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SELF STUDY REPORT

For

Institutional Accreditation for Universities

School of Planning and Architecture: Delhi(Deemed to be a University)

April 2014 New Delhi


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SELF STUDY REPORT

For

Institutional ccreditation for Universities

School of Planning and Architecture: Delhi(Deemed to be a University)

4-Block-B, Indraprastha Estate,New Delhi 110 002 India


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CONTENTS

List of Annexures i

Covering Letter signed by Director SPA Delhi ii

Executive Summary including the SWOC Analysis of SPA-Delhi 1

Profile of SPA Delhi 10

Criteria-wise Inputs 22

Evaluative Reports of the Departments of Studies 106

Undergraduate Departments

Department of Architecture 106

Department of Physical Planning 126

Postgraduate Planning Departments

Department of Environmental Planning 146

Department of Housing 160

Department of Regional Planning 175

Department of Transport Planning 188

Department of Urban Planning 207

Postgraduate Design Departments

Department of Architectural Conservation 221

Department of Industrial Design 236

Department of Landscape Architecture 248

Department of Urban Design 261

Postgraduate Engineering and Management Department

Department of Building Engineering and Management 273

Centre For Analysis and System Studies 284

Declaration by the Head of the Institution 294

Annexures


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i

LIST OF ANNEXURES

Profile of the University

A-1: Notification of the Ministry of Education

A-2: Approval letter of COA and AICTE

A-3: UGC and COA Report

Criterion I

1.1: Examples of Workshops organized in the School in 2013

1.2: Feedback Forms

Criterion II

2.1: Current Academic Calendar

2.2: Sample Copy of the Teaching Plan for Theory and Studio

2.3: Ph.D. Examination Rules

Criterion III

3.1: List of Faculty Granted Sabbatical Leave

3.2: Publications by the Faculty3.3: Consultancy Policy and List of Important Consultancies Undertaken

3.4: List of MOUs with National and International Institutions

Criterion V

5.1: Anti-Sexual Harassment Unit

5.2: Composition of the Anti-Ragging Committee

Criterion VI

6.1: List of Court Cases in the Last Four Years

6.2: Order of Vigilance Cell and Grievances Redressal Committee


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ii

16 May 2014

Prof. A.N. Rai

Director

National Assessment and Accreditation Council

P.O. Box No. 1075, Nagarbhavi,

Bangalore 560072Karnataka

Subject: Self Study Report for Institutional Accreditation of SPA Delhi

This has a reference to your letter of 29 April 2014 regarding submission of Self Study Report of SPA

Delhi for institutional accreditation. As desired we are enclosing herewith the following:

Eleven hard copies duly signed by the Director along with duly signed Declaration of the Head

of the Institution with seal of the School

One softcopy in CD of the SSR of the School

One additional signed Declaration of the Head of the Institution with seal of the School 12 copies of the proforma on Core and Desirable Indicators (50 questions)

As far as assessment and accreditation fee of Rs.6 lakh is concerned, I have to submit that the School

of Planning and Architecture is a deemed to be a university under Section 3 of UGC fully funded by

the Ministry of Human Resource Development, Government of India. Therefore I have written to the

Ministry of Human Resource Development, Government of India in this regard. As soon as I receive a

response from the Ministry, we will act accordingly.

We would also like to reiterate that in order to make an application for Institutional Accreditation of

SPA Delhi, we submitted the LOI bearing number NAAC/NC-KR/A&A-DLUNGN11196/2014 dated

15January 2014.

As per requirements of the NAAC, each copy of the Self Study Report for Institutional Accreditation of

SPA Delhi contains the following:

(a) Covering letter from Director SPA Delhi

(b) Executive Summary including the SWOC Analysis of SPA-Delhi

(c) Profile of SPA Delhi

(d) Criteria-wise Inputs

(e) Evaluative Reports of different Departments of Studies

(f) Declaration by the head of the Institution (signed with a seal of the School)(g) Annexures

In order to make the report manageable within 200 pages, we have tried to avoid excessive

annexures. However, some annexures are enclosed for the purposes of brevity and evidence. We

have collected and compiled requisite information on all aspects of the Self Study Report for

Institutional Accreditation, and if you require any further information about the School pertaining to

institutional accreditation process, I would be happy to provide the same at the earliest.

Hoping the accreditation team will visit SPA-D as soon as possible to complete the accreditation

process.

With regards,

Yours Sincerely,

(Chetan Vaidya)Phone: 9811311436

Email: [email protected]


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1

EXECUTIVE SUMMARY INCLUDING THE SWOC ANALYSIS OF

SPA-DELHI

1.

INTRODUCTION

Like any global institution that thrives on competitiveness and aspires to

delivering the highest standard of service to its stakeholders for national

and international development, the School of Planning and

Architecture Delhi leaves no stone unturned in providing world class

education and research services. In order to remain at this enviable

nether, SPA Delhi continually must transcend the mundane and aim to

achieve change and meet the expectations of its students, faculty

and society at large. Its growth and development in reach and depth,

must respond to the demands of the times. SPA Delhi is striving torespond to todays critical needs of a multidimensional agenda to

embrace, confront, discuss and direct an ever changing global

context. We are acutely aware that the global is situated locally and

both are embroiled and continuously co-producing each other.

The School affiliated to Delhi University since 1955, was conferred the

status of the deemed to be a university in 1979. It was one of the

pioneering institutes in the field of architecture and has many firsts to its

credit in developing specializations that it offers like architecture

conservation, landscape architecture. No other institute in India offers

such a comprehensive basket of options for specializations as the

School of Planning and Architecture Delhi does. It has been also a

pioneer in starting the undergraduate programme in planning, which

continues, as expected, to meet the needs of the growing urban and

rural development. Planners produced through this generalist

programme have been making significant contributions to national

development since 1989 when the first batch of young planners passed

out from SPA D.

The School currently has twelve departments in the field of

architecture, planning, design and building engineering and

management offering two undergraduate, ten postgraduate and

Ph.D. programmes. There is no other place in India where, like in SPA-

Delhi, at one place so much professional diversity could be found.

Students in this institute undergo rigorous training in different aspects

related with built environment. The students are trained to understand

the challenges of cities and rural areas like poverty, slums, climate

change, conservation and heritage, green buildings, smart cities,

equitable cities and regions, etc. as well as the functionality and

aesthetics of place and buildings, which is an important component ofbuilt environment. The institute thus plays a significant role in educating


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individuals to play an important part as professionals in the functioning

and management of cities and regions.

It is a matter of pride for the School that many famous architects and

planners are alumni of the School and most of the development

authorities, town planning departments in the country employ one or

more alumni of the School.

2. A BRIEF ABOUT THE CENTRAL FEATURES OF SPA-D

2.1Curricular Aspects

The School of Planning and Architecture Delhi has an established

system of review of curricula through the Board of Studies and

Academic Council before these are ratified by the Executive Council.

Additionally, departments seek feedback from the industry and alumnithrough organization of workshops and meetings to incorporate their

views on emerging areas in practice. This also helps us in building

networks with the industry for future employment. In the past four years,

the syllabi of most of the postgraduate programmes have undergone

a review and the same have been approved by the Academic

Council. Review process for the undergraduate programmes in

architecture and planning is going on. Graduates from this School are

recognized nationally as well as internationally and students face very

little difficulty in being employed in public, private or the third sector

organizations. The School currently is focusing on increasing flexibilitythrough introduction of credit system as well as more interdisciplinary

projects through conduct of joint studios. There is also an increased

focus on international collaborations to initiate joint research, faculty

and student exchange programmes to increase global

competitiveness and collaborating with national and international

universities. The authorities are encouraging our teachers to publish

globally in the refereed journals and many of them have shown

positive results already.

2.2

Teaching-Learning Evaluation

At both the undergraduate and postgraduate levels, the students

come from all over the country. The campus provides opportunities for

experiencing social, cultural and economic diversity. Every year the

students from Andhra Pradesh, Sikkim, Assam, Tamil Nadu,

Maharashtra, Bihar and Gujarat, etc. are admitted to the institute. This

diversity is routinely celebrated through different festivals in our campus

and hostels. For the last few year, the School has also admitted foreign

students under DASA in the field of architecture and planning. The

students conduct vibrant social and cultural activities through their


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various soc ieties. These societies host an annual festival called UTOPIA

and participate in annual student conventions: NASA and NOSPLAN.

All the Departments of Studies prepare semester-wise schedules

following the academic calendar of the School. Since the School lay

great emphasis on experience based learning through studios, design

and planning problems are designed with great care keeping in mind

the diverse contexts and current issues. Studio based methodology is

one of the unique strengths of this institute. The students progress is

regularly monitored through periodic reviews and faculty team pay

attention to individual students through this process. This provides a

very student centric approach to learning where students have the

opportunity to explore, create and innovate at their own pace within

an overall framework of learning. It appears that knowledge is

collaboratively produced by faculty and students, which is very

different from a teaching learning process whereby teachers act asexperts and students merely receive words of wisdom from them.

The School has well qualified faculty with almost ninety percent of the

faculty with postgraduate or Ph.D. degree qualifications. The School

has recently recruited about seventeen new faculty, which will now

add fresh vigor to the institute. The faculty routinely participates in

national and international conferences, workshops and seminars, and

many of the faculty is part of most of the committees constituted by

the government related to matters of planning and architecture. In

addition to well qualified faculty, the school attracts well knownpracticing professionals as visiting faculty and as examiners in external

juries.

2.3Research, Consultancy and Extension

The School has been identified as the National Resource Centre by the

Ministry of Housing and Urban Poverty Alleviation, Government of India.

HUDCO has recently instituted a Chair in the School and Ministry of

Environment and Forests funds the ENVIS Centre of Human Settlements

in the School. Additionally, the School has interdisciplinary centers onClimate Change and Disaster Studies. Recently, the Ministry of Human

Resource Development has approved the National Design and

Innovation Hub to undertake critical research managing the future of

our cities and regions. The School allows for institutional consultancy

and it has undertaken many of projects related to master plan, zonal

plan preparation, building designs, etc. Many of the faculty in their

individual capacities engages with community groups in the city.

Students hold blood donation camps and literacy drives.

Faculty is encouraged to participate in conferences and seminars, etc.and present their latest research outputs in the form of papers, posters


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and designs. In the last four years the faculty has published over 60

papers in national and international journals. The School also publishes

its bi-annual journal SPACE and SPA Newsletter both edited by a senior

faculty.

The School has signed twenty four MOUs with national and

international organizations for teaching and research at various levels.

International universities include top universities of U.S., U.K.,

Netherlands, Germany, Norway, Northern Ireland, France, and

Sweden.

2.4

Infrastructure and Learning Resources

The School has currently three building complexes, two of these

located at ITO and one near Maharani Bagh, which is a residential

complex with hostels for students and faculty housing. Two blocks atITO are mainly divided into planning and architecture building

complexes. The School has well equipped library with number of books

running into nearly 70,000. Apart from book the SPA-D library stock a

large number of technical journals. The library has a computerized

catalogue system as well as digitized entry and return system. With two

main computer centers in Architecture and Planning Building

Complexes, almost all the departments have smaller computer rooms.

Loaded with relevant software, the C entre for Computer Analysis and

System Studies (CASS) routinely conducts training programmes for

faculty, staff and students. All the faculty and students are well versedwith use of computers which is an essential part of education in the

School. The students learn not only the basic skills but are trained for

use of advanced software in the field of planning and architecture.

While the demand for hostel accommodation has increase significantly

in the last few years, the two hostels of the School provide residence to

about over 500 hundred students.

2.5Student Mentoring and Support

Both in planning and architecture department the students arementored by the faculty on a regular basis. Each student gets a

personalized attention particularly during her thesis in the final year of

studies both at undergraduate and postgraduate levels. On other

occasions the students are encouraged to approach undergraduate

and postgraduate Students Advisors. During studios from the first year

itself, the Studio Directors or Coordinators and the entire faculty teams

are required to look after students individually and in groups.

Students are encouraged to discuss with the faculty even outside

classrooms for clarifications about any doubts or to collect additionalmaterials and references. This is done during the contact hours of the


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faculty on a regular basis. Contac t hours are formally shown in the

timetables of all the departments. In any case, the students are

encouraged to meet the faculty at any time during the working hours in

the School. As and when required, the faculty meets the students and

their parents.

The School annually publishes its prospectus, which includes details of

history and vision, dec ision making bodies of the School, undergraduate

degree programs, postgraduate degree programs, doctoral programs,

admissions procedures, resources and support systems, rules of

examination, and the UGC regulations for curbing the menace of

ragging in higher education institutions. We provide scholarships to the

GATE, SEED, and NET qualified students at postgraduate level. At

undergraduate level Merit cum Means Scholarships are provided from

the second year onwards as Government of India guidelines. Post

Matric Scholarships are a lso provided to the SC and ST students.Approximately 75 percent in postgraduate programs and 10 percent in

undergraduate programs receive scholarships from the School under

various government schemes.

The Academic Council at its meeting held on 20 November 2012

considered setting up of the Placement Cell for students in SPA Delhi by

involving faculty and students representatives. The Schools Executive

Council has now approved the setting up of the Students Placement

Cell at the level of the institution. However, informally our faculty does

help students preparejob for opportunities including interviews anddevelopment of entrepreneurship skills.The School has set up Anti-

Sexual Harassment Unit as per the Vishakha Guidelines of the Supreme

Court of India. This Unit is headed by a senior professor of the School.

2.6Governance, Leadership and Management

The School has well defined systems of decision making from the

General Council, chaired by the Honorable Minister, MHRD,

Government of India, Executive Council, chaired by a person of

eminence appointed by the General Council, and Academic Councilchaired by the Director of the School. Even in many day to day

dec isions Direc tor involves Dean of Studies, Heads of the Departments

and senior faculty, wherever required. Faculty is also part of various

committees for facilitating administrative dec isions. The School also has

the Students Council with UG and PG Assoc iation coordinated by the

Student Advisors. The students are represented in the General Council

of the School. The School has an informal environment and

management is accessible for discussion on any of the issues faced by

the students, faculty and staff. The School also has an established

mechanism for grievance redressal.


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2.7Innovation and Best Practices

As the School is amongst the pioneers in the field of environment

planning, it has initiated efforts towards green audit and the design of

the new campus will be based on the principles of green building

construction. In the last two years the School has increased its focus on

building global networks, interdisciplinary research and use of

technology for the purposes of increased accountability and

transparency.

National Design and Innovations Hub or NDIH proposal was submitted

by the School to the Ministry of Human Resources Development on 30

October 2013, which was duly approved by the Ministry vide letter F.

No. 3-18/2013-TS-IV dated 21 November 2013. Now the School hosts the

NIDH with the following Coordinators looking after spec ialized areas of

applied research:

Prof. Nalini Thakur: Coordinator Science and Heritage Initiatives

Prof. Manoj Mathur: Coordinator Inclusive Design

Prof. Dr. P.S.N. Rao: Coordinator Future Cities

Direc tor School of Planning and Architecture, Delhi will be the Chief

Coordinator of the NDIH. Under the NDIH the School will also get

opportunities to interact with prominent other academic institutions like

IIT Bombay.

3. SWOC ANALYSIS: SCHOOL OF PLANNING AND ARCHITECTURE, DELHI

The School is uniquely positioned for fulfilling its constitutional

obligations towards nation building due to its world class faculty, top

class students, world recognized research skills, global networks and

unique geographical location. Being in Delhi gives it an advantage of

attracting the best of human resources, organizations, availability of

information, complexity of issues and proximity to influence policies

and decisions. Being one of the old institutions gives it an advantage of

vast resource base in terms of alumni networks as well as knowledgegeneration over a period of time. This can help fulfill the knowledge

gaps in the field of architecture and planning. It has established

methodologies for teaching which have over a period of time proved

their strength. The School due to its national and global reputation

attracts the best students who wish to pursue careers in architecture

and planning. At present, it does not face issues of resource crunch,

faculty shortages or issues pertaining to quality of students.

If one is not careful our strengths can easily turn into weakness and one

can easily loose the competitive advantage. At present some of theweakness that the School faces is quality of human resources in the


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administration. To keep faculty and staff motivated and their willingness

to accept and adapt to changing contexts is another area to work

upon. Limited physica l space constraining plans for expansion and lack

of single campus to create more intellectually stimulating and vibrant

environment has added to weaknesses. Maintaining and enhancing

quality particularly with developments in the field of education and

keeping pace with advent of new technologies is an area that the

institute needs to strengthen.

Current context in the urban and regional sec tors provides huge

opportunities for the School to continue to remain the knowledge

leader in India and in South-Asia. The challenges faced by urban areas

require more and more professionals trained in the field of built

environment to make cities work for all citizens. The past two decades

of economic liberalization in our country has propelled unprecedented

developments across urban and rural areas which have increasinglybeen subject to sudden and complex demands of growth and

change within a relatively short time period. Nearly 50 percent of the

1.4 billion Indian people will live in urban areas by 2050. The housing

shortage envisaged is of the order of 21.4 million residential units, and

most of it pertains to the lowest economic segment of the population.

Requirements of additional infrastructure investments in cities alone will

touch a few trillion rupees. The Science Advisory Counc il to the Prime

Minister has noted that for India to become a Knowledge based

society and to be a world leader in science there is a need to redouble

the national efforts to promote scientific temper, strengthen scienceand technology infrastructure, expand educational base, establish

centers of excellence, foster a culture of innovation and channelize

greater investment in research and development. Similar sentiments

are reflected in the objec tive of the National Knowledge Commission

set up to prepare a blueprint for reform of our knowledge related

institutions and infrastructure which would enable India to meet the

challenges of the future. One of the key terms of reference of this

Commission is to emphasize on building excellence in the educational

system to meet the knowledge challenges of the 21 century and

increase Indias competitive advantage in fields of knowledge. TodaysIndia thus seeks a vastly advance spectrum of expertise and services,

hitherto unforeseen, in areas of application at phenomenally higher

scales and rates of availability and efficiency.

One of the main challenges that the SPA-D faces is formidable

competition from private and foreign universities. Other challenges are

keeping pace with online resources and adding value to teaching;

keeping and strengthening our unique advantage and influence due

to increased preferences for involvement of the private sector in

research and consultancy arenas; increased requirements of clearerpolicy frameworks, for example, in the areas of involvement of private


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sector, research practices, etc.; meeting requirements of increasing

regulatory frameworks with diminishing human resources; pressure to

expand for filling shortages of architects and planners; and increasing

legitimacy of the professions in view of increasing complexity and

uncertainty in the world.

4. RECAPITULATION AND SUMMARY

Whatever our weaknesses, and whatever challenges we may face, the

faculty, students and leadership of SPA-D are steadfastly committed to

converting them into strengths. We intend to overcome difficulties

strategically with critical vigor no matter how formidable challenges

we face.


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SUMMARYPROFILEOFALLTHEDEPARTMENTSOFSPADELHI

Particulars Details

Number of UG andPG Students (2012-2014)

1,056 undergraduate and postgraduate students

Number of ongoingPh.D. ResearchStudents

38

Number of Ph.D.Completed in the lastfour years

17

Board of Studiesmembers

Total Academicians

outside SPA-D

Corporate or Industry

Experts

103 33 22

Number of Faculty(Regular)

Total With Ph.D. With PG With UG

65 29 32 4

Number Faculty

(Visiting)

Total With Ph.D. With PG

365 88 277Number of StudentsPassed (2012-2013)

TotalStudents

StudentsPassed

Percentage

399 387 98.8

Faculty Publicationsin the last four years

Total Articles in Peer

ReviewedJ ournals

Other

J ournals orNewspapers

Articles

SPA

Reports

Books

191 59 104 16 12

Number of Workshopor Conferenceorganized in the last

four years

93

Number of RegularFaculty Participationin Workshops,Conference, Eventsin the last four years

Total International National Others

642 88 554 0

Number of ST, SC,OBC students in 2012- 2013

186

Consultancy in thelast four years

No. of Projects Amount (Rupees in Lakhs)

56 Rs.655.40

Research Activities in

the last four years

Number of Studies Amount (Rupees in Lakhs)

10 Rs.67.15Number of Studentswho ReceivedAwards in the last

four years

89

Regular Faculty inCommittees orExpert Groups

At

International

Level

At National

or State

Level

Editorial

Boards

Others

10 132 14 45

Number of SpecialLectures organized inthe last three years

154


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1. PROFILE OF SPA DELHI

1. Name andAddress of theUniversity:

Name: School of Planning and Architecture

4 Block B, I.P. Estate, New Delhi-110002Address:

City: New Delhi Pin:110002 State:National Capital Territory of Delhi

Website:ww w.spa.ac.in

2. Forcommunication:Designation Name Telephone with

STD codeMobile Fax Email

ViceChancellor orDirector

Prof. Chetan

Vaidya

O: 011-23702395R: 011- 26914437

9811311436 011- 23702383 cvaidya@

gmail.com

Pro ViceChancellororDe an of Studies

Prof. NaliniThakur

O: 011-23350879R: 011-26829714

9891271705 011-23702383 [email protected]

Registrar Mr. C.P.Raghave

O: 011-23702382R: 011-27662973

9810293891 011-23702396 registrarspad

@gmail.com

SteeringCommittee/IQACCoordinator

Prof. Ashok

Kumar

O: 011-23724430R: 011-25613739

9968076056 011-23702383 dak_13april

[email protected]

3. Status of theUniversity:State UniversityState PrivateUniversity

CentralUniversity

UniversityunderSection 3 of UGC(Deemed University)

InstitutionofNational Importance

Any other (pleasespecify)

4. Type ofUniversity:

Unitary

Affiliating

5. Source of Funding:

Central Government

StateGovernment

Self-f inancing

Any other (pleasespecify)


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6. a. Date ofestablishmentof theuniversity:

3 December 1979

b. Prior to theestablishmentof theuniversity,was ita or ani. PGCentre Yes No

ii. AffiliatedCollege Yes

Noiii.ConstituentCollege Yes Noiv. Aut o no mo us College Yes Nov. Any other (please specify)

If yes, give the date ofestablishment:

23 June1955; Prior to this SPA-D was affiliated college of Delhi University.

7. Date ofrecognitionas auniversityby UGC or any othernationalagency:

UnderSection DD MM YYYY Remarksi. 2f of UGC* - - - -ii. 12B of UGC * - - - -iii. 3 of UGC# 3 12 1979 -iv. Any other (specify) - - - -

* E n c lo s e certificate ofrecognition.# Enclose notification of MHRD and UGC for all courses orprogrammes orcampus or

Campuses.

Please seeAnnexure A.1: Notification of Ministry of Education, Governmentof India.

^ Enclose certificate of recognition by any othernational agency oragencies, if any.

Please seeAnnexure A.2: Approval Letters of COA and AICTE

8. Has theuniversitybeenrecognized?

a. By UGC as a University with Potential forExcellence?

Yes No

If yes, date ofrecognition:

Not Applicable


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b. For its performance by any other governmental agency?

Yes No

If yes, Name of the agency and date ofrecognition:

25 August 2003 from the All India Council for Technical Education, NewDelhi

From 2013, the Council of Architecture, New Delhi

9. Does theuniversityhaveoff-campuscentres?

Yes No

If yes, date of establishment: (dd/mm/yyyy)Date of recognition : (dd/mm/yyyy)

10. Does theuniversityhave off-shorecampuses?

Yes No

If yes, date of establishment: .. (dd/mm/yyyy)Date of recognition : (dd/mm/yyyy)

11. Location of thecampusandarea:Location * Campusarea in

acresBuilt up area in sq

mMain campusarea

Urban Block 4B, IPEstate, New Delhi

2.1 8,992

Block 6B, IP Estate,New Delhi

1.67 -

Taimoor Nagar,Opposite B Block,New Friends Colony,New Delhi

5.1 -

Other

campuses inthe country

Proposed Campus at

Vasant Kunj, NewDelhi

19.7684 Not constructed as yet

Campusesabroad

Not Applicable Not Applicable Not Applicable

* Urban, Semi-Urban, Rural, Tribal, Hilly Area, Any other, please specify.

If the university has more than one campus, it may submit aconsolidated self- study report reflecting the activities of all thecampuses.

The School has academic campus at ITO where all the 12 department of

studies and other centers of research are located. We have hostel buildingcomplexes located at ITO and Maharani Bagh.


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12. Provide information on the following: In caseofmulti-campusUniversity, pleaseprovidecampus-wise information.

Auditoriumor seminar complexwith infrastructural facilities:

One Largeandone small auditorium, andtwo seminar rooms

Sports facilities:

Playground: Two Swimming pool: One Gymnasium: None Any other (pleasespecify):

Badminton Court, Table Tennis, Volley Ball

HostelBoys Hostel

i. Numberof Hostels One

ii. Numberof Students 242iii. Facilities Common Room (TV, Carom, Chess),

photocopier, printer, internet,stationery shop), Medical Facility,Generator

Girls H o s t e l

i. Numberof Hostels Twoii. Numberof Students 208iii. Facilities Common Room (TV, Carom, Chess),

photocopier, printer, internet,stationery shop), Medical Facility,Generator

WorkingWomensHostel -

i. Numberof Hostels -ii. Numberof Students -iii. Facilities -

Residential facilities forfacultyandnon-teaching

Yes. There are seventy residential flats from Type I to Type VII

and one Director Bungalow.

Cafeteria

Yes, in the SPA-D campus we have three cafeteria


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Health centreNature offacilities availableinpatient,outpatient,ambulance, emergencycarefacility,etc.

Both the hostels (boys and girls) have arrangement for separatedoctors on call and regular visits every alternate day. The School alsohas an arrangement with Lions Hospital for hostel students in

Maharani Bagh Building Complex.

Facilitieslikebanking, post office, bookshops, etc.

UCO Bank and SBI Bank Extension Counter are located in theadjoining plots. Students can pay fees through HDFC online bankingalso. Stationery shops are located on all campuses.

Transport facilities tocater to theneeds of thestudents andstaff:

No

Facilitiesforpersonswith disability:

Entry ramps and toilets in SPA-D are disabled friendly.

Animal house:

No and not required

Incinerator forlaboratories:

No and not required

Power house

Generator and transformer are available with the SPA-D

Wastemanagementfacility

Garbage bins andsmall compost area is also earmarked.


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13. Numberofinstitutions affiliatedto theuniversity

Type ofcolleges Total Permanent TemporaryArts, Science and

Not Applicable

LawMedicine

EngineeringEducationManagementOthers (specify and provide

details)

14. Does the University Act provide for conferment of autonomy (asrecognized by the UGC) toitsaffiliated institutions? If yes, give thenumber of autonomous colleges under the jurisdiction of theUniversity

Yes No Number

Not Applicable

15. Furnishthefollowinginformation:

Particulars Number Number ofStudents(Tot

al annual

intake)

a. University Departments:UndergraduatePost graduateResearch centres on the campus

021017

141219

b. Constituent colleges - -c. Affiliated colleges - -d. Collegesunder2(f) - -e. Collegesunder2(f) and 12B - -f. NAAC accredited colleges - -g. Colleges with Potential for

Excellence- -

h. Autonomous colleges - -i. Colleges with Postgraduate - -j. Colleges with Research - -k. University recognized Research

Institutes orCenters- -


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16. Does theuniversity conformto thespecification of Degrees asenlisted by theUGC?

Yes No

If the university uses any other nomenclatures, please specify.

Yes, SPA-D does conform to the degrees enlisted by the UGC.

17. Academic programmes offered by theuniversity departmentsatpresent, underthefollowingcategories:

Undergraduate Degree Programmes

Bachelor of ArchitectureBachelor of Planning

Postgraduate Degree Programmes

Master of Architecture Architectural ConservationMaster of Architecture Urban DesignMaster of Design Industrial DesignMaster of Building Engineering and ManagementMaster of Landscape ArchitectureMaster of Planning Environmental PlanningMaster of Planning HousingMaster of Planning Regional PlanningMaster of Planning Urban PlanningMaster of Planning Transport Planning

Programmes NumberUG 2PG 10Integrated Masters -M.Phil. -Ph.D. 12 specializations and several sub-

specializationsIntegrated Ph.D. -Certificate -Diploma -PG Diploma -Any other (please -Total 24

18. Numberofworkingdaysduring the lastacademicyear:

160


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150 150150150

19. Numberofteachingdaysduring the past fouracademicyears:

Teachingdays means days on which classes were engaged Examination daysare not to be included.

20. Does theuniversityhave adepartmentof TeacherEducation?

Yes No

Ifyes,

a. Year ofestablishment (dd/mm/yyyy)

Not Applicable

b. N C T E recognitiondetails (ifapplicable) NotificationNo.:

Not Applicable

c. Is thedepartment optingforassessmentand accreditationseparately?

Yes No

21. Does theuniversityhave ateaching departmentof PhysicalEducation?

Yes No

Ifyes,a. Year ofestablishment

Not applicable

b. NCTErecognitiondetails (if applicable) Notification No.:Date: ...(dd/mm/yyyy)

Not Applicable

c. Is thedepartment optingforassessmentand accreditationseparately?

Not Applicable


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22. In the case of Private and Deemed Universities, please indicatewhetherprofessionalprogrammesare being offered?

Yes, but we are a Centrally Funded University of the Ministry of HumanResource Development, Government of India.

If yes, please encloseapproval or recognition details issued by thestatutorybody governingthe programme.

Not Applicable as it is Centrally Funded University.

23. Has theuniversity beenreviewed by anyregulatory authority? If so,furnisha copy of the report and action taken thereupon.

Please SeeAnnexure A.5: Council of Architecture and UGC Report andAction Taken report

24.Numberofpositionsin theuniversityPositions Teachingfaculty Total Non -

teachingstaff

TechnicalstaffProfessor Associate

ProfessorAssistantProfessor

Sanctioned 15 30 60 105 197 22Recruited 5+22*=27 5+5*=10 27+27* = 54 65 99 15

Yet torecruited 10 25 6 41 98 07

VisitingFaculty

- - - 321 - -

OnContract - - - - 41 0

Note: *Double counting due to promotion through CAS. List of faculty can be provided during inspection.

25.Qualificationsof theteachingstaffHighestqualification

Professor AssociateProfessor

AssistantProfessor

Total

Male Fema le Male Fema le Male Fema lePermanentteachersD.Sc. or D.Litt. - - - - - - -Ph.D. 12 7 3 3 1 2 28

M.Phil. 0 0 0 0 0 0 00PG 4 2 2 1 8 16 33UG 2 0 0 0 1 1 04Temporaryteachers*Ph.D. - - - - - - -

M.Phil. - - - - - - -

PG - - - - - - -

Part-timeteachers*Ph.D. - - - - - - -

M.Phil. - - - - - - -

PG - - - - - - -Note: *SPA Delhi employs visiting faculty apart from regular faculty on a semester basis and details of theirqualifications are provided in the summary profile of SPA Delhi in the Executive Summary.


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26. Emeritus,Adjunct and VisitingProfessors.

Type of Faculty Emeritus Adjunct VisitingNumber - - -

27. Chairsinstitutedby theuniversity:Particular Chairs

School orDepartment HUDCO Chair institute as part of the MoUbetween SPA and Housing and UrbanDevelopment Corporation

28. Students enrolledin the university departments during the currentacademicyear, withthefollowingdetails:

Students UG PG Ph.D.M F M F M F

From the state wheretheuniversity is located

08 10 47 52 Under Process

From otherstates of India 59 64 66 48 Under Process

NRI students 02 03 - - Under ProcessForeign students 05 02 - 01 Under ProcessTotal 74 79 113 101 Under Process*M-Male *F-Fema le

29. Unit costofeducationUnit cost = total annual recurring expenditure (actual) dividedbytotal number o fstudentsenrolled

(a) Includingthe salary component = Rs. 2,68,439

(b) Excludingthe salary component = Rs. 75,321

30. AcademicStaffCollege

Year ofestablishment Numberofprogrammes conducted(withduration) UGCOrientation UGC Refresher Universitysownprogrammes

Not Applicable

31. Does theuniversityoffer DistanceEducation Programmes(DEP)?

No

If yes,indicatethenumberofprogrammesoffered.

Not Applicable


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Are theyrecognizedby the DistanceEducationCouncil?

Not Applicable

32. Does theuniversityhave aprovisionforexternal registrationofstudents?

No

If yes, how many studentsavail of thisprovision annually?

Not Applicable

33. Is theuniversity applying forAccreditationor Re-Assessment?IfAccreditation,name thecycle.

Accreditation: Cycle 1 Cycle 2 Cycle 3 Cycle 4

Re-Assessment:

We are applying for the first time.

34. Date ofaccreditation*

Applicablefor Cycle 2, Cycle 3, Cycle 4 and re-assessmentonly

Cycle 1: (dd/mm/yyyy),Accreditationoutcome orResult

Cycle 2: (dd/mm/yyyy),Accreditationoutcome orResult Cycle 3: (dd/mm/yyyy),Accreditationoutcome orResult Cycle 4: (dd/mm/yyyy),Accreditationoutcome orResult

Kindly enclose copy ofaccreditation certificate (s) and peer teamreport (s)

Not Applicable

35. Does the university provide the list ofaccredited institutions underits jurisdiction on its website? Provide details of the number of

accredited affiliated or constituent orautonomouscollegesundertheuniversity.

Not Applicable

36. Date of establishment of Internal Quality Assurance Cell (IQAC)and dat es of submission of Annual Quality Assurance Reports(AQAR).

IQAC was approved by Executive Council on 19 December 2012. It was

made functional on 7 March 2013. Annual Report will be submitted for thecurrent financial year in March 2014.


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37. Any other rele vant data, the universitywouldlike to include(notexceedingonepage).

None


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1. CRITERIA-WISE INPUTS

CRITERION I: CURRICULAR ASPECTS

1.1 Curriculum Design and Development

1.1.1 How is the institutional vision and mission reflected in the academicprogrammes of the university?

Based on the vision document the departments of studies respond by

adopting the following strategies:

Continually upgrading the academic programs, particularly syllabi

and delivery systems, by inclusion of emerging areas of research.

Collaborating with national and international institutes of repute to

enrich our knowledge bases. Striving towards sustainable programmes for faculty recruitment,

training and development.

Continually participating and contributing in policy formulation and

programme implementation at all levels of government. Please refer

to the sec tion on Faculty Profile.

Encouraging further linkages with industry by promoting faculty andstudents interactions with the corporate world at large.

Vision and Mission of SPA Delhi has been uploaded on the website of

(www.spa.ac.in) and is shared with faculty, students, staff and other

stakeholders at large.

1.1.2 Does the university follow a systematic process in the design and

development of the curriculum? If yes, details of the process (needsassessment, feedback, etc.)

Usually, departments of studies design and develop curriculum throughholding a number of faculty meetings, workshops, and by obtaining

feedback from industry, other academic institutes, alumni and students

and their parents. Based on this collective feedback, the curriculum is

regularly assessed and extensive as well as subject spec ific modifications

are carried out. As an official process the Departments of Studies are

required to present it to the Board of Studies, which has outside experts

and School faculty, and after incorporating their comments, the syllabus

goes to the Academic Council for approval. Academic Council is a much

wider forum, which includes faculty from all other departments and outside


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experts. Final approval is granted by the Executive Counc il, the top most

executive dec ision making body of the School.

1.1.3 How are the following aspects ensured through curriculum design and

development?

Employability:

Continuous interface with practice, market and industry is ensured

through guest lectures by eminent practicing experts in different

disciplines. Further attempts are made by examining case studies on

latest policies, technologies, and projects are discussed; and majority

of the visiting faculty are from the practice in different disciplines.

Board of Studies also consists of professionals, both academic andpracticing. This ensures continuous process of updating of knowledge

and skills, which are required in the professional sphere.

Alumni of departments give feedback based on their

experience in the market and certain subjects are then given

due importance in the curriculum assessment.

Curriculum usually has one or two stints of practical training

for duration of six weeks to six months that allows students to

interact with professionals and industry.

Understanding of policy formulation and programme implementation

at all levels of government and also learning about the thrust areas ofdifferent funding organizations.

Innovation

Innovation is intrinsic element of teaching in design and planning. For

example, studio projects are carefully and meticulously designed to

respond to the current issues faced both by the profession and the

society at large. For example, developing an understanding of less

explored areas such as North-East Region and Union Territory and

devising strategies by adoption of both quantitative and qualitative

techniques to plan keeping peoples vision in mind. Transit Oriented

Development, and issues related to slums and poverty are regularly

taken up for studies.

In addition, most of the academic exercises are ongoing live projects.

In many of the departments, the students undertake field trips as part

of their studio projects, which are based on learning by doing

methodology. As a part of the design and planning projects, the

students are required to understand complex issues and develop

creative ideas related to design or planning of buildings or settlements.


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The makes all attempts to blend sectoral and spatial aspects of

academic exercises.

Research

Research is a major component of studio work in all semesters. Lectures

on research methods and research writing are vital part of regular

program of instruction in some of the semesters. Senior years have a

major research component amounting to almost 70 percent of their

time and grades. Seminars on emerging themes and in the final

semester thesis at the undergraduate and postgraduate departments,the students focus on theoretical bases of the topics under study.

Seminars and dissertations in some of the departments of studies

encourage reflection and development of understanding of current

challenges in the field of built environment.

Recognizing the expertise of the faculty at the School, it has been

asked to host the following prestigious projec ts:

National Resource C enter of MoHUPA (NRC)

The Ministry of Housing and Urban Poverty Alleviation had established

National Resource Center at SPA Delhi in J uly 2008. Works carried out

by NRC, SPA, New Delhi from 2009 to 2013. Research on Town

Planning parameters for Low Income Housing and Slums, Slum

Typologies and grading for improvement inputs, Rental Housing

Options and Real Estate Market for EWS/LIG, Delhi, Alternative

Approaches (like PPP) for Slum Up-gradation and Re-development and

organized two national workshops.

Collaboration with German Technical Assistance (GIZ)

SPA, New Delhi and GIZ, New Delhi forged a formal cooperation inJ anuary 2013. The objective of this cooperation is to encourage both

students and faculties of all the planning disciplines to think beyond

their academic engagements and contribute proactively in making

Indias urbanization an inclusive process.

Support to the preparation of Slum Free City Plan of Action including its

linkages to C ity Sanitation Plan (CSP) and State Sanitation Strategy;

Publication of Research papers from Faculty of SPA; and Urban

Samvaad- An Interactive Students Exhibition.


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1.1.4 To what extent does the university use the guidelines of the regulatorybodies for developing or restructuring the curricula? Has the universitybeen instrumental in leading curricular reform, which has created a

national impact?

The curricula of the departments meet with objectives of relevant

professional bodies like the Institute of Town Planners, India, Indian Design

Council, Council of Architecture, AICTE, etc.The curriculum of many of

the Departments like Bachelor in Planning, post-graduation in Architecture

Conservation, Environmental Planning, etc. is referred to as a model by

various other universities and schools, including regulatory bodies and is

being currently used by various institutions across the country. In case of

Industrial Design, there are as yet no regulatory bodies or guidelines for

Industrial Design education in India. The curriculum in the School hascreated a national impact, and certain key features of the pedagogic

methodologies are now being incorporated in other prominent design

schools in India. Model curriculum for undergraduate programmes in

planning became the basis for formulating model undergraduate

planning curriculum by the AICTE. Many faculty for the SPA-D made

contributions to framing of this model curriculum by acting as content

developers, coordinators or in advisory capacities.

1.1.5 Does the university interact with industry, research bodies and the civil

society in the curriculum revision? If so, how has the university benefittedthrough interactions with the stakeholders?

Yes, by obtaining inputs from visiting faculty who are practicing

professionals and are continually interacting with market and the society.

Permanent faculty attending seminars and conferences on issues relating

to profession, current research agendas and social issues also provide

inputs and fac ilitate the curriculum being kept updated.

For example, in 2013-2014, the School organized the Design Degree Show

of students projects which provided good public exposure and

feedback. A symposium on Future Directions for Industrial Design

Education at SPA-D was conducted and it generated a rich spectrum of

ideas from designers, educators, employers, clients and alumni. There was

participation in apex committees and sub-committees of research

initiatives of the Department of Science and Technology, Government of

India, Bureau of Indian Standards, etc. In Department of Physical Planning,

alumni meeting to undertake structured feedback on the curriculum were

organized, and comments were compiled and considered for further

changes in the curriculum. A workshop on Skills for Undergraduate


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Planners was organized in March 2013 and documented for wider

circulation and impact throughout the planning academy.

Exhibition of works of students is organized on the Foundation Day and

Convocation of the School every year. Additionally different departments

organize exhibitions at regular intervals to showcase their students work.

Annexure 1.1 is an example of workshops organized by the School in 2013.

1.1.6 Give details of how the university facilitates the introduction of new

programmes of studies in its affiliated colleges.

Not Applicable.

However, SPA Delhi being a mentor for SPA Vijayawada has greatlycontributed to its setting up for two years. For example, Department of

Physical Planning contributed in running the programme in the first two

years and continued to take specific courses as and when required.

Similarly, the Department of Architecture of SPA-D mentored the

architecture students of the SPA-V for the first two years. Informal advice

on introduction of new programmes from various departments is

continuously sought by various institutions including SPA-V and SPA-B.

Many faculty members are also on the Board of Studies of various

academic institutions.

1.1.7 Does the university encourage its colleges to provided additional skill-oriented programmes relevant to regional needs? Cite instances (not

applicable for unitary universities)?

Not Applicable

However, the faculty is actively engaged with the Indian Institute of Public

Administration through their training programmes organized for civil

servants and officials of different state and local governments in states

such as Arunachal Pradesh, Mizoram, Karnataka, and Kerala. Several

similar courses are conducted by the National Resource Center ofMoHUPA (NRC).

1.2 Academic Flexibility

1.2.1 Furnish the inventory for the following:

a) Programmes taught on campus

Please seebelow the list of programmes taught on campus.


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Undergraduate Degree Programmes

Bachelor of Architecture

Bachelor of Planning

Postgraduate Degree Programmes

Master of Architecture Architectural Conservation

Master of Architecture Urban Design

Master of Design Industrial Design

Master of Building Engineering and Management

Master of Landscape Architecture

Master of Planning Environmental PlanningMaster of Planning Housing

Master of Planning Regional Planning

Master of Planning Urban Planning

Master of Planning Transport Planning

Doctoral Programmes

b) Overseas programmes offered on campus

None

c) Programmes available for colleges to choose from

Not Applicable

1.2.2 Give details on the following provisions to choose from

a. Core and Elective Option:Each department has some provision for electives courses. In

Industrial Design department, apart from design studio as core, the

students in their final year have a limited number of electives to

choose from. In postgraduate planning programmes, apart from

planning and design studio, theory core courses are offered to the

students who can choose elective subjects from other planning

departments. For example, in the Department of Building

Engineering and Management, electives are offered in the third

and fourth semester, in Department of Urban Planning in the

second and third semester, and in Department of Urban Design

electives are offered in all the four semesters.


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b. Enrichment courses:

Not applicable

c. Courses offered in modular form:

Not available presently

d. Credit accommodation and facility:

Not available presentlye. Lateral and vertical mobility within and across programmes,

courses and disciplines:

Not available presently

1.2.3 Does the university have an explicit policy and strategy for attracting

international students?

The School admits students through tests such as Direct Admission of

Students Abroad, and also takes students sent through the Indian Council

for Social Science Research, Government of India. Fifteen percent of the

total seats are reserved for international students in the SPA-D.

1.2.4 Have any courses been developed targeting international students? If so,how successful have they been? If no explain the impediments.

No

1.2.5 Does the university facilities dual degree and twinning programmes? Ifyes, give details.

No

1.2.6

Does the university offer self-financing programmes? If yes, list them andindicate if policies regarding admission, fee structure, teacher

qualifications and salaries are at par with the aided programmes?

No such arrangements exist at the present moment.

1.2.7 Does the university provide the flexibility of bringing together theconventional face-to-face mode and the distance mode of educationand allow students to choose and combine the courses they are

interested in? If yes, give operational details.


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Planning and Design education requires learning through individual and

group discussion mode focused on drawings and models. Therefore,

distance education mode so far is not considered.

1.2.8 Has the university adopted the choice Based Credit System (CBCS)? If yes,for how many programmes? What efforts have been made by the

university to encourage the introduction of CBSC in its affiliated colleges?

No, the School has not adopted the choice based credit system.

However, during the development of our curriculum many departments

have equated the teaching hours, specified marks for theory, studio and

tutorials. The School is expected to convert the same into a credit system

as a next step. In this direc tion, a committee was formed. The committeehas submitted its report, which is under consideration by the School

authorities.

1.2.9 What percentage of programmes offered by the university follow:

Annual system

Semester system Trimester system

All programmes offered by the School are offered on semester basis.

1.2.10How does the university promote inter-disciplinary programmes? Name a

few programmes and comment on their outcome.

The School has established centers for conducting inter-disciplinary

research and centers are required to involve at least three different

departments of the School. First semester Masters in Planning program is an

integrated course with students from different planning backgrounds

working together and having joint studio exercises. Occasionally J oint

Studio programmes are also conducted by other departments of studies,

for example, recently Department of Landscape and Architectural

Conservation has done a similar exercise.

1.3 Curriculum Enrichment

1.3.1 How often is the curriculum of the university reviewed and upgraded for

making it socially relevant and /or job oriented /knowledge intensive andmeeting the emerging needs of students and other stakeholders?


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For most of the departments the curriculum review has taken place in the

last five years approximately. Postgraduate programmes in planning have

revised their curriculum in last two years. Undergraduate architecture and

planning programmes are in the process of revising their curriculum. These

syllabi were considered between 45 - 56 meetings of the Academic

Council.

1.3.2 During the last four years, how many new programmes at UG and PGlevels were introduced? Give details.

d) Inter-disciplinarye) Programmers in emerging areas

No new degree programmes are introduced in the last four years.

However, the Schools Executive Council has approved three new degreeprogrammes: Real Estate, Urban Management, and Infrastructure

Planning and Management. Syllabus for the programme on Public

Planning Policy is being designed at this moment.

1.3.3 What are the strategies adopted for the revision of the existingprogrammes? What percentage of course underwent a syllabus revision?

The following strategies are adopted for the revision of the existing

programmes at the department level:

Close interaction with regular faculty on the courses

Feedback from visiting faculty on the curriculum and relevant changes

in the profession

Feedback from the students and alumni

Interactions with guest lec turers

Review of international programmes in the relevant disciplines in terms

of course structure, contents and weightage.

In many departments 50 to 80 percent of the course was revised in the last

two years.

J ob market has been kept in mind for revision of the existing programmes.

Global declaration by various international agencies such as the World

Bank and the United Nations has been taken into consideration before

going for syllabus revision and then either new subjec ts or new module are

introduced. Then the entire course undergoes revision either by way of

addition of a new module or by way of introduction of a new subject.

1.3.4 What are the valueadded courses offered by the university and how does

the university ensure that all students have access to them?


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Various value added courses are offered both through the lecture mode

and studio based teaching. Theory courses include elec tives, professional

practice, sociology, etc. Also in the studio based learning format the thrust

is on socially responsive planning and the current socio-economic issues

form a major aspec t of analysis for planning projects.

1.3.5 Has the university introduced any higher order skill developmentprogrammes in consonance with the national requirements as outlined by

the National Skill Development Corporation and other agencies?

School of Planning and Architecture, Delhi offers professional degrees in

architecture, planning and other specializations and therefore already

has an inbuilt component of skills associated with the professions suchas verbal and written communication skills, analytical skills, drawing

skills, and substantive skills of profession.

Yes, CASS organizes skills development training programmes regularly

for developing better analytical tools (see below).

2011 - 2012

Organized a half day software demonstration talk related to Data

Storage of official documents in digital form using Kleeto Software on15th March, 2012 at New Committee Room, SPA.

Organized CUBE Software training program from 11th 15th October,

2011 in GIS Lab for Transport Planning Department.

As a part of National Mission on Education via ICT program initiated by

MHRD, CASS facilitated live telecast event in the school over A-View

Software on 16th August, 2011.

2012 - 2013

Organized Faculty Training Programme on ERDAS IMAGINE & LPS 2011

software version, organized by Centre for Analysis & System Studies(CASS) and M/ s. Leica Geosystems Geospatial Imaging India Pvt. Ltd,

25th 27th J uly 2012.

Organized Faculty Training Programme on Introduction to ArcGIS

Desktop 10.0 software version organized by Centre for Analysis &

System Studies (CASS) and ESRI India, 31st J uly 2012 1st August 2012.

Organized Faculty Training Programme on Statistical Package for

Social Science (SPSS) 20.0 software version organized by Centre for

Analysis & System Studies (CASS) & IBM, 16th 17thAugust 2012.


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Organizing three days students training program on ArcGIS for

planning stream at GIS Centre of School of Planning and Architecture

from 17th 19th October, 2012

Organized technical discussion on Tremble Google Sketchup

Software by D-CAD was held at the School of Planning and

Architec ture, New Delhi, 7th November 2012.

Conducted Staff Training Programme on MS Excel & MS Word from

6th - 7th December, 2012

Organized technical presentation and hands-on-training on MX Road

Software, conducted by M/s Bentley to Transport Planning Students on

27th February, 2013

Organized 4 days basic and advanced training programme on VISSIM

and VISUM Software (Planning & Simulation Software) conducted by

M/s Sunovatech, India and PTV from 4th - 7th March, 2013

1.4 Feedback System

1.4.1 Does the university have a formal mechanism to obtain feedback fromstudents regarding the curriculum and how is it made use of?

Yes, the School has recently initiated a formal mechanism for obtaining

feedback from the students. A feedback form has been approved by

the Executive Council and is required to be filled by each student for

every course at the end of the semester term (see Annexure 1.2:Feedback Forms).

1.4.2 Does the university elicit feedback on the curriculum from national andinternational faculty? If yes, specify a few methods such as conducting

webinars, workshops, online discussions, etc. and impact.

Workshops, symposia and online discussions are a regular feature of the

feedback system to improve curriculum in which the national and

international faculty participates along with other important opinion

makers.

J oint workshops and discussions are conducted for receiving feedback

from national as well as international faculty. Recently, a workshop of the

CEPT, SPA Bhopal and SPA Vijaywada along with SPA Delhi was organized

to discuss the present curriculum and changes to be introduced. Through

this, a common strategy for future planning education was worked out to

facilitate and contribute planning that is relevant to the society and

industry.


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1.4.3 Specify the mechanism through which affiliated institutions give feedbackon curriculum enrichment and the extent to which it is made use of.

We do not have any affiliated colleges at all. However, curriculum

specific workshops are organized at regional and national level by

different departments and recommendations of the same are

incorporated in the revision syllabi.

1.4.4 What are the quality substances and quality enhancement measures

undertaken by the university in ensuring the effective development of thecurricula?

Last year the School has formed an Internal Quality Assurance Cell, which

is developing quality parameters for teaching and learning in the 90meeting of the Executive Council held on 19 December 2012.

Any other information regarding Curricular Aspects, which the universitywould like to include.

None


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CRITERION II:TEACHING-LEARNINGANDEVALUATION

2.1

Student Enrolmentand Profile

2.1.1

How does the university ensure publicity and transparency in theadmissionprocess?

At the undergraduate level the students are admitted through the

J oint Engineering Entrance Examination, which is widely publicized and

most of the information is available online including the examination

results, ranks and names of the colleges.

Admission is made transparent by putting up the Schools Prospec tus

online, which includes criteria for selec tion in every department of

studies as well as marking procedures. Similar information is also put upon the notice boards of the various departments.

Occasionally, faculty travels to different institutions to promote SPA

Delhis academic programmes. The faculty takes part in seminars,

book launches and discussions where both, promotion of School is

aimed at along with inviting faculty from diverse planning related

backgrounds such as Delhi University, J amia Milia, JNU, and the CEPT

University Ahmedabad.

2.1.2 Explain in detail the process of admission put in place by the

university. List the criteria for admission: (e.g.: (i)merit, (ii)merit withentrance test,(iii)merit, entrance test and interview,(iv) commonentrance test conducted by state agencies and national agencies(v) other criteria followed by the university (please specify).

Admission to Bachelor of Planning and Bachelor of Architecture is made

through centrally held J oint Engineering Entrance Examination, which is

a common entrance test conducted by the CBSE, and is held at

different centres all over the country, and results are placed online.

Admission is done as per the status provided by the C CB.

At the postgraduate level admissions are made through Merit with

Interview and Entrance Tests. Admission criteria also provide weightage

for Portfolio Review, Practical Experience and Group Discussion.

Admission to Ph.D. programmes is through interviews and presentation

before the Departmental Research Committee for every department of

studies. For details see School Prospec tus at www.spa.ac.in.


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2.1.3

Provide details of admission process in the affiliated colleges andtheuniversitysroleinmonitoring thesame.

Not applicable as the School does not have affiliated colleges.

2.1.4Does theuniversity have a mechanism to review itsadmissionprocessand student profile annually? If yes, what is theoutcome of such ananalysis and how has itcontributed to the improvement of theprocess?

Usually a meeting of the Heads of the Departments is held chaired by the

Dean of Studies particularly for the postgraduate departments to assess

admissions process and students profile. Recently it led the School to

change its admissions process at postgraduate level.

2.1.5

What are the strategies adopted to increase or improve access forstudents belonging to the followingcategories:

SC and ST:As per Reservation Policy of Government of India

OBC:As per Reservation Policy of Government of India

Women:Nil

Persons with Varied Disabilities: Reservation of 2.5 percent seats

Economically Weaker Sections:Scholarships

Outstanding achieversinsportsAnd other extracurricularactivities: Special weightage

In addition spec ial drives are organized from time to time for SC and ST for

filling up the vacant seats in various programmes.

2.1.6

Number ofstudents admitted inuniversity departments in the last fouracademic years:

CategoriesYear 2013 Year 2012 Year 2011 Year 2010

M F M F M F M F

SC 28 23 28 20 32 9 24 12

ST 16 06 14 5 15 3 10 6

OBC 52 37 64 22 53 22 49 23

Genera l 84 107 93 99 102 95 92 87

Others 07 07 14 12 12 12 14 12

Total 367 371 355 329


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2.1.7 Has the university conducted any analysis of demand ratio for thevarious programmes of the university departments and affiliatedcolleges? If so, highlight the significant trends explainingthe reasonsfor increase ordecrease.

Programmes Number ofApp lications

Number of StudentsAdmitted

DemandRatio

UG Through CCB 153 -

PG 1,295 214 -

Integrated Masters NA NA -

M.Phil. NA NA -

Ph.D. 21 Under proc ess -

Integrated Ph.D. NA NA -

Certificate NA NA -

Diploma NA NA -

PG Diploma NA NA -

NA: Not Applicable

Trends for Postgraduate Courses

Year Number of

Applications

Number of Students

Admitted

Demand

Ratio

2010-11 963 187 5.1

2011-12 1,159 200 5.8

2012-13 1,331 213 6.2

2013-14 1,295 214 6.1

Trends for Ph.D. Programme

Year Number of

Applications

Number of Students

Admitted

Demand

Ratio

2010-11 22 7 3.1

2011-12 10 5 2.0

2012-13 19 10 1.9

2013-14 21 Under process 0.0

2.1.8 Were any programmes discontinued or staggered by the

university in the last four years? If yes, please specify the reasons.

No

2.2

Catering to Diverse Needs ofStudents

2.2.1

Does the university organize orientation or induction programme forfreshers? If yes, give details such as the duration, issues covered,experts involved and mechanism for using the feedback insubsequent years.


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Yes, a systematic orientation and induction programme for freshers is

organized on their first day in SPA-D. The duration of this programme is one

to two days. The programme is conducted by regular faculty and staff and

it includes the following:

Introduction to the School by the Direc tor

Introduction to the departments of studies by respective Heads of

Departments

Rules and regulations of the School regarding attendance and

examination system are explained by the Registrar

Course structure and evaluation system is explained to the students.

Description of available infrastructure

Assistance for completing the admission process, settling down in the

School and hostels, etc.

Additionally, some departments organize department specific interactions

with students in the first week.

2.2.2 Does the university have a mechanism through which thedifferential requirements of the student population areanalyzed after admission and before the commencement ofclasses? If so, how are the key issues identified and addressed?

No formal mechanism exists in the School. At the postgraduate level, the

formulation of classroom exercises prior to commencement of classes

takes this differential into account so as to capitalize on the diversity to

create richer and more fulfilling peer learning experiences. Even the

curriculum allows for these adjustments. Wherever deficienc ies are

identified as unlikely for classroom remediation, they are addressed

through personal interventions of faculty in a mentorship role.

2.2.3 Does the university offer bridge, remedial, add-on courses? If yes,how are they structuredinto the timetable? Give details of the coursesoffered,department-wise or faculty-wise?

No

2.2.4 Has the university conducted any study on the academic growth ofstudents from disadvantaged sections of society economicallydisadvantaged, physically handicapped, slow learners, etc .? Ifyes, what are the main findings?

No

2.2.5 How does the university identify and respond to the learning needs


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ofadvanced learners?

No such process of identification exists in the School.

2.3 Teaching-Learning Process

2.3.1 How does the university plan and organize the teaching, learningand evaluation schedules (academic calendar, teaching plan,evaluation blueprint, etc.)?

Academic calendar is prepared by the Admission and Examinations

Section keeping in mind the number of teaching days according to

Government of India guidelines. For the semester the midterm break

and summer vacations days are pre-decided. However, the dates may

vary taking into consideration Saturdays and Sundays or Public

Holidays. After the draft is ready, it is sent to the Dean of Studies and

Director for approval (See Annexure 2.1:Current Academic Calendar).

Teaching Plan is prepared by each of the department of studies taking

into consideration the academic calendar. It is usually prepared a

month before the beginning of next semester by the head of the

department along with the faculty, and then sent to the Dean ofStudies and Direc tor for approval (See Annexure 2.2: Sample Copy of

Teaching Plan for Theory and Studio).

Evaluation Schedule for Studios is given in the beginning of the semester

to the students. Sixteen weeks lesson plan is prepared by the Studio

Director along with faculty team for their own theory subject.

2.3.2 Does the university provide course outlines and course schedulesprior to the commencement of the academic session? If yes, how istheeffectivenessof the processensured?

Yes, usually on the first day of the commencement of the session, the

students are informed about course outline and given basic references.

Major articles related to theory subjects are given throughout the

semester.

The course outline is prepared by internal faculty in consultation with

visiting faculty. The course content, coverage of modules and the

availability of the faculty on the allocated days as given in the time


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table is worked out in consultation with the in-house and visiting faculty.

Once approved, this has to be c irculated to all the students through

google group created for dissemination purposes. The same has to be

placed in the department for consultation purposes.

2.3.3 Does the university face any challenges in completing thecurriculum within the stipulated time frame and calendar? If yes,elaborate on the challenges encountered and the institutionalmeasures to overcome these.

In general, the entire course content gets covered in the given time

frame. As planning and architecture is dynamic and vast subject and

new topics keep on emerging, coverage of all the areas in one

calendar is difficult at times. However, special lectures are organized to

give the students exposure to new or emerging areas of research and

analysis. In the event of non-completion of the curriculum, extra classes

are conducted to complete the curriculum.

In architec ture, design projects require extended working time for

students to finish their projec ts after review and guidance is completed.

This effectively requires students to work beyond the stipulated sixteen

weeks semester contact time. Consequently, final evaluation i.e. External

J ury of the design project is held after the semester is completed but

prior to commencement of the next semester.

2.3.4

How learning is made student-centric? Give a list of participatorylearning activitiesadopted by the faculty thatcontributes to holisticdevelopment and improved student learning, besides facilitatinglife-long learning and knowledge management.

Programmes are predominantly based on studio methodology, which

requires students to learn by doing, and additionally field trips and small

group work are made integral part of all programmes.The studio-based

format is a student-centric mode of learning. With 1:5 teacher student

ratio the studio allows close and continuous interactions with each

student catering to their needs individually. Field studies form the basisof studio programmes. Evaluations in studio are based on weekly

student presentation called reviews, which help them in improving their

presentations and communication skills.

Various ways are employed to make learning more student-centric.

Students are enquired about the difficulty faced in the planning

projects and discussion forums, debates and presentations are used as

tools.


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In the final semester each student has to do a thesis in their areas of

interest. During lectures mode of learning tools such as group

discussions, seminar based learning, presentations by students, etc.

allows for improved and holistic learning.

2.3.5 What is the universitys policy on inviting experts and people ofeminence to deliver lecturesand organize seminars forstudents?

Each departments faculty can suggest names of the experts for lectures

and special lectures, and faculty visiting from other universities which is

approved by the Dean and Direc tor could undertake these lectures.

Experts are invited on a regular basis to give lectures on various planning

related subjects. People from diverse backgrounds such as state

government agencies, central government ministries, central universities

(J NU, J amia Milia), research organizations, etc. are approached for

delivery of such lectures.

Usually 25 percent visiting faculty from industry and practicing

professionals are invited to take classes. A special budget is allocated

for guest lectures and seminars including allocation of number of guest

lectures per course. Guest lecturers are continuously invited to support

learning in the classrooms and studios. Lec tures by people of eminence,

international faculty visiting the c ity, professionals, and other experts

from the construction fields are continuously organized. In addition, an

annual series of lec tures based on a theme is currently beingformulated.

2.3.6 Does the university formally encourage blended learning by usinge-learning resources?

The School has a computing center known as the CASS whose main

purpose is to disseminate information through e-learning mechanisms. At

the department level, we encourage the students to undertake online

courses offered by institutes such as the NIDM, World Bank, etc . Other

modes like Facebook groups, google group, reference for onlineresources, e -books and e- journals subscription to online journals are

also offered to the students and faculty.

2.3.7 What are the technologies and facilities such as virtual laboratories,

e-learning, open educational resources and mobile educationused by the faculty foreffective teaching?

Individual faculty uses these technologies according to the subject

requirements. For example, most of the faculty uses course videos after


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downloading them from the internet.

2.3.8 Is there any designated group among the faculty to monitor thetrends and issues regarding developments in Open Source

Community and integrate its benefits in the universityseducational processes?

No

2.3.9 What steps has theuniversity taken toconvert traditional classroomsinto 24x7 learning places?

Online google groups have been created for the students to provide jobs

information, and dissemination of information about spec ial lec tures,

sharing studio exercise works, and so on. In Architec ture four studios have

been fully computerized with internet facilities.

2.3.10Is there a provision for the services of counsellors or mentors oradvisors for each classorgroup ofstudents foracademic, personaland psycho-social guidance? If yes, give details of the process andthenumber ofstudents who have benefitted.

The School level counselor is appointed on contrac tual basis. At the

department level, class coordinators are decided in a faculty meeting

and informed to the students who can then meet and discuss with them

any issues faced by them.

Yes, the department has provisions for counseling whereby an appointed

a counselor comes to the School twice or thrice a week and on call. In

addition, the department has also adopted a mentoring system to help

students, especially the freshers. This system consists of various mentor

groups. Each mentor group supervised by a regular faculty consists of

primarily first year students and students from senior years. Mentor group

meetings are then conducted on a regular basis.

The departments are usually a small close-knit group where allinteractions are conducted in an open and informal environment. As all

guidance and instruction is on a one-to-one basis between the students

and teachers.

2.3.11 Were any innovative teaching approaches or methods orpractices adopted or put to use by the faculty during the last fouryears? If yes, did they improve learning? What were the methodsused to evaluate the impact of such practices? What are the effortsmade by the institution in giving the faculty due recognition for


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innovation inteaching?

J oint workshops are often conducted with international faculty and

students. Role Plays are used as methods of learning. Students are

encouraged to engage with real time cases. Usage of ICT such asshowing relevant films on development fields, and such other means

are made use of for improving learning experience for the students. But,

such practices have not been systematically evaluated by the school.

2.3.12 How does the university create a culture of instilling and nurturingcreativity and scientific temper among the learners?

Profession of planning requires rational planning methodology,

understanding of larger political, economic and social contexts and

conflict resolution skills. The subject contents are designed to strengthen

rational thinking, enquiry and innovation. Planning and Architecture by

profession are inherently creative as well as analytical.

Scientific temper is instilled among the students by way of:

Encouraging working with latest technologies such as GIS and

remote sensing and other such tools.

Encourages the participation of the faculty and staff in seminars,

conferences, workshops and conclaves.

Promoting the culture of bringing out publications by the faculty and

the students. Outstanding work by the students and even faculty has been given

due recognition through conferring awards.

Cultural societies of various nature photography, theatre, fashion, art,

dance, music, etc. run by students are supervised by a faculty member;

regular workshops; and visits to museums and galleries help instill and

nurture creativity. While hands on workshops with materials, and

designing in the workshop help students develop scientific temper.

2.3.13

Does the university consider students projec ts mandatory inthe learning programme? If yes, for how many programmes havethey been (percentageof total) made mandatory?

Yes

Number of projects executed within theuniversity:

At the Department level every semester at least two to threeprojects at class level and in the final year individual student


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projects are prepared.Students projects are considered asmandatory creativity in the learning programme in all subjects,

irrespec tive of whether they are in studio or lec ture mode. The

percentage is 100 percent.

Names ofexternal institutions associated with the University forStudent Project Work:

Visiting faculty is invited to supervise the projec ts from variousorganizations. List of some of the prominent organizations fromwhere the faculty is invited is given below:

Town and C ountry Planning Organization

Delhi Development Authority Munic ipa l Corporation of Delhi

National Institute of Urban Affairs

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