitive blending of the existing site landscape character
& the man made structures that are introduced into it.
A classic example of an ideal campus is the
Nalanda university resembled colonies. The environment
subtle & not imposing.
The development of this campus as a cluster of
monasteries & collective spaces around a Stupa gave it
quality, scale & identify not unlike the successful campus
of today.
The needs & conditions then prevailing were
faithfully & honesty expressed the organization of the
buildings, hierarchy of spaces, use of materials &
structural forms. The environment was ideally suited for
intellectual attainment & human development.

CHAPTER – II
CASE STUDIES
1. CASE STUDY – I
 THE MAHINDRA UNITED WORLD COLLEGE
Designed by – Ar. Christopher Benninger
The Mahindra United World College is at.
Village Khubavali,
Paud, Mulshi
Pune, India – 412 108
E – Mail :- info @ muwci.net.
Since Wars begin in the minds of men it is in the
minds of men that defenses must be constructed. Hence in
1962 the United World Colleges are established for the
purpose of unity among different countries.
 Misson Statement :-
Through international experience & community
service, United World Colleges enable young people to become
responsible citizens, politically & environmentally aware,
committed to the implementation of these ideals, through
active & personal example.
 College profile :-

The Mahindra United World College is coeducational
& fully residential. It provides an education based on the
international Baccalaureate Diploma Program for students in
the final two years of secondary education. The equivalent
of us grades 11 & 12.
 Academic Program :-
The academic program offered at the Mahindra
United World College is based on the International
Baccalaureate Diploma popularly referred as the IB. It is a
comprehensive & rigorous two year curriculum. This
curriculum is a deliberate compromise between the
specification required in some national educational systems
& the broader spectrum preferred in others. The general
objectives of the IB provide students with a balanced
education. To facilitate geographical & cultural mobility &
to promote international understanding through a shared
academic experience. In the decades since it founding, the
IB diploma has become a symbol of academic integrity &
intellectual promise.
The students who satisfies it’s demands
demonstrates a strong commitment to learning, both in term
the mastery of the subject content & in the development of
the skills necessary for success in a competitive world.

All students must follow six courses, three
courses at the higher level & three at the standard level
courses are chosen from the following groups.
CHART OF SUBJECT
Group I Group Group III Group IV Group V Group

II VI
Languag Languag Individual Experimental Mathematics The
e A1 e A2/B s & Science Arts
or Societies
abstrac
t
English English Economics Biology Mathematics Art &
Design
Hindi Hindi Geography Chemistry Chemistry Mathe
matica
l
method
Spanish Spanish History Environmenta Mathematica
or l Science l studies
mother
tongue
French Philosophy Physics
Computer
Science
In addition, all students must complete :-
1. A piece of personal research of up to 4,000 worlds in one
of their IB subjects. This is called the Extended Essay.
2. A course in Theory of knowledge which encourages students
to engage in critical reflection i.e. analysis of their
knowledge.

3. A rewriting of co-curricular activities called the
Triveni program at the Mahindra United World College.
CHART OF GROUPS OF SUBJECTS
C Core Group : Theory of Knowledge, extended Essay, Triveni
Activities
1 Language A : (Mother tongue or best language)
2 Language B: ( A second or foreign language : English,
French, Hindi or Spanish)

3 Individuals and Societies: History, economics, geography
4 Experimental Sciences & Technology : Biology, Chemistry,
Physics
5 Mathematics: Higher, Methods Studies
6 Art & Design or Second subject from group 2 to 4
There are ten colleges all over world among which
one is in India at Village Khubavali, Paud, Mulshi, Pune –
412 108.
The map showing United World Colleges across the
World is given below.
Map and the names alongwith e-mail address of each college
is given below.
Name of the college E-mail address

UWC of Atlantic atcoldos@rmplc.co.uk
UWC of South East Asia uwcsea@singnet.com.sg
Lester B pearson UWC of the admin@pearson-college.uwc.ca

Pacific
Waterford Kamhlaba UWC of wkuwcsa@wn.apc.org
Southern Africa
Armand Hammer UWC of the darvega@aol.com
American West
UWC of the Adriatic uwcad@uwcad.it
Simon Bolivar UWC of izamara@etheron.net
Agriculture
LiPo Chun UWC of Hong Kong lpcworld@hkbu.edu.hk
Red Cross Nordic UWC mail@rcnuwc.no
The Mahindra United World info@muwci.net
College of India.
 ADMINISTRATION :
The United World College is run by the United
World College international Council.
The presidents of United World College are -
President of U.W.C. Honorary President of the
Her Majestry Queen U.W.C. International Council.
Noor of the Hashemite Mr. Nelson Mandela,
Kingdom of Jordan. Former President of the

Republic of South Africa.
 History of U.W.C.
“ If we can plant the germ or new loyalties in
mature men, now much deeper are the roots we could sink in
the youth of the Atlantic community is at their most
impressionable period, we could gather them together in
residential colleges, making them members of a self
governing community which demands much of them ?” ...says
Kurt Hahn.
In the mid fifties, Kurt Hahn the founder of salem
school in Germany, Gordonstoun in Scotland & the outward
Bound. Trust, was at the NATO Defense College in Paris.
Observing the spirit of cooperation between the men engaged
in a common task who, only a few years earlier had been on
opposing sides in the second World War, Kurt Hahn was
inspired & the idea of the Atlantic college was conceived.
The vision of United World College is to produce young
people who would go on to promote true humanity & awareness
of the concerns of others, whichever field they chose. Kurt
Hahn envisaged a student body drawn from all nations,
selected purely on merit & potential, regardless of race,
religion, colour, background or financial ability. The
students would be around 16-18 years, an age group most

likely to benefit from the experience because they were
sufficiently grounded in their own culture, yet
impressionable & open enough to learn from other cultures.
The vision translated itself into reality in 1962
when the Atlantic College was set up in South Wales With it
was born a Movement which was to change the way the youth
perceived the World. And which was described by The London
Times as “the most exciting experiment in education since
the second War.
The Atlantic college developed rapidally & by 1967
had made its distinguished presence felt. It was at this
crucial juncture that Lord Mountbatten accepted the
Presidency of the Atlantic College Project. Determined to
raise the international profile of the movement, he renamed
it the United World’ Colleges. It was now the objective to
promote internationally the ideals behind the Movement, &
very soon two more colleges in Canada & Singapore were added
to spread the U.W.C. Culture.
In 1978, HRH Prince of Wales assumed the
leadership of the U.W.C., giving the already fast growing
Movement an added impetus. This resulted in the opening of
four more colleges – Swaziland in 1981, Adriatic in Italy
American West in the USA in 1982 & Li Po Chun in Hong Kong

in 1992. The Simon Bolivar U.W.C. in Venezuela, the only
vocational U.W.C., gained it’s unique status thanks to the
key role played by Prince Charles who continues to maintain
a keen interest in its future success. The ninth U.W.C.-
the Red Cross Nordic College, Norway opened its doors to
students in 1995.
In 1995 itself, the U.W.C. welcomed two
international luminaries who took over from Prince Charles
as inspiring leaders of the Movement : Her Majestry Queen
Noor of Jordan & Mr. Nelson Mandela, President, Republic of
South Africa, as President of the U.W.C. & President of the
U.W.C. International Council respectively.
The Movement could not have found two more
befitting personalities to take on the challenge of leading
it into the next millennium. Today the U.W.C. Movement
takes another step forward in its mission, with the founding
of the tenth U.W.C., right in the heart of a country whose
ideals reflect in principle the U.W.C. ethos –
The Mahindra United World College of India.
 Concept of U.W.C.:-
United World Colleges is an International
educational movement for young people aged between 16 to 19
years with ten colleges worldwide. Every year about 900 new

students from over 100 countries are offered the opportunity
to study at a U.W.C.
All students are selected on merit regardless of
race, creed, colour background or ability to pay. The
majority are offered scholarships raised by the colleges &
national committees.
Academic standards are high. Students also
contribute to each college’s local community through
extensive service programs. But more than just studying or
working together the special spirit which characterizes
U.W.C. is the result of young people living together &
learning to see the World through the eyes of their fellow
students.
 Site & Surroundings :-
The site is located at village Khubavali, Paud,
Mulshi, Pune- 412 108, India. The site is on the top of the
hillock surrounded by the number of hills. It is very
difficult site. The ground is soft rocky. The college is
situated above on the top of hillock with a view of river
below. The site is near about 30 km long from the pune.
They have constructed road for access to site to reach from
bottom to top of the hillock. The environment & surrounding
views to site is very pheasants. There is good climatic

conditions at site for the educational purpose. The site is
full of contours which are brilliantly used by
Ar.Christopher Benninger in his design. At the site which
is situated on the top of hillock, Ar. Christopher Beninger
says he has borrowed from the hilly, mountains terrain all
around. The mountains are very overpowering. He have used
the various shapes in his architecture to create an
experience. According to the Ar.Christopher Benninger, the
entire campus is shaped like a sundial.
 Structural considerations :-
The buildings are constructed of local stone with
red tile roofs. Random rubble stone masonary is adopted
throughout designing for all buildings. A square picture
window adds an element of interest to the rough stone wall.
The library which overlooks a panoramic view of the hills
beyond. The U.W.C. in organised around individualistic
designs, which are integrated through the use of a common
language of build, whose roots lie in the earlier projects
of Architect Chistopher Benninger. This has allowed the
Architect to plug in new structures, in a flexible manner,
along the radial paths leading out from the academic
quadrangle contradiction between the formal of the informal
in all of the designs at the school an apparent, yet

deceptive informality in order is used to create a dynamic
tension, which keeps the eye wandering. Columns are used as
static benchmarks to demarcate space with the walls as a
moving background & the mobile human as a ‘third force,
whose location or ‘situation’ is marked by stationary
columns. Just as nature is a cybernetic balance, a seeming
play between chaos & control, the campus also is tempered’
this cosmic tension.
Art, architecture & language in the design employs
what the architect christopher Benninger calls ‘a magical
trick’, which is to utilise the vast mountains in which the
campus sits, as the designed spatial environment. The
buildings themselves are reflections of the mountains a
response to the setting. It is almost as it the campus is a
miniature model of the ranges & hills, so that when one
views a distant mountain behind a structure, they are both
of the same scale & appear to be of the same size. Angles
reflect the mountains contours, veinforce this illusion, as
do earth mounds which straddle the buildings. What results
is the harnessing of the vast natural landscape into the
architect’s own imagery & illusions, as if these mountains
designed themselves to enhance the architecture which sits
within them.

Unique features of the school are the extensive
murals, cast in the form finish concrete ceilings. The
images draw from nature, including birds, snakes, lizards,
fish turtles & people & also cosmic images.
While the buildings enjoy considerable variety in
terms of their plans & generic order, the campus is bound
together by a strict system of dimensions, proportions &
language of buildings. It is the manner in which supporting
elements within the language inter-act, that adds variety &
intrigue. Columns & walls are used as counterpoint square
windows in heavy masonary lend playfulness to serious mass;
motifs ( water spouts, otlas, ponds, steps, lintels &
windows ) are used to engage the eye & catalyse movement on
visual plans.
Just as a woman places a ‘bindi’ on her forehead
to denote one of the most forceful centre of energy,
powerful centres of energy in spaces are ‘marked’ then
aligned with one another, in ways which interlinks these
centres of energy. For example, the four openings of the
academic quadrangle are aligned to the four cardinal
directions of the earth.
The library unfolded logically from the problem of
locating three functions. One long wall ( east-west ) was

selected as a generative structure. It is fragmented at the
centre to allow penetration & integration of nature & light!
The rest came naturally. The ‘bent’ wall which forms the
other two sides of the triangle does not touch the ‘main
wall’. Finally, the main wall was broken & one portion
pulled out. This allowed an entrance porch, a larger
reading room & a sense of entry. The entry became like a
curved hand ‘cupping the attrium space’.
A circular cut-out in the slab, open the sky into,
a ‘students – interaction nook’ of the science centre.
Yin & Yang ceilling murals in the seminar room of
the administration buildings are used.
 Materials :-
The buildings are of local stone used in the form
of random rubble masonary with red tile roofs.
The main entrance gate is constructed with teak
wood giving impression just like the entrance gate of
Shaniwarwada which emphasis on the architecture of the local
place Pune.
Whilst the materials & layout of the campus
reflects the ancient building traditions, the finishing,
furnishing, sanitary areas, kitchens, classrooms,

laboratories are of the most modern specifications. Glass
curtain wall is provided to the art centre.
 Roofing :-
Heavy rain is on the west coast of Maharashtra
during four months of the year. Thus the roof slope in that
direction is steeper to prevent water flowing in under tile.
Red tile roofs are preferred.
 Flooring :-
All interior spaces are covered by double polished
kota stone & exterior count yard sit outs & walk ways with
rough Shahabadi stones.
 Architectural Analysis :-
Fifty eight year old American Architect
Christopher Benninger now resident of Pune, is walking
around an extra spring in his step. He has recently been
conferred the prestigious “Businessweek’s Architect of the
year Award for 2000” for the design of Mahindra United World
College. What helped the star Architect beat back
competitors from across the world, was his splendid use of
space & form at the Mahindra United World College in India
near Pune. The Mahindra college is a sequence of events,
which all add upto an experience. He was more into
designing experience rather than plain images.

The vision of Mahindra college was inspired by
Shri Harish Mahindra, who called on the architect
Christopher Benninger to create “a gift to the world of
lasting beauty & quality”. In Renaissance style, he has
been a patron of the arts & true to his words.
 The Academic Campus
Hierarchy of space plays an important role in the
organisation of the school’s plan. The academic campus is
organised around a quadrangle with passage radiating from
it.
This is the hub of the campus where all the
classrooms are located. Each of the four corners of the
quadrangle open out to views and to different activity areas
like the campus lawn, which stretches down to the west
towards a grand view of Mulshi Lake and mountains in the
distance. This view towards the lake, with its dramatic
sunsets, is framed by the strong, directional library wall
and by the heavy masonry of the arts centre. To the east,
parallel, sloping masonry walls frame a narrow passage
leading to the catering centre, On the way, one encounters a
stepped pyramidal sitting area from where a ramp moves up to
the catering centre. Likewise the quadrangle opens to the
south, down stepped gardens to the multi-purpose hall. These

are all flowing spaces, inter-connected to one another,
unlike the more structured spaces in the residential area.
 The Residential Clusters
At the school, each student has their own small
spatial domain — an individual sleep and study area. Four
such domains occupied by students, from four different
countries comprise a room and two such rooms form a house.
Like the small wadas, or traditional courtyard
houses of the region, eight students have to manage a small
cottage composed of an entrance, verandah, box room, wet
core and two rooms, all surrounding an enclosed courtyard.
The enclosed courtyard with its verandah is the social and
the spatial focus of each house.
Just as villages in the Konkan are divided into
hamlets or wadis, the residential campus of the MUWCI is
divided into four wadis. Six wadas and five faculty cottages
form a wadi which gather around a common room (TV, laundry,
pantry, games and telephone) and a small amphitheatre. The
entrance of the wadi has a wind tower, in which an antique,
wood carved door from a Gujarati haveli signifies a
'passage'.
These four communities gravitate towards amenities
for the entire campus, which include a students' centre,

swimming pool, medical centre, nurses quarters, and a
landscaped mall, with sitting areas and walkways linking the
wadis. This heirachy od residential spaces bond the entire
college community.
 The Academic Quadrangle
The academic quadrangle emerged from a sketch of a
circle enclosing a garden court. The quadrangle and
classrooms are linked by sliding glass doors across the
entire exterior wall. Bordering this exterior glass wall are
semi-enclosed individual courts. Each classroom, thus, looks
out into its own garden, courtyard or vista. In this manner
every classroom has its own identity. The three large corner
rooms in the academic quadrangle are faculty rooms for
language, mathematics and social science teachers
respectively. One room is left open and the resulting
pavilion becomes a student's lounge with post boxes, notice
boards and a tea area. The quadrangle is linked by an
encircling, low, covered walkway. This space is detached
from the stone walls, except where it connects to
classrooms. The ceiling of this walkway is cast with a
'sacred river' mural running a complete circle around the
quadrangle, with circular skylights lighting up dark
corners.

 The Arts Centre
The arts centre includes a studio for graphics, a
music studio and a dance and drama studio. All of these
activities cluster around a stepped terrace which sits on
the edge of the hill, affording a grand view of the river
and paddy fields. Each studio is linked to the terrace via a
verandah and glass sliding doors. Thus, two rising masonry
walls in each studio focus light inside from massive glass
'facades' which face north, north-east and north-west. The
composition is a system of masonry walls, framing glass
facades and glass sliding doors at either end. The ceilings
have relief murals of stars, moons, faces in moons and other
cosmic icons.
The lower connecting verandahs and passages have
murals of fish, birds and two large entwined snakes.
 The Science Centre
The science centre is designed around a square
geometry with a preparation room servicing two laboratories
on each side of a covered internal walkway. A huge circular
cut-out opens to the sky. The entrance porch and the
students' nook in the rear corner, also have circular cut-
outs, creating a sequence. The rigidity of the square is
used as a counter-point against the free forms in other

structures. While the academic quadrangle is the 'centre',
the science centre is the geometric counter-point against
which other structures play. It anchors the composition
which otherwise is free flowing.
 The Administration Building
This structure includes offices for the
headmaster, three directors, a board room, a faculty meeting
room, a desktop publishing area and school archives. The
square shape of the board room reflects the shape of the
science centre. It is plugged into the corner by a glass
passage and is turned askew, creating two small garden
courts. The composition focuses on a garden atrium
segregated from administrative functions by a turning glass
wall. Like other structures in the composition, the
administration building uses sloped Mangalore tile roofs,
stone towers and basalt masonry walls.
 The Library
The library is a triangular composition, on two
levels focused in on a glass atrium. The lower floor of the
reading room uses the natural gradient, thus making it a
generous space. Parallel beams, aligned with the main wall,

alternately hold skylights and flourescent lights. The
corners of the triangle form the reading room, computer
centre and stacks, respectively. Circular columns supporting
the beams are used visually to demarcate spaces. Slit
windows employ these columns to diffuse light off them on to
the walls. Two corners of the triangular form are cut
allowing large glass windows to be inserted. From the
entrance porch, through a picture window in the reading
room, one gets a view of the Mulshi lake.
 The Catering Centre (Mess)
The catering centre evolved out of a group of
sketches, which attempted a large unencumbered space. A
triangular waffle slab was designed in the final solution to
avoid columns. Triangular alcoves add variety to the large
hall. Verandahs and the service area allow more variety in a
complex, angular composition. A sloping Mangalore tile roof
and ventilation tower offer visual relief to this complex
structure.
 The Multipurpose Hall
The Multipurpose Hall is nearing completion. The
structure utilised the steel formwork used in the dining
hall, but in an open space two and a half times as large.
This air-conditioned hall situates the masses of the two air

handling unit rooms and two green rooms to counter four
glass openings. Thus, the large space is nestled between
four masses and four openings. Again, sloped masonry
surfaces, Mangalore tile roofs, and the language of square
cut-outs in walls, are used to break down the scale and
articulate the structure.
Thus in his design Ar. Christopher Benninger
evolved the composition of language and pattern, integration
of open and built spaces contradiction between the formal
and the in formal and art, architecture and language.
CHAPTER – III
CASE STUDY-II
SPICER MEMORIAL COLLEGE AUNDH ROAD, PUNE – (M.S.)
 Introduction :-

The spicer memorial college was established at
Pune of in 1934.
The students there learned are from other
countries also. Near about 65% of students are from other
countries.
The education there provided is degree course in
arts, commerce & science stream. It is a very old college &
reputed college in Pune as well as in India.
The spicer memorial college is educational fully
residential.
The general objectives of the college is to
provide students with a balanced education.
 Site & surroundings :-
The site is located at Pune beside Aundh road near
new Sangavi. The site is almost flat. The college is in
the centre area of Pune near Aundh square.
 Structural considerations :
The buildings are constructed in bricks locally
available.
All the college buildings are aesthetically very
good & pleasing to eyes. The red tiles are used for sloping
roofs.

Rectangular blocks were used throughout planning &
well landscape is done. Canteen & classrooms are to much
long from boys hostel. Basketball ground is located near
library which is not desirable.
Decorative porches are provided at the entrance of
each building. Dog leg stair cases are provided in girls &
boys hostel for the access to upper floors. Shading devices
are properly provided save from sun.
 Materials :-
The locally available bricks & sloping red tile
roofs are used. The expose brickwork was preferred for boys
hostel.
 Roofing :-
Heavy rain is on the west coast of Maharashtra
during four months of the year. Thus the roof slope in that
direction is steeper to prevent water flowing in under tile.
The appearance of sloping red roof tiles is pleasant to
eyes.
 Flooring :-

All interior spaces are covered by polished kota
stones & interior courtyard, sit outs & walkways with rough
Shahabadi stones.
 Architectural analysis :-
An excellent landscaping is provided in front of
the administrative building in circular form & fountains are
provided in that circular space. Along the footpath which
links to the one building with other are provided by well
shurbs of landscape on both sides of the footpath.
The attractive porches of the administrative
building & multipurpose Hall are the focal point which
attracts a person.
A grand entrance porch is provided to library
building giving impression of roman architecture.
The administrative building is located just after
the main entry to site.
A snack counter is provided beside the
multipurpose hall for convenience of students when programs
helds there.
Telephone booth is also provided within college
campus for convenience students.

The negative point in location of canteen is that
it is located just beside girls hostel & it is only one
canteen is provided in the campus.
The basketball ground is also not located properly
as it is just beside the library which is disturbed from
the noise at basketball court.
The canteen is too much long from boys hostel.
A Volleyball & football ground is located near
boys hostel which makes easier to boys but not to the girls
as the girls hostel is far away from the Volleyball of
football ground. Principals residence is provided near
girl’s hostel.
Good landscaping was done in front of the boys
hostel.
In one room of hostel of boys there 6-beds are
provided which is very congested from point view of study of
students.
There was no proper space provided for parking of
vehicles. Thus there are positive points as well as more
negative points in the design of the campus of the spicer
memorial college.

 Conclusion :-
Notable points in the design of spicer memorial college is
numbered below.
1) The micro climate of Pune is generally of moderate to
extreme kind, so site decided was good.
2) Breeze direction is south-west hence the windows are
provided on south sides & shading devices are provided
for safeguard from sun.
3) The type of architecture is of vernacular, so basically
the use of local materials are preferred. For newly built
hostel block plastered wall of composite masonary are
used.
4) Through an organic planning the informal environment is
well created, also it has resulted into an increase in
the quality of internal spaces by providing good views.
5) It is a good example of vernacular i.e. traditional way
of tacking a project incorporating latest modern
requirements.
6) Use of light & shadow in interior is surprising.
7) Different spaces hold distinct type of landscaping. It
delivers different filling in.
8) Overall character or building with slanted landscaping
match the surroundings.

9) Nice, clear-cut circulation with simple planning but
still it generates the feeling that makes everyone want
to contribute to it in his own way.

CHAPTER – IV
SITE SELECTION
The selected site for U.W.C. is at Bangalore in
Karnataka State. The selected site is 5 km away from the
senkes road beside Nagawara dam on the northern side of
Bangalore. It is an educational Zone. There is an
agricultural vishwavidyalaya 6 km away from the selected
site.
The selected site is almost flat. It is at the
footsteps of hills. The wind direction is from north to
south.
There is access road to the side which connects
the senses road.
 Climatic conditions of Bangalore :-
The Bangalore is in moderate Zone of climate.
The climate is found in lower hills & high plateau
regions of southern India. Vegetation is abundant due to
pleasant climate solar radiation is moderate.
The average maximum temperature is about 340C &
minimum average varies between 160C & 180C. The mean range
of temperature varies from 80C to 130C.
The humidity is highly variable & varies from 30%
to 80%.

Rainfall is quite evenly distributed throughout
the year & generally about 1000 mm annually.
Winters are relatively dry but during summer it
may overcast with dense, low clouds.
Thus the climate of Bangalore is cool, healthy,
mild salubrious.
Low clouds which covers almost entire sky.
The educational facilities at Banglore are good.
It’s known as silicon valley. It’s a metropolitan city &
well educational environment is there.
There are pleasant surroundings to the selected
site & it is perfect site for the United World College.

CHAPTER – V
DATA COLLECTION
Following are main zones in college campus.
A)Administrative Zone
i)Principal’s cabin.
ii)Director’s cabin.
iii)Administrative Officer’s cabin.
iv)Administrative staff with store.
v)Meeting room with pantry & toilet.
B)Academic Zone
a)Classroom
i)Classes
ii)Staff room
iii)Toilets
b)Library
i)Reading area
ii)Book stacks
iii)Librarian’s cabin.
iv)Cloak room.
v)Xerox.
vi)Room for new book processing.
vii)Toilets.
c)Art Centre

i)Music Studio.
ii)Dance Drama Studio.
iii)Graphics Studio.
iv)Staff room.
v)Incharge’s cabin.
vi)Toilets.
d)Science Centre
i)Labs.
ii)Stores.
iii)Toilets.
C)Residential Zone
a)Hostels for boys & girls.
b)Mess
D)Recreational Zone
i)Canteen.
ii)Play area.
iii)Garden.
The data regarding standard dimensions in
different rooms such as
i)Spaces for meetings.
ii)Layout of classrooms.
iii)Library.
iv)Hostels.

v)Kitchen & dining area is as follows.
The general office will look after the
accounts, paying bills etc. Enrollment of students giving
information about the institute will also be done in the
office.
vi) Records rooms
All the records will be stored in the records
rooms.
h) Staff room
The administrative areas has to be located near
the entrance of the institution and must be easily
accessible.
 ACADEMIC AREAS
The academic area is concerned with the faculty,
students, i.e. classrooms, library.
The main academic areas etc.
a) Faculty rooms
The core faculty will have separate rooms
b) Faculty interaction room
The core faculty and visiting faculty can meet
in this room. The room will be for having discussions etc.
c) Staff room

This room will be for the visiting faculty. They
can do their work in this room.
d) Classrooms
The classrooms i.e. lecture halls should be more
of discussion rooms where one is not taught but learns
through discussions.
 SEATING ARRANGEMENT
The seating arrangement is the most
importance feature in determining the size shape of the
classroom. The size and shape of the classroom should be
such that each and every student can see the chalkboard,
screen clearly as well as hear the lecturer clearly.
The seating may be of 3 types.
1. Fixed revolving chairs and fixed desks
2. Chairs and desks
3. Tablet armchairs. Fixed seats usually have a central
secured to the floor either by wood screws into battens an
by bolts through the screen into concrete. Seats may be
fixed up self lifting, swiveling,
Usually wooden seats are used. The basis framework
may be of metal.

Tables may be set in hollow square, semicircle,
circle, horse shone shapes. For small discussions just a
round table is enough.
SEATING DATA MINIMUM RECOMMENDED
1. Width of seat with arms 500 mm
2. Width of seats without arms 450 mm
3. Back to back distance for
Row of seats with backs 750 mm
Row of seats without backs 600 mm
4. Space between rows 300 mm
5. Width of gangway 1000 mm
 LIBRARY/INFORMATION RESOURCE CENTER
The library will consist of
a) Entrance foyer-Reception-Information Counter and
Catalogues
b) Stacking
c) Reading - Carrels, reference reading
d) Journals, periodicals
Institute libraries - used for reference, research, study,
continuously by growing collection,
 STACKING
Dimensions of stacks: Shelving in libraries is generally
based on an allowance of nine volumes per 0.30. The length

of shelves must be in units of 1.00 m.m. between vertical
supports. However the length of shelf used should prevent
excessive sagging of the shelves under weight of books.
 MATERIAL FOR BOOKS STACKS :
Book stacks are either made of wood an steel on
a combination of metal and wood. Metal shelving is becoming
popular due to scarcity of timber.
 BOOKS STACKS :
Book stacks are normally 2000 to 2100 high. This
permits to all books by persons of average height without
steps or ladders.
Usual shelf length is 1.0 meter. All should be
adjustable. A wire dimension is usually placed between back
to back book cases.
In the library spaces have to be provided for
individual as well as collective study.
 HOSTEL
Residential accommodation will be provided for
about 120 students inside the campus. Separate hostel will
be provided for girl and boys.
The hostels will have single person
accommodations. Each room will have a bed, a wardrobe and a
study table. The space requirements of a hostel room are :

One Bed / study - 9-15 sqm
Ancillary spaces are required in the hostel like
storage for linen, furniture etc. and a small pantry for
preparing tea, coffee. Hostels can also be provided with a
students common room with recreational facilities.
 KITCHEN AND DINING DATA
KITCHEN : The kitchen should have easy access for delivery
of goods. Typical delivery arrangements are -
Dry goods - weekly or fort nightly
Vegetables - once or twice weekly
Perishable foods - daily
Refuse and waste removal - twice weekly.
Catering design
a) The shelf should be no higher than 1950 mm.
b) Shelves and open bins must be kept at least 200mm above
the floor to allow clear space for access and cleaning and
to deter rodents.
c) Shelves for frequently used or heavy items should be
between 1500 to 700 mm high.
some typical dimensions are
Work top height - 900 mm
sink top height - 900 mm
Length of work area within convenient reach 1200-1800 mm

Length for two people working together 2400-3000 mm.
There are usually four main area of food preparations.
 Vegetable
 Meat and Fish
 Pastry
 General
Bulk cold stores with separate deep freeze storage should be
provided near goods receiving area.
 Dining
The dining hall has tables for group of 6 to 8 students.
 SERVICES
Services play a major role in the planning of any
building. The different types of services are
a. Sanitation and water supply
- Toilets, Baths/water fountains water towers etc.
b. Lighting
- Natural and artificial lighting
c. Ventilation
- Natural and Artificial ( mechanical ) ventilation
d. Heating
c. Acoustics.
A) SANITATION AND WATER SUPPLY

Proper drainage facilities have to be provided on
the campus. The drainage line may be connected to main
drainage line or a separate septic tank may be provided in
the campus.
B) LIGHTING
Guidelines for good daylighting :
1. Avoid direct skylight and sunshine on critical tasks
2. Use direct skylight and sunshine sparingly in noncritical
task areas.
3. Bounce daylight off surrounding surfaces.
4. Bring the daylight in high.
5. Filter the daylight.
 Form Giving Factors :
Large roof lights help achieve higher daylight
factors but cause problems or solar gain in summer unless
they face north. Clear stories have most of the attributes
of skylights except they occur in the vertical plane and are
exposed to less quantities of daylight.
Recessed windows and splayed jambs can be
effective elements in softening brightness contrasts.
 Penetration of light increases with highs of the
window.

Prismatic glass blocks can be used to reflect
light first to ceiling and then to the rest of the room.
CHAPTER – VI
DESIGN EVOLUTION
An institute is a unified community of instructors
students & lecturers, knit together by an administrative
unit working together in close association.
The campus of the institute is a meeting place for
students of different social & cultural background so it
should encourage social relationship & furnish spaces for
literacy, artistic, musical & dramatic occasions.
The three fundamental parts of a campus, in order
of importance are :
i)Buildings.
ii)Exterior spaces &
iii)Supporting site elements such as circulation &
services.
Buildings :-
Each building in the campus should be related to the other.
The relation between the buildings should not be
superficial, but on the contrary they should be well
integrated with each other so that each space flows into the
other.

The buildings should have breathing spaces i.e.
landscaped courts in the main activity areas. These courts
courts are major areas of human interaction.
The interior of the building should have
interesting activity spaces.
The facades of the building should not have jazzy
or unwanted modulations or appearance.
Local building material suiting the structural
system to be used should be chosen.
 Exterior Spaces
There should be a balance of positive am negative
spaces on site.
The exterior spaces should be landscaped so that
maximum space is properly used.
Maximum advantage of sit should be taken.
Depending upon the climatic conditions exterior
should be either integrated with the interior or secluded
from the interior.
 SUPPORTING SITE ELEMENTS-CIRCULATION & SERVICES
Circulation (Pedestrian and Vehicular) and
service systems (sanitary, electrical water etc.) are
subsidiary considerations, but never the less are properly

designed as an integral part of the total fabric of the
campus and not later superimposed.
If service Zones have to be preconceived and
located such that all service area are in one zone.
 Site
* The site should have maximum one two entrances. Depending
on the size of the campus, the entry points must be located.
* Zoning should be done. The four major zones are
Administration Zone
Academic Zone
Recreational Zone
Residential Zone
The four zones should be segregated but yet
properly linked with each other.
The campus should have a definite geometry and
the buildings should form interesting, usable spaces between
them.
In conclusion it can be said that an institutional
campus is made up of visible and invisible systems. The
visible systems are the landscape, building utility
services, path ways, links. The invisible systems are the
interaction of academic and living activities, the time,
motion and communication required.

The success of the institutional campus depends
upon how well the visible systems and invisible systems are
interrelated.
The planning of maximum buildings in campus is
done surrounding courtyards for the purpose of the
interaction for the students which is most importance in a
college campus.
Courtyards at different levels is scale down the
building mass to open the structure, making it homogenous to
the surrounding terrain.
Sloping red tile roofs are preferred to match with
the background which is in form of the hills as the site is
at the foot steps of the hills.
Integration of open & built spaces is achieved in
design. External gardens, courtyards all serve to integrate
interior exterior spaces. The classrooms are designed
surrounding the courtyard where the learning process can
spill out – of – doors. The result is the penetration of
nature into the built form.
The curtain wall provided to the library & the
porches provided to the buildings connect the exterior into
the interior. In the science centre & in the classrooms,
courtyards are used with covered passages around them.

Thus, the college is conceived as a sequence of gardens,
passages, sit outs, courtyards creating the ambience of a
natural park, in which activities seem incidental.
The sky form a dramatic background to the
institute, accentuating its image as an island structure.
As the site is in moderate zone of climate the
orientations of the buildings is done considering following
points.
i) This is the most pleasant climate found in India & does
not create any climatic stress through out the year.
ii) The buildings are planned with a east-west orientations.
iii)There should be open spaces for breeze penetration with
provisions for protection from hot & cold winds.
iv) Maximum windows are placed on north south.
v) Walls are provided with projecting over-hangs to protect
the windows from rain & unwanted radiations.
vi) The size of windows i.e. openings is kept 25% of floor
area.
In selecting the materials for construction following points
are considered.
i) Mangalore tile roofing is adopted as it permits light,
ventilation & keeps out radiation.

ii) R.C.C.are used for roofs slabs due to there high
strength & long life.
iii) Bricks & cement mortar is used for buildings.
The architecture used here in design is to
attempts to make the sum of the whole greater than its
parts.
The campus is not just an assembly of buildings
but it is an orchestration, it is composition wherein the
violins, the horns & the drums, all fade away in favour of a
greater concept & experience.
Open spaces convey a spiritual experience to
students & this is important.
The campus is designed such which give freedom of
space & movement to the students.
The play area is provided near to the student’s
hostel for convenience.

CHAPTER – VII
BIBLIOGRAPHY
i) A Indian Architect & Builder.
May 1999.
June 1999.
August 1999.
September 1999.
ii) Campus Design in India
by Kanvinde & James Miller.
iii)Architecture & Design.
May- June 1990,
Sept.- Oct.1986,
Jan.- Feb.1991,
July – Aug.1990.
iv) Time saver (Building type)
v) Neufert (Architect’s data)
vi) On Internet using site www.google.com for search.

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UNITED WORLD COLLEGE

The main purpose of United World College is to

unite the world. (through a shared educational experience).

The vision was to overcome racial cultural national barriers

through a shaved educational experience.

The students from different countries all over

world come to United World college to learn then the

admissions are done on merit basis instead of their vacial,

cultural ability to pay conditions.

The President of the Council of United World

College is Honorable Shri. Nelson Mandela.

For the successful functioning of institutions,

creation of a proper environment is necessary. As Winston

Churchill said, “We shape our buildings afterwards they

An institution, by definition is “a society or

organization for promotion of scientific educational but it

is not enough just to satisfy it’s programmatic needs.

Being a place where various disciplines meet, thoughts are

exchanged arising from as Louis Kahn Says.

C.O.E.& T;Akola Page No.1

“An undesirable desire on the part of all us that

a place be for learning; something which comes specially to

someone who is willing to convey to others what is special

in those who learn in their own special way as though a

singularities, because we all singularities none of us is

like the other”.

An institution being a place of learning develops

the student intellectually plays a major role in influencing

the student’s way of thinking & perceiving various aspects

of the environment & life.

People from different walks of like with different

backgrounds come together in an institution. These different

people have to use common facilities. These facilities stay

for years, while a number of group of users come use the

built environment & go. Thus, an institution has to cater

for a large number of different people, without being too

specific or too general. An institution should be conceived

of a realm of spaces where it is good to learn. Institution

are the primary design elements in creating an environment.

United World College is also a such institution

which accommodates the students from different countries

C.O.E.& T;Akola Page No.2

with different languages, different races at one place

creating a healthy & unite environment.

Learning is an activity that takes place whenever

an individual responds knowingly or unknowingly to a

stimulus learning doesn’t necessarily mean teachers & pupils

in class rooms. Learning means acquiring new knowledge,

at work, at play, in the school corridors, courts as well as

Any institution devoted to learning needs a campus

having ample space of interaction.

The campus is the physical environment created

when buildings are constructed to allow a single unified

community of individuals different experience to live, work,

study together & assimilate knowledge to improve skills

develop a character. United World College also open the

doors for students for graduation in specified universities.

The spaces between buildings in a campus if

properly designed, provide areas where students congregate

informally between classes for discussion & rest. An

adequate campus encourages social relationships. Corridors,

C.O.E.& T;Akola Page No.3