SPA Vijayawada

Institutions of national importance attract students from across the country, fostering a diverse learning environment. This diversity necessitates that our curriculum and course materials align with national needs rather than regional or district-specific practices. In architecture, understanding vernacular design is crucial. Students must learn to adapt their knowledge to local contexts rather than applying a one-size-fits-all approach. For example, a design learned in Chennai may not be suitable for implementation in Manipur. Students should grasp the importance of considering climate, cultural requirements, and local materials when making design decisions. An illustrative conversation with a colleague highlighted this principle. While discussing room sizes in a guest house in Shimla, it was noted that smaller rooms are necessary to retain heat. Larger spaces would be impractical in colder climates. This understanding emphasizes that design choices must reflect local needs, rather than adhering strictly to theoretical ideals. T November 2024 Therefore, it's essential for faculty to convey this contextual understanding to students. Being a national institute allows us to bring in experts from various regions, enriching our students' exposure. Our role goes beyond that of local institutions; we continually update our curriculum to incorporate new subjects and materials, reflecting the dynamic nature of architecture and planning. Unlike static disciplines such as physics, architecture requires an adaptive approach that recognizes changing contexts and needs. Ultimately, understanding the context in which a design is situated is vital for creating functional and relevant spaces.

At our institution, we strive to implement the principles of sustainability, urban planning, and climate change. Even within limited spaces, we have effectively designed open areas, academic buildings, and hostels. All studios rely heavily on natural light and ventilation, reducing our energy needs. In our campus, due to reliance on sunlight and natural ventilation, we have achieved an annual savings of 2 million on our electricity bill. Our own water treatment plant allows us to use treated water for land application within the campus. Our trees are only 6 to 7 years old, but they have been well- planned, instilling confidence in both students and faculty that sustainability is achievable. Once this mindset takes root, students strive to apply it in their other projects. Every institution should have its unique selling proposition (USP). For instance, if a student graduates from Chandigarh and wants to work in sustainability, coming to Vijayawada would be advantageous. We take pride in the recognition our efforts have received at the national level. We are also planning to establish two new laboratories: a Dynamics Lab and a Material Lab, which will aim to involve rural development initiatives.

We mentioned earlier that students from across the country are coming to us at a national level, reflecting the world's transformation into a global village. Many of our students are also working abroad. To prepare them, we established a Memorandum of Understanding (MOU) with a university in Paris. Some students have already travelled there, although not the entire batch, as travel expenses had to be covered by the students themselves. The college has made arrangements, allowing those who can afford it to go, and in the next semester, students from Paris will visit us. We previously conducted joint studios for a week to fifteen days with various architecture schools. Recently, our students collaborated with local studios in Bhopal. Every built environment creation has its importance, and students need exposure to different specialties. However, we found that one or two weeks were insufficient for substantial outcomes. Thus, we decided to conduct a full semester exchange with our international partners. This initiative aligns with the National Education Policy, which aims to prepare students for diverse situations. We have worked at the administrative level to eliminate obstacles that could hinder this effort. We hope to finalize partnerships with institutions in Italy and the UK soon. There has been a perception that a degree from France or another Western country is superior, but we believe our students are equally capable. They are succeeding abroad and receiving appreciation, reflecting the excellence of Indian professionals in various sectors, including architecture. While we can draw inspiration from global designs, local context must remain a priority in our work.

In our curriculum, we actively involve the construction industry and product manufacturers by organizing visits for our students to experience the latest materials and technologies firsthand. Understanding that the built environment cannot exist solely on paper, we emphasize practical execution. When students prepare for real-world projects, they must learn how to execute plans, select appropriate materials, and understand procurement processes. Merely discussing these elements is insufficient; they need total freedom to explore and experiment. Our faculty, a younger group from the 2008 inception of the institute, are liberal and open to interaction, which encourages students to engage without fear. The dynamic between students and faculty is collaborative, often blurring the lines of traditional roles. For instance, when you walk around the campus at night, you'll find the library open, students playing basketball, or engaged in study groups late into the night. We don't enforce strict policing; instead, we guide students on what is right and wrong. Today's generation is faster at analyzing and understanding concepts, and our role is to provide a supportive environment that nurtures their potential. We want students to feel comfortable exploring their interests and learning from experiences that extend beyond the classroom. This approach fosters a culture of innovation and adaptability, preparing them for diverse challenges in their future careers.

We often encounter problems without addressing their root causes. For instance, there's widespread discussion about the urgent need for urban planning and infrastructure, yet few ask why urban issues are arising in the first place. The neglect of rural areas plays a significant role in these challenges. To tackle this, we are establishing a center for rural planning, aiming to make it one of the best in the country for addressing rural problems. If we can improve conditions in rural areas, urban issues will naturally diminish. However, very few institutes are focusing on rural planning, despite its recognition by policy bodies like the NITI Aayog and the Ministry of Rural Development. The idea of merging rural and urban solutions has often faltered because solutions are predominantly urban-centric. As towns expand through ribbon development, we must not simply extend urban planning areas; we need to create meaningful connections between urban centres and surrounding villages. This includes improving connectivity—whether through roads, mobile access, or public transport—so that residents are willing to travel a bit longer to access urban facilities. We must challenge the perception among students and professionals that their only opportunities lie in urban settings. The demand for better-built environments exists in both urban and rural contexts. By shifting this mindset and providing opportunities for engagement in rural planning, we can create impactful solutions that benefit society as a whole. Our focus is on equipping students with the right perspective and skills to address these diverse needs. T November 2024

When the School of Planning and Architecture, Vijayawada (SPAV) started in 2008, we began with two bachelor's degree programs: one in Architecture and one in Planning. As one of three institutes of national importance, alongside Delhi and Bhopal, we were mandated to address the needs of the region. At the bachelor's level, we simplified complexity from the first to the final semester, focusing on three major streams—technology, art, and construction—integrating them vertically and spreading across socio-economic conditions. Our approach mixes creativity with science and art, producing functional spaces with aesthetic value, local relevance, and global material competence. In the Planning program, we instilled knowledge about national agendas, such as housing policy and urbanization, and focused on sustainable regional planning, integrating Indian Knowledge Systems (IKS). Two sets of students are developed: one solving current industry problems, and another focused on research to understand and prevent future challenges. Planning is typically designed for a 20-year horizon, covering physical infrastructure, eco- sensitive areas, and other elements. At the postgraduate level, we launched the Sustainable Architecture program, rooted in energy studies and addressing climate change. This involves strategies to reduce energy consumption and incorporate non- conventional energy systems at multiple scales—from small units to neighborhoods. Tools like day lighting, local materials, and clustering analysis are key. In Urban and Regional Planning, we emphasize migration, city sustainability, livability, and environmental balance. Through technology like GIS and LIDAR, we enhance data analysis, address traffic, and manage intercity connectivity. Other programs like Traffic and Transportation Planning, Environmental Planning, and Building Engineering and Management focus on efficient urban development, reducing heat islands, and managing mega-projects. Our programs prepare students for real-world challenges while keeping sustainability at the core of their education.

In recent years, the shift towards an interdisciplinary approach has become a core aspect of education, especially with the National Education Policy (NEP) 2020. Unlike previous methods that emphasized subject-specific orientation, today's education requires out-of-the-box thinking and a broader skill set, making graduates industry- ready upon completion. This shift is particularly evident in architecture education, where students now learn not only building design but also planning, conservation, urban T November 2024 design, and landscape architecture. Additionally, the curriculum integrates subjects like psychology, sociology, economics, and philosophy, helping students understand the socio-economic and cultural contexts behind architecture. Technology and skill development are also crucial components, ensuring students have both the knowledge and practical expertise needed for immediate industry adaptation. Industry interaction has been increasingly prioritized, allowing students and faculty to stay updated on current market requirements. The interdisciplinary nature of these programs is further enhanced by initiatives like SWAYAM courses, where students can choose subjects that align with their interests, from management to risk assessment. Moreover, Indian Knowledge Systems (IKS) are now integrated into architecture and planning programs, promoting a deeper understanding of India's rich cultural and architectural heritage. The rise of architecture-related fields like photography, product design, and 3D visualization also reflects this interdisciplinary trend, as students pursue passions that extend beyond traditional design roles. This comprehensive approach nurtures a more holistic understanding of architecture and ensures students are prepared for diverse career paths.

The architecture program is a five-year program with 10 semesters, and planning is a four-year program with 8 semesters. After completing the first two years, meaning after four semesters onwards, we start teaching students how to use natural resources optimally without over utilizing them. Any kind of development, if we start looking at it, has some adverse impact on nature and the natural ecosystem. We teach students not to disturb ecosystems and natural profiles, whether it's building on harsh contours or constructing structures near water bodies. There are guidelines, like a 500- meter restriction from sea levels for permanent buildings, and similar considerations apply to rivers and marshy lands due to the risk of flooding. Students also learn about sustainable material use. Sustainability can be understood in different ways, but when it comes to building components, from flooring to roofing, we focus on the materials with the lowest embodied energy, which refers to the energy required for manufacturing. If that energy is lower, the material is considered more sustainable. In addition to material selection, site-level practices such as conserving water bodies, using gravity for wastewater management, and rainwater harvesting are taught. Solar energy is another crucial aspect, where we explore both direct and indirect uses to reduce thermal transference values, particularly in hot and humid or cold areas. From the third year onwards, students learn these sustainable practices. However, sustainability varies depending on the location. For example, transporting materials like stones and marbles from Jaipur is not sustainable due to the high energy costs of transportation. Local materials, which are available and manufactured locally, tend to be more sustainable. Material selection depends on how long the building needs to last and its functional utility, which is why architecture doesn't have standard designs—it is always context-dependent. We also consider resilience, ensuring that the materials can withstand environmental hazards like earthquakes, cyclones, and wind forces. Sustainability and resilience must go hand in hand, and students are taught to find a balance between these two aspects depending on how long a building is expected to survive. Even settlement issues are factored in when selecting materials.

We have undertaken two European Union-funded projects: one focused on building inclusive societies and the other on building resilient communities. The latter addresses planning for calamities at the neighborhood level, with collaboration from institutes in India, the Netherlands, Denmark, and Sweden, including Raheja College of Architecture in Mumbai and Lund University. Over three years, we aimed to understand and address the challenges faced by slums, seeking solutions for inclusivity within cities. Students actively participated in these projects, studying various slums and engaging in workshops and presentations. They analyzed the economic conditions, accessibility to resources like water and electricity, and proposed environmentally sustainable redevelopment solutions. This hands-on experience was integral to their education, allowing them to apply theoretical knowledge in real-world contexts. Their efforts led to successful outcomes in competitions like NASA, showcasing their innovative approaches. The second project focused on urban resilience, where students were involved in understanding settlement planning at the neighborhood level. We integrated their feedback into our research and consultancy work, enhancing their learning experience. Students were encouraged to think creatively and critically about the realities of project execution, including balancing client requirements with practical constraints. Through these initiatives, we aim to bridge the gap between classroom learning and industry needs, fostering an environment where students can question, learn, and contribute meaningfully. By engaging with real scenarios, students develop valuable insights and solutions that reflect the complexities of contemporary urban challenges.

Our primary focus is not just on the top-performing students but specifically on the last ten students in our program. These students have successfully passed the challenging JEE exams and come from diverse backgrounds across India, from Kashmir to Kanyakumari and Gujarat to Nagaland. Our approach aims to uplift these students, which ultimately benefits the entire cohort. In our curriculum reform, we've implemented studio- based learning, dedicating 12 to 16 hours of each course to hands-on design exercises. Students work on real master plans and building designs, integrating theoretical knowledge from subjects like data analytics and sustainable design into practical applications. For instance, when studying acoustics in an auditorium, students calculate reverberation time and assess the effectiveness of sound-absorbing materials, such as traditional Kalankari fabrics. We emphasize the importance of detailed design aspects, including solid waste management, drainage, and construction detailing. Students are required to produce comprehensive design sections, such as wall and window details, to ensure they grasp the practical implications of their coursework. Additionally, we conduct four reviews for each studio project, with the final review featuring external experts who provide critical feedback. This midterm assessment allows students to implement suggestions and enhance their work before the final evaluation. We aim to create a dynamic learning environment where students engage with professionals, challenge their assumptions, and broaden their understanding of architecture. This approach has led to significant improvements in student performance and creativity, preparing them for the complexities of the architecture profession. T November 2024