Connecting the Dots: Dhaka University “TSC” in a Changing Landscape | Architecture Thesis on Civic Campuses

Site Context

The evolution of the University of Dhaka and its Teacher-Student Center (TSC) reflects the complex sociopolitical history of Bangladesh. Established in 1921 as “compensation” for the 1905 Partition of Bengal, the university transitioned through the 1947 Partition and Ayub Khan’s era, leading to the TSC’s founding in 1961 by architect Constantinos Doxiadis to foster social and extracurricular cohesion.

Today, the TSC faces a functional crisis. Designed for a smaller, different era, its facilities suffer from severe spatial inadequacy and outdated infrastructure, failing to serve a modern, burgeoning student population. Beyond its walls, the university acts as a “living museum,” where Mughal, colonial, and modern architecture like Curzon Hall and the Shaheed Minar intertwine with the legacies of the Language Movement and Liberation War.

However, rapid urbanization and horizontal expansion have created an “archipelago” effect. Public city traffic now bisects the campus, fragmenting the academic zones and disrupting the flow of university life. This disconnect highlights the urgent need for a redesigned TSC and a modern framework that reconciles historical preservation with urban connectivity, ensuring the campus functions as a unified intellectual hub rather than a series of isolated islands.

Design Process

Strategic Framework for Redevelopment:

1- Bridging the “Archipelago”: The current fragmentation caused by historical horizontal expansion and intrusive city traffic can be mitigated through strategic pedestrianization. By establishing a network of walkable pathways and “interstitial” event spaces, the campus can move away from isolated pockets toward a cohesive flow. This network encourages spontaneous interaction and strengthens the social fabric of the university.

2- Preserving the “TSC”: The Teacher-Student Center is more than a building; it is a contextual landmark designed by Constantinos Doxiadis. Within the context of a “living museum” campus, preservation must go beyond maintaining the physical shell. It involves safeguarding its status as an architectural and cultural anchor, ensuring that any modern expansion respects the original design language of the 1960s.

Final Outcome

The proposed redevelopment of Dhaka University reimagines the campus through three strategic zones, transforming a fragmented “archipelago” into a cohesive urban environment.

Zone A tackles the critical conflict between pedestrian flow and emergency traffic. By introducing a subterranean passage, the design creates a protected “living museum” containing a visitor center and food court. This underground hub beneath Payra Chattar houses seminar rooms and the DUCSU office, preserving the surface for historic continuity while modernizing student facilities.

Zone B establishes a unified academic-social corridor. By utilizing consistent materials across the axis from the Central Library to Modhur Canteen, the design dissolves physical barriers. The reimagined DUCSU building becomes an open, multipurpose plaza, emphasizing visual transparency and social spontaneity.

Zone C embodies the “decentralized TSC” concept to meet modern density demands. It introduces a 1,000-seat auditorium and an elevated sports block at Doyel Chattar, offering panoramic views and versatile event terraces. Notable for its innovative land use, the plan converts the DPDC power station roof into a 700-seat gallery and integrates parking to alleviate congestion. Together, these interventions honor the university’s storied past while providing the robust infrastructure required for its future.

Conclusion: Ultimately, the project transforms the fragmented TSC precinct into a cohesive, vibrant urban hub that connects the university with the city while fostering student interaction, cultural expression, and a resilient future for Dhaka University.

[This Academic Project has been published with text and images submitted by the student]