Center for Environmental Planning &

Technology(CEPT University) was started

in 1962 under the Ahmedabad
Education Society and was actively
supported and encouraged by
Kasthurbhai Lalbhai, a leading
industrialist and philanthropist of the
city. Its initial direction was set by
architect B.V. Doshi, Dr. Rasvihari Vakil
and Bernard Kohn. The school broke
away from the conventional teaching
course structure which was prevalent at
the time and instead adopted a more
open curriculum with many elective
courses. The concept changed from
architecture as a technical discipline to
architecture as a design discipline.
LOCATION: Inspiration
Gujarat University area, Ahmedabad The free plan concept of Corbusier is adopted with space
Architect: BV Doshi underneath it which is active and multi-functional, designed for sun
Area of the site: 12.5 acres protection and exposure to breeze.
Site:
The site is located in the Kasturbhai Lalbhai
Campus in Navrangpura, a western suburb
of Ahmedabad. It lies within a zone
occupied by other educational institutions.
Being at the edge of this zone, it is also
immediately proximal to some residential
localities which adjoin.
The site about 12.5 acres, measuring
about 300 metres North-South and about
150 metres East-West.
It is roughly rectangular, with extensions
on the eastern side at the northern and
southern ends for vehicular parking and on
the southern side (Hussain-Doshi Gufa).
The general slope is towards the north-
western corner.
Feasibility Context-(surrounding area)
The site is The site is surrounded by
6.7 km from Ahmadabad railway station, A wide arterial road on the western side
6.9 km from Ahmadabad Bus stand and Smaller public approach road on the northern side
11.8 km from Ahmadabad airport. Cricket field on the eastern side
Internal access road on the southern side
ACADEMIC FRAMEWORK OF CEPT
Campus is of four different schools
1. School of planning
2. School of architecture
3. School of building science and
technology
4. School of interior design

INTAKE
B.Arch. - 30
M.Arch (Theory and design) - 20
M.Arch (landscape) - 20
M.Phil.(Architectural and
settlement conservation)-20
M.Arch (Urban Design) - 20
M.Arch (Architectural & settlement
conservation) - 20
 Disposition of buildings:
Features: The buildings are placed orthogonally with respect to the
• The school building is set back 100 ft. from the main road and sides of the site and hence along the cardinal directions. A
shielded by trees to create a serene atmosphere inside the look at the plan will reveal the predominance of the north-
campus and is hardly visible from the main road. south direction in the general organisational scheme of the
site as well as its component buildings. The placement of the
• Emphasis on open flexible spaces with hardly any doors. buildings themselves spread out and interspersed with
• Creation of a proper working environment facilitating faculty loosely held open spaces characterised by terrain features
and students to have free scope to learn and teach anywhere. and greenery which creates a set of inter connected, flowing
spaces which may be traversed by several combinations of
• Exposed local materials for low cost, easy expansion and
maintenance. paths taken thus conveying a sense of continuity and
openness.
• The design is intended to be close to nature and experiment
the designing skills, play with levels etc. Since the land was
earlier a brick kiln, the site was undulated and gave
opportunity to play with levels.
• There are inclined skylights on top of the studios, perpetually
letting in natural light into the spaces.
• The studio spaces have bay spaces facing the exterior, creating
semi-private spaces which are yet totally open to the exterior -
spaces where the individual can be alone with nature even in
the environment of a studio.
Approach
Main access on the northern side
Two entrances on the southern side
Two entrances on the western side
Planning:
The built form starts with a pair of parallel walls. The
basic component of the buildings of CEPT is a
derivative of a pair of parallel, load-bearing walls,
supporting a flat floor-slab. The repeated occurrence
of parallel-walled structures in the buildings of the
campus can be observed.
The overall planning has been done around the
central court with built masses on sides and green
on one side which gives the campus noise protection
from traffic.
Architect has included uneven contours into the plan
transforming a drawback into a delightful experience
of space.
• The whole building is very simple and
architectural elements are expressive of their
functions.
• The spaces created by volumes and voids are
visually exciting.
• The building has simple horizontal lines and
merges beautifully with the site.
• The building is two-storeyed with a split level
basement.
• The building design incorporates the thermal
comfort and natural sensibly.
Entrance:
• The entry to the complex is through a long axis which
ends up in facing a blank wall. One is forced to turn, go
down a flight of brick paved steps and turn then again
to enter the main wide flight of steps rising up ever so
slowly towards the framed entrance to the library. On
the right side is the double storeyed studio block
perpendicular to the axis of the library.
• The main administrative block is approached by an
informal and indirect approach thus emphasizing the
change in direction and the informal nature of the
campus.

• There are small structures of the wood workshop and

the TV room, which helps in containing space.
• The building forms are arranged around a courtyard
which can be accessed from all the sides with open
spaces flowing into each other through well designed
transition spaces.
• The entry to the individual buildings provided from
the common court around which the buildings are
arranged.
• Vehicles are restricted to the parking space provided
at the periphery while the campus is pedestrianized.
BASEMENT
The basement is a multipurpose space. It is a very active space of the campus. On one side of the
basement rising contours can be seen, and on the other side steps towards the central courtyard.
Thus the north and south walls have been avoided. Numerous activities are performed here like
cultural programs, fests and exhibitions, indoor games etc.
CENTRAL COURTYARD
• The central court is a combination of
paved and unpaved areas, shaded by
trees in certain areas.
• All entrances are linked to the
courtyard by pedestrian pathways.
• Hence the courtyard is an area of heavy
circulation and interaction.
• The courtyard has grown organically
with the addition of informal seating
Court has large unpaved area, lacking
in grass or vegetation. Cultural
activities, reading, games, meetings
etc. all happen here.
Canteen
• The canteen is on the corner of the
axis of the studio block.
• There are external built in seats
which encourage discussions and
which over the years have evolved
into the most active vibrant part of
the entire campus.
• Both students and faculty sit around
this space, chatting.
• This space is a true reflection of the
spirit and culture in the campus with
a great atmosphere of interaction,
informal discussions and learning.
STUDIOS
• The studios have large openings which open into
the greenery outside.
• Panels at the sides help the students to put up the
important and useful sheets.
• All the studios are above one another, along with
the adjacent lecture rooms.
• There are common interaction zones between the
studios of different years.
• The studios are designed keeping in mind the
climatic needs and comfort of its users.
• The building section and double height studios are
well conceived to facilitate air flow.
• The building is oriented along the E-W axis with
openings on N and S and thick walls are provided
on the east and west to keep off the hot sun.
MAIN BLOCK
SCHOOL OF BUILDING SCIENCE &
TECHNOLOGY
• The plaza in this block is one of the
most active places in the campus.
• It is double heighted and has two
parallel walls on which art
installations are done.
• This can be considered as an
inspiration from Lecorbusier’s FREE
FLOOR PLAN
Kanoria Centre for Art
INDOOR CIRCULATION
• The circulation within the building is very
complicated with lots of level changes and
staircases at different level.
• The corridors are less and short length.
• All the places within are visually
interconnected.

OUTDOOR CIRCULATION
• The circulation with in this campus is
pedestrianized.
• The vehicular access is restricted along the
periphery of the campus.
• There are lot of trees within the enclosed
spaces from where all the building are
accessed which provide ample shade and
comfort.
Ventilation:
• The parallel walls, forming an open tube of space are predominantly aligned North-South, effectively closing
off the East and West sides.
• The north side is heightened to allow more north light in while the south side is kept low to shield from the
harsh direct radiation.
• This results in a configuration with a double height north side and a single height south side.
• Such difference in heights in section leads to a combined volume, emphasising the directionality set out by
the parallel walls in plan.
Sculpture Park
• The campus is also has magnificent sculptures.
• A sculpture park is situated in the southern part of the campus.
• The “Hussain Doshi Gufa” forms another locus of the campus designed by B. V. Doshi in collaboration
with eminent artist M. F. Hussain.
ACTIVITY CENTRES
• The nodes/hub of activity of the
campus have been identified as
following:
• 1. Central court
• 2. Canteen
• 3. The school of interior design plaza
• 4. The earth mounds
• 5. The basement

The basic factors that contribute to spaces that

have actively evolved to be the activity centres
of the campus are
Activities: eating, recreation, contemplation
Comfort: shade, air movement, Informality of
space, extroverted spaces
School of Interior Design Plaza North Lawn
Multi Purpose Basement
LANDSCAPE
The campus is full of neem trees, which were
planted over the years since the initial phase makes
hot Ahmedabad climate cooler. The trees provide a
perpetual changing pattern of light and shade. There
are many interconnecting pathways with brick
paving and terracotta tiling. There are also small
plants within the building and plotted plants at
places. The steps in fact become external activity
hubs with students using the levels for reading,
organising informal discussions, performances or
even for simply lazing around.
RAINWATER
Inverted channels are provided on the roof with
large water spouts at the end.
These stand out in the building form as a visual
feature.
INFERENCES
• Simple structure of parallel brick walls, concrete
beams & floors that is extendable & easy to
maintain.
• An open place with hardly any doors. No feeling of
restriction to the exchange of ideas & free scope of
teaching & learning anywhere.
• More use of interaction & transition areas like
corridors, galleries & courts & foyers throughout the
campus.
• Structural obstruction free ground makes the spaces
multi-functional & active zone in campus.
• Building looking inward makes the environment
livelier.
• Circulation is so easy to make all buildings easily
accessible.
• The informal interaction spaces with trees & seating SECTION OF STUDIO BLOCK
make them relaxing & calm.
• Combined studios at two levels effect the
environment positively & negatively.
Demerits
• The loose soil in the central courtyard is unpleasant to walk on and
makes the atmosphere very dusty.
• Even though the entry for school of architecture is spacious and well
ventilated, it is too dark at the day time also.
• There is no ramp at the entrance making it difficult for the physically
challenged people to enter the building.
• In many places spiral stairs are used widely and are uncomfortable for
daily use.
• Studios at the southern part of the building have the problem of glare
because of sunlight.
THANK YOU