DRA MASTERPLAN
DRAFT
2019 1 CREDITS + ACKNOWLEDGEMENTS
McGill contributors: The Campus Planning and Development Office wishes to thank:
Executive Director, McGill Teaching and Learning Services
Campus Planning and Development Office (CPDO): Cameron Charlebois Facilities Management and Ancillary Services
Manager, Master and Campus Planning (CPDO): Anna Bendix The McGill Office of Sustainability
Senior Campus Planners The Office of the Dean of Libraries
(Master and Campus Planning team, CPDO): Adam Dudeck (project coordinator) The Office of the Dean, Macdonald Campus
Maxime Gagnon Kakwiranoron Cook, Special Advisor, Indigenous Initiatives
Janelle Kasperski, Indigenous Education Advisor
Project support (CPDO): Allan Vicaire, Associate Director, Student Services
Director Stakeholder Relations: Dicki Chhoyang
Space Data Administrator: Ian Tattersfield McGill Graphics, Communications and External Relations
Manager, Special Projects and Planning: Geneviève Côté
Senior Campus Planner (Development): Paul Guenther Joan Busquets, urban planner, BAU Barcelona, whose urban design study created for McGill in 2017 greatly informed this plan.
DRAFT April 9, 2019
Approved by the Board of Governors on [DATE] MESSAGE FROM THE MESSAGE FROM THE PRINCIPAL PROVOST AND VICE- PRINCIPAL (ACADEMIC) MESSAGE FROM THE VICE-PRINCIPAL (ADMINISTRATION AND FINANCE) 1 CONTENTS
01 INTRODUCTION 1 03 PLANNING FRAMEWORK 39 06 THE PLAN 77 Structure of The Plan...... 2 A Vision for McGill’s Campuses...... 40 The Plan Downtown Campus...... 78 Structure of the Document...... 3 Guiding Principles...... 42 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa...... 80 Creation of The Plan...... 6 Stakeholder Engagement...... 46 Indigenous Representation...... 80 Approval + Governance of the Plan...... 8 Scope + Reach...... 50 Neighbourhoods...... 84 Our Campuses In a regional context...... 52 Real Estate Strategy...... 86 02 TRANSFORMING OUR CAMPUSES1 1 Regulatory + Zoning Framework...... 53 Teaching + Classrooms...... 90 Downtown Campus...... 12 Research + Laboratories...... 94 Lower Campus...... 14 04 HISTORY + BUILT HERITAGE 55 Communal + Informal Space...... 96 Lower campus Interventions...... 16 The Importance + Challenges of Built Heritage...... 56 Services + Student Associations...... 98 Upper Campus East...... 20 Evolution of Downtown Campus...... 58 Student Residences...... 100
Upper Campus East Interventions...... 22 Evolution of Macdonald Campus...... 61 Gateways + Entrances...... 102 Campus North...... 24 Exterior + Green Space Network...... 104 Campus North Interventions...... 26 05 OUR CURRENT CAMPUSES 63 Rainwater Management...... 108 Upper Campus West...... 28 Growth of the Campuses ...... 64 Stewardship of Built Heritage...... 110 Upper Campus West Interventions...... 30 Space on Our Campuses...... 66 Pedestrian Network + Accessibility...... 112
Macdonald Campus...... 32 Teaching + Learning Space...... 68 Cycling Network + Bike Parking...... 114 Mac Lower + Upper Campus...... 34 Research + Laboratories...... 70 Vehicular Circulation + Parking...... 116 Macdonald Campus Interventions...... 36 Informal + Communal Space...... 71 Circulation + Mobility...... 72 Accessibility + Wayfinding...... 74 The Plan Macdonald Campus...... 120 07 IMPLEMENTATION 155 Processes + Governance...... 156 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa...... 122 Interventions Over Time...... 158 Indigenous Representation...... 122 Interventions Over Time: Lower Campus...... 160 Neighbourhoods...... 124 Interventions Over Time: upper Campus East...... 162 Real01 Estate Strategy...... 126 Interventions Over Time: Campus North...... 164 Teaching + Classrooms...... 130 Interventions Over Time: upperCampus West...... 166 Research + Laboratories...... 132 Interventions Over Time: Macdonald Campus...... 168 Communal + Informal Space...... 134 Annex...... 170 Services + Student Associations...... 136 Student Residences...... 138
Gateways + Entrances...... 140 Exterior + Green Space Network...... 142 Rainwater Management...... 144 Stewardship of Built Heritage...... 146 Pedestrian Network + Accessibility...... 148 Cycling Network + Bike Parking...... 150
Vehicular Circulation + Parking...... 152 01 INTRODUCTION
A master plan is a dynamic document that guides the physical evolution of an institution over the short, medium and long term. It serves as a framework that will translate the strategic directions of the University to tangible actions and it will make the connection between buildings, transportation, landscape and the utilization of space. In this way, a master plan establishes a common vision by engaging a broad range of stakeholders in a discussion about the future. This plan is a document that will allow the university to effectively allocate resources, functions and manage change in the pursuit of its mission.
This section will review the structure of the plan, the process by which the plan was created, as well as its approval and governance.
1 STRUCTURE OF THE PLAN
his master plan is one part of three interventions. It provides an elaborated vision, in nature and will serve as an important tool volumes that articulate a vision for the sets guiding principles and captures the stake- for the ongoing monitoring and evaluation of Tfuture. The master plan is at the center holder engagement process that informed the the projects that support the objectives of the with a supporting synopsis document and an plan. The document also provides a well-elab- plan. This document will incorporate the input implementation document: orated set of larger transformative interven- of a range of stakeholders and consider oper- tions that is informed by a qualitative and ational dimensions in greater detail. 1. Master Plan Synopsis (under devel- quantitative analysis of the campuses. These opment) interventions are supported by a set of specific orientations that are aligned with the guiding The master plan synopsis is intended to act principles of the plan. Finally, the master plan as a summary document that is accessible to discusses implementation and addresses gov- a broad audience. The synopsis outlines the ernance and the sequencing of interventions vision and the transformative interventions of in a general way. The details associated with the master plan. the implementation of the plan will be further INTRODUCTION elaborated in the implementation document. 2. The Master Plan (current document)
01 The master plan document is the primary 3. Implementation Document (under institutional document that presents the elab- development) orated plan in a thorough and comprehensive The implementation document will elaborate manner. It is a structuring framework that an implementation and monitoring strategy views the campus as complex and continu- for the master plan. This document will be ously evolving. It is a living document and it actively maintained and amended regularly to articulates a long-term strategy. As such, it reflect changes in the interventions and orien- is expected to only be amended periodically tations for the master plan while also setting when priorities shift, new opportunities are specific scopes, timelines and budgets for identified or progress is made on particular those items. This document is more tactical
2 Structure of the Plan STRUCTURE OF THE DOCUMENT
A master plan is a complex document that ad- dresses many subjects at a variety of different 02 | TRANSFORMING OUR CAMPUSES scales, scopes and timeframes. The document 01 | INTRODUCTION is organized into seven sections.
Following an introduction, transformative interventions are described to showcase the A master plan is a dynamic document that This section provides an overview of the trans- positive impact that the plan will have on the guides the physical evolution of an institution formative interventions that will collectively campus. This section is followed by a discus- over the short, medium and long term. It contribute to the creation of campuses that sion of the planning framework, history and serves as a framework that will translate the are open, connected and purposeful. These built heritage as well as an assessment of the strategic directions of the University to tan- interventions are presented early in the doc- existing campuses. Later in the document, gible actions and it will make the connection ument to clearly outline the tangible impacts detailed orientations are elaborated along between buildings, transportation, landscape that the plan will have on the campuses. specific themes such as real estate, landscape and the utilization of space. In this way, a New pavilions, repurposing of existing build- and transportation. Finally, implementation master plan establishes a common vision ings, new pedestrian links, plazas and squares measures are discussed in a general sense. by engaging a broad range of stakeholders will transform our campuses over time. New More specifically, the structure of the docu- in a discussion about the future. This plan is spaces for research, teaching and student ment is as follows: a document that will allow the university to life will support the mission of the university effectively allocate resources, functions and while also enhancing the experience of all manage change in the pursuit of its mission. campus users. The plan envisions a campus This section will review the structure of the of well-connected neighbourhoods and these plan, the process by which the plan was cre- interventions link specific needs to the Univer- ated, as well as its approval and governance. sity's long-term strategic vision.
3 STRUCTURE OF THE DOCUMENT (CONTINUED)
03 - PLANNING FRAMEWORK 04 - HISTORY + BUILT HERITAGE 05 - OUR CURRENT CAMPUSES
The planning framework outlines the founda- In order to develop a plan for the future it is To set a course for the future it is critical to tion on which the plan is built. First and fore- important to understand the campuses in a understand the current state of the campuses. most, it articulates a common vision for the historical context. Built heritage is one of the This section sets the analytical foundation campus that is reflective of the mission of the defining characteristics of McGill’s campuses on which the plan is built. It identifies current university as well as key strategic documents and its buildings and landscapes are in many challenges and opportunities on our campus- and sustainability targets. This vision is then ways unique. As such, this built heritage is ex- es, allowing the plan to respond directly to translated into a set of guiding principles, to tremely valuable and McGill must act as a re- specific needs and prescribe effective solu- which specific interventions and orientations sponsible steward of these resources so that tions to realize desired outcomes. INTRODUCTION are aligned. they can be preserved for future generations. This section starts by reviewing the current al- The stakeholder engagement process, This section begins with a statement on the location of space on our campuses by function 01 through which the McGill community provided importance and challenges of built heritage as and use as well as historical growth over time. input into the plan is described in greater de- it relates to the maintenance of these resourc- The portrait of the current campuses is further tail. This section also discusses the scope and es and aligning the responsibility of steward- elaborated through an analysis of teaching reach of the plan, presents McGill’s campuses ship with the teaching and research mission and learning spaces including classrooms and in a regional context and touches on the reg- of the university. Next it provides a historical teaching labs. The current state of research ulatory and zoning environment that the plan overview of the growth of the campuses over space is also examined through the lens of responds to. time emphasizing specific factors that shaped fostering collaboration and innovation. This them. section also outlines the opportunities and challenges that exist with respect to transpor- tation, mobility and accessibility.
4 Structure of the Document 06 - THE PLAN 07 - IMPLEMENTATION
This section uses a thematic approach to il- All plans require a sound implementation lustrate and present specific orientations for strategy. The master plan articulates a long- shaping the campuses. These orientations term vision for the campuses at a conceptual are presented along three interrelated axes level. While specific implementation mea- of land use and campus functions, landscape sures such as budgeting, design and sched- and open space as well as movement and cir- uling will be elaborated further in a more de- culation. These orientations vary from general tailed document, this section will discuss an directions that apply to all campuses while approach to implementation in general terms. others address specific locations, buildings Specifically, it reviews governance processes and functions. In this way, some orientations relating to the monitoring and implementa- can be interpreted as general controls and tion of the plan. This section also organizes guidelines while others have focused inten- and sequences the interventions described in tions to affect specific outcomes. the plan into five-year periods
5 CREATION OF THE PLAN
The Master Plan is the result of various activi- on Respect and Inclusion in Campus Life, the assumptions related to mobility and accessibil- ties that took place over several years. It includ- Provost’s Task Force on Indigenous Studies and ity. A 2018 assessment of space needs updated ed the review and production of several studies Education as well as McGill’s Commitments to existing 2015 data and was informed by the and plans, as well as extensive stakeholder Sustainability elaborate on these goals and 2019-2020 faculty capital priorities exercise engagement. The main shaping elements of the further inform the plan. as well as a detailed analysis of classrooms. plan are three-fold: Finally, the 2008 Planning and Design Princi- Studies and Plans ples, produced by Diamond Schmitt Architects, should be mentioned in this context as they McGill’s Vision Several plans and studies played an important provided a valuable starting point for many of The University’s goals are expressed in the role in creating the analytical basis for the plan. the discussions that took place as part of the Principal’s Priorities and the Strategic Academ- In 2015, the prospect of major new construc- stakeholder engagement process. ic and Research Plans. They play an overarching tions such as the reinvented library and new role and provide the strategic pillars for the pavilions on the former Powell and Royal Victo- INTRODUCTION plan. The principal’s vision of an open, con- ria Hospital sites, in combination with McGill’s Stakeholder Engagement nected and purposeful campus, the Strategic increasing deferred maintenance challenges, One key element the shaped the master plan
01 Academic Plan’s core ideas of a university that led to a study of the condition of the university’s was an elaborate stakeholder engagement pro- is open to the world, expands diversity, leads buildings as well as an assessment of space cess. Stakeholder engagement informed the innovation, connects across disciplines and needs. A strategy of new construction, renova- plan as early as 2016. Specifically, over 60 user sectors and connects with our communities, tion and asset release was put forward in a draft group meetings helped shape a vision for a new as well as the Strategic Research Plan’s com- real estate plan in 2017. An urban design study pavilion on the former RVH site as a destination mitments to fostering creativity, promoting followed, which tied the real estate plan to an for multi-disciplinary research and teaching. In innovation, problem solving through collabora- overall vision for campus space transforma- 2017, an open house informed the McGill com- tion and partnership, promoting equity, diver- tions. A draft landscape master plan, produced munity and solicited feedback on ongoing and sity and inclusion, transcend the plan in every in 2017, further informed the planning process planned projects as well as the draft real estate layer. The reports of the Principal’s Task Force and a 2019 transportation study helped confirm master plan. The open house included over 20
6 Creation of the Plan presentations to targeted stakeholder groups to seek feedback on these topics. Over the course of 2017 and 2018, engagement processes were put in place for visioning and programming for projects such as a new pavilion on the Powell Site and for a new research and innovation pavilion at Macdonald Campus.
A targeted engagement for the plan started in the fall of 2018, with over 25 presentations to specific stake- holder groups, an open house at Macdonald Campus, thematic working groups on specific themes, mobile displays and an online survey. Throughout the engage- ment process, stakeholders were asked to provide input on the vision of the plan and feedback from these groups played an important role in articulating the final guiding principles, as well as in shaping its interven- tions and orientations.
7 APPROVAL + GOVERNANCE OF THE PLAN
The master plan is an institutional document ongoing analysis and engagement with the Mc- that is intended to evolve over time as in- Gill community. terventions are realized and new University Stewardship of the master plan will be provided initiatives emerge. It is approved at the level of through the Office of the Vice-Principal (Admin- the Board of Governors, in accordance with the istration and Finance) in order to ensure con- terms of reference of its Building and Property tinued application of the plan, monitor progress Committee. The master plan will continue to be and adapt to changing conditions. informed by the University’s strategic priorities, INTRODUCTION 01
8 Approval + Governance of the Plan 9 10 02 TRANSFORMING OUR CAMPUSES
This section provides an overview of the transformative interventions that will collectively contribute to the creation of campuses that are open, connected and purposeful. These interventions are presented early in the document to clearly outline the tangible impacts that the plan will have on the campuses. Specific analyses and a set of precise orientations that support the following interventions are presented in subsequent sections.
New pavilions, repurposing of existing buildings, new pedestrian links, plazas and squares will transform our campus- es over time. New spaces for research, teaching and student life will support the mission of the university while also enhancing the experience of all campus users. The plan envisions a campus of well-connected neighbourhoods and these interventions link specific needs to the University's long-term strategic vision.
11 DOWNTOWN CAMPUS
The Downtown Campus is comprised of four research and teaching, focus on student life pedestrian paths that will connect exist- neighbourhoods, Lower Campus, Upper Cam- promoting spaces and contribute to a green ing open spaces such as McTavish, the pus East, Campus North and Upper Campus network of open spaces, plazas, squares and Main Road, James square and create a West. green corridors that will connect the neigh- connected, safe and intuitive network of bourhoods with each other as well as towards green spaces. The neighbourhoods are multi-faculty and the city and the Mountain. new developments in each area will further • New developments will offer state-of- strengthen the neighbourhoods' roles as new the-art research and teachign spaces Downtown campus transformations destinations for students and staff from all characteristics: • Reduction of vehicular traffic on campus. around campus: All major new developments, the new pavilion on the RVH site, Powell, Wil- • New developments act as triggers for the son Hall and Fiat Lux, strive to be multi-disci- repurposing of existing buildings and for plinary spaces open to all of McGill. In concert the improvement of the surrounding open with improvements of existing spaces as well spaces.
TRANSFORMING OUR CAMPUSES OUR TRANSFORMING as a green active network of pedestrian links, • Permeability of the campus edges is plazas and squares, the transformations will achieved through the introduction of new, ensure that each neighbourhood will provide
02 inuitive ways of entering the campus welcoming, safe and state-of-the-art spaces from and towards downtown, the plateau for the McGill community. The identities of and the Mountain. These new entrances each neighbourhood are unique, yet connect- will be carefully chosen and planned to ed to the rest of the campus. ensure safety and the conservation of the The 26 interventions that will transform the campus' spatial distinctiveness within the downtown campus are identified over the fol- downtown context. lowing pages. Interventions will enhance each • Neighbourhoods will be linked to each eighbourhood's character, improve spaces for other through new safe and accessible
12 Downtown Campus BETTER CONNECT TOWARDS THE CITY CAMPUS BETTER CONNECT TOWARDS THE MOUNTAIN NORTH
NEW DESTINATIONS FOR RESEARCH AND TEACHING
BETTER CONNECT HERITAGE AS PART OF GREEN SPACES THE NEW CAMPUS UPPER CAMPUS WEST BETTER CONNECT UPPER NEIGHBOURHOODS CAMPUS EAST
REDUCE VEHICLE TRAFFIC
NEW DESTINATIONS BETTER CONNECT FOR RESEARCH AND TOWARDS THE CITY TEACHING A MORE EFFICIENT AND CONSOLIDATED CAMPUS
BETTER CONNECT TO- A SAFE AND ACCESSIBLE CAMPUS BETTER CONNECT NEW DEVELOPMENTS AND MAJOR TOWARDS THE CITY TRANSFORMATIONS
LOWER TRANSFORMATIONS OF CAMPUS EXISTING BUILDINGS
ACTIVE GREEN NETWORK
13 3 LOWER CAMPUS
As the heart of the campus, lower campus is Lower campus transformations char- the most prominent and defining neighbour- acteristics: hood of the downtown campus. A reinvented • Dedicated exterior spaces for events. Library in the McLennan and Redpath Library buildings will offer large study and collabora- • New points of access to campus at stra- tive work spaces, drawing students into this tegic points. area, from all over campus. • New east/west pedestrian links. Relocations to the new pavilion on the former • New student services on McTavish RVH site will vacate significant amounts of between Sherbrooke and Dr Penfield, space in existing buildings, offering opportu- including Food services and student ad- nities for new spaces for research, formal and vising functions. informal learning spaces, community, food and lounge spaces. • Reduction of dedicated spaces for vehicle
TRANSFORMING OUR CAMPUSES OUR TRANSFORMING traffic and parking to improve connec- Increased permeability of the campus edges tions between the buildings and the lower will enhance visibility of McGill towards down- green. Parking and throughways neces- 02 town and create new pedestrian links from sary to ensure safety and accessibility McTavish, University and Dr. Penfield. should be designed in a way that places them second to pedestrians.
14 Lower Campus D-23 D-14 BETTER CONNECT TO UPPER CAMPUS WEST REDUCE VEHICLE BETTER CONNECT TRAFFIC D-16 D-07 TO THE CITY D-05
D-05 D-08 D-06
REDUCE VEHICLE TRAFFIC D-02 HERITAGE AS PART OF THE D-05 BETTER SUPPORT CAMPUS D-11 SEASONAL EVENTS D-05 D-08 D-09 D-02 BETTER CONNECT TO D-05 THE LIBRARY D-04 D-01 D-06 STATE-OF-THE-ART STATE-OF-THE-ART RESEARCH AND TEACHING LEARNING SPACES D-03 D-10
NEW DEVELOPMENTS AND MAJOR TRANS- A SAFE AND ACCESSIBLE FORMATIONS BETTER CONNECT TOWARDS CAMPUS TRANSFORMATIONS OF THE CITY EXISTING BUILDINGS D-10
INTERVENTIONS
ACTIVE GREEN NETWORK
STUDENT LIFE 5 RESEARCH + TEACHING
15 LOWER CAMPUS INTERVENTIONS
D-1 A Reinvented Library D-2 Embracing our core heritage D-3 Otto-Maass as a teaching hub Reconfiguration of the McLennan and Red- buildings as iconic features of the and gateway to campus campus path Libraries. Space for new state-of-the-art Relocations of research laboratories out of learning spaces that foster creativity and col- Macdonald Stewart Library, Macdonald Har- the building will allow for the transformation laboration will become available through the rington and other heritage buildings dating of Otto-Maass into a major teaching lab hub creation of an off-site collection facility. Stra- back to the "first expansion" are defining el- on campus, with state-of-the-art, multi-dis- tegically located at the corner of Sherbrooke ements of the east field. Landscaping around ciplinary, flexible wet teaching laboratories. and McTavish Streets, the transformed Library these buildings must reveal their iconic Strategically located at the corner of Sher- will offer additional pedestrian access points features and reconnect them to the campus. brooke and University Streets, Otto-Maas will from Sherbrooke Street, both to the building Landscaping should be combined with efforts act as a gateway, increasing permeability of and to the lower field, increasing the permea- to improve accessibility to these buildings. the south-east corner of the campus, leading bility of the south-west corner of the campus. students through and around the building, TRANSFORMING OUR CAMPUSES OUR TRANSFORMING Access to and across the Library complex will onto the lower field. be possible from the west field. 02
16 Lower Campus Interventions D-4 Opening the Burnside Terrace terrace. The Burnside garage will become a D-5 Improved spaces for research, major bike parking facility on campus. Large areas in Burnside Hall will be affected by teaching and student life in repurposed buildings relocations into a new pavilion on the former RVH site. A reconfigured Burnside Hall will Significant areas in Frank-Dawson-Adams, concentrate student life promoting spaces on Macdonald Engineering, McConnell and Pe- the lower levels of the building, including a terson Hall will be vacated through relocations food venue, visually and functionally opening to a new pavilion on the former RVH site. the ground level towards the lower field. The Renovation of these spaces will offer the op- Burnside garage edicules will be redesigned to portunity to increase areas for informal study create new views from the east field towards and food services while adding active learning Macdonald Stewart Library and the new ter- classrooms and state-of-the-art research labs race. Student flow will be possible through and to this neighbourhood. around Otto-Maass and onto this redefined
17 LOWER CAMPUS INTERVENTIONS (CONTINUED)
D-6 Embracing the Main Road as a D-7 Leacock as a key strategic link D-8 Embrace the West Field as green artery of the campus The lower Leacock terrace has recently been McGill’s events destination Covering the area from Sherbrooke Street renovated and the upper terrace is slated to A custom-designed seasonal structure will up to the Arts Building, this intervention will be turned into a new plaza and outdoor class- accommodate all major summer and shoul- transform the Main Road to better reflect and room. A new stair linking the space in front der seasons events that draw large numbers celebrate its new role as a pedestrian zone. Leacock, up towards Dr. Penfield will complete of people, such as Convocation, Pow Wow, With the area around Roddick Gate complet- the transformation of the Leacock Terraces. Open House, Orientation. Strategically located ed, and the lower Main Road expected to be This will create a new strategic link between on the West Field, it will be accessible from redesigned, the Y intersection and the Belve- the Lower Campus and Upper Campus West the Main Road and will be in dialogue with the dere in front of the Arts Building will complete neighbourhoods, significantly reducing travel new Lower Field access from the West, across the transformation of the Main Road into a times between the new and existing teaching and around the reinvented Library. A more major pedestrian axis and Plaza. Motorized hubs in Leacock and the new pavilion on the accessible Redpath Museum dedicated to its TRANSFORMING OUR CAMPUSES OUR TRANSFORMING vehicle access in the entire area will be further Powell site. Museum functions will further contribute to restricted. the public nature of this part of the campus. 02
18 Lower Campus Interventions D-9 A clearly defined identity for D-10 Better connect to McGill's D-11 Give a home to McGill allied the East Field buildings along Sherbrooke functions in the Peel Street row hous- The reconfiguration of the east field into a 680 Sherbrooke will undergo transformations es bioretention zone will redefine this prominent in several phases. Short- and medium term The Peel street row houses are part of the location on campus. Groundcover and vegeta- interventions will focus on accommodating campus. Existing McGill allied functions in this tion that promote permeability and rain water growth for existing functions in the building as area will be appropriately accommodated in retention, combined with pedestrian walkways well as providing space for new programs and the heritage buildings. In addition, academic or other means of crossing the area, will allow units that need to be relocated out of inade- functions that cannot be accommodated in for a sustainable rainwater management on quate spaces on campus. Post-construction the more central area of campus and that are campus while showcasing McGill’s sustain- of RVH and Powell, and the subsequent ren- compatible with the buildings' characteristics, ability efforts. Design elements and vegetation ovation of Strathcona Anatomy, repatriation such as offices and seminar rooms will contin- will celebrate Indigenous cultures. of academic units into the Lower and Upper ue to be part of this area of campus. Campus East neighbourhoods will allow for lease consolidation in the building.
19 UPPER CAMPUS EAST
Upper Campus East covers the area above Mil- Upper campus east transformations ton Gate, between Dr. Penfield and University characteristics: Streets. With the new pavilion for Sustainabil- • A new pavilion for Sustainability Systems • Increased student services in buildings ity Systems and Public Policy on Pine this area and Public Policy on the site of the former repurposed after relocations of selected of the campus reaches across Pine avenue Royal Victoria Hospital. units into new developements (former and links the campus to towards the Campus RVH and Powell). North neighbourhood, the Mountain and the • A renovated Wilson Hall, with a new en- Plateau. trance from within the campus.
Wilson Hall is strategically placed at a pe- • A new student corridor along Tomlinson destrianized Milton Gate. It will be renovated, lane, connecting lower campus through opened and reoriented towards the campus. and around Strathcona Anatomy and Dentistry with the new pavilion of Sus- A new green corridor will create a major new tainability Systems and Public Policy pedestrian link between Milton Gate and the TRANSFORMING OUR CAMPUSES OUR TRANSFORMING (former RVH). new research and teaching hub on the former RVH site. • New east/west pedestrian links to better
02 connect towards Dr. Penfield towards the reservoir and towards New Residences and the Sim Centre on Park avenue.
• Dedicated and reduced delivery entrance and circulation areas.
20 Upper Campus East D-12
A NEW DESTINATION FOR RESEARCH AND TEACHING
HERITAGE AS PART OF THE BETTER CONNECT NEW CAMPUS GREEN SPACES
D-14
A NEW TEACHING HUB
A NEW STUDENT BETTER CONNECT CORRIDOR TOWARDS UPPER RES AND THE SIM CENTRE
D-17
D-15 REDUCE VEHICLE TRAFFIC
NEW DEVELOPMENTS AND MAJOR TRANS- PEDESTRIAN AS FORMATIONS BETTER CONNECT NEIGH- PRIMARY USER TRANSFORMATIONS OF BOURHOODS EXISTING BUILDINGS
STATE-OF-THE-ART INTERVENTIONS RESEARCH AND TEACHING
ACTIVE GREEN NETWORK D-13
STUDENT LIFE BETTER CONNECT D-16 TO THE CITY RESEARCH + TEACHING 7 21 UPPER CAMPUS EAST INTERVENTIONS
D-12 Expanding the campus towards D-13 Renovate and reorient Wilson D-14 Position Strathcona Anatomy the mountain into a new destination Hall and Dentistry as a Gateway for multi-disciplinary research and Relocations to a new pavilion on the Powell teaching (former RVH) New spaces for teaching, learning and student life, including a food venue, in a renovated site will allow for a transformation of this The new pavilion in new and heritage build- Wilson Hall. The building’s renovation will in- iconic building. State-of-the-art dry research ings on the site of the former Royal Victoria clude a main and accessible entrance from the and teaching spaces as well as a food venue Hospital will give a home to Sustainability square in front of the James Building as well will make this building a student destination at Systems and Public Policy as the two anchors as student life promoting spaces on the near- a strategic hinge on campus. A new entrance of a pavilion that will feature state-of-the-art ground levels to seize the building’s prominent from Tomlinson lane will lead students into research spaces, spaces for events, quiet and location at Milton Gates, the campus’ main and through the building and will act as a gate- group study, a major classroom hub, teaching entry point from the East. way towards the new pavilion on the former labs, and a food venue. The new spaces will RVH site.
TRANSFORMING OUR CAMPUSES OUR TRANSFORMING address the University’s critical need for space while expanding the campus towards the Mountain and the Plateau. 02
22 Upper Campus East Interventions D-15 Improved spaces for research, D-16 Embrace the Milton Gate as the D-17 A new green corridor from Mil- teaching and student life in repurposed primary entrance for pedestrians and ton Gate to Strathcona Anatomy buildings cyclists A major new student axis, Tomlinson Lane Significant areas in Wong will be vacated Elevating pedestrians and cyclists as primary will be transformed into a new green space through relocations to a new pavilion on the users, motorized vehicle traffic will be limited linking James Square to the expanded cam- old RVH site. Renovation of these spaces will and controlled. The majority of deliveries pus north of Pine, through Strathcona. A new offer the opportunity to increase areas for will be rerouted and managed appropriately. stair and square behind James will link up to informal study and food services while adding While ensuring safety, the Milton Gate will be Dr. Penfield. The University Street row houses active learning classrooms and state-of-the- redesigned, similar to Roddick Gates, so as to will be welcomed into campus through better art research labs to this neighbourhood. project an open and connected campus. access from the lane and landscaping that will anchor these buildings towards the campus.
23 CAMPUS NORTH
At present separated from the rest of the cam- Campus North transformations char- pus, the new pavilion on the former RVH site acteristics: will physically link this area to Upper Campus • University Street as a new link to the East and consequently to the rest of the cam- Mountain and towards the Plateau. pus. Campus North will play a defining role in connecting the campus to Mount Royal and • A new entrance to campus from the to the Plateau through a new entrance from North. the North. Existing spaces for research will be • Improve accessibility to Athletics and to improved to allow for state-of-the-art flexible Upper Res. and interdisciplinary research laboratories. Rerouting and the pedestrianization of exist- • Embrace Campus North as McGill's ing links towards Upper Res and the Mountain Health and Wellness destination will allow for better student flow towards the campus and through this neighbourhood. To TRANSFORMING OUR CAMPUSES OUR TRANSFORMING reinvigorate Campus North as McGill's Health and wellness destination, better links towards
02 athletics and improvement of services are part of the plan for this neighbourhood.
24 Campus North A NEW ENTRANCE TO D-20 CAMPUS FROM THE NORTH
BETTER CONNECT TOWARDS THE MOUNTAIN
D-20 D-20 BETTER CONNECT BETTER CONNECT TO- TOWARDS UPPER RES WARDS THE CITY
D-20
STATE-OF-THE-ART RESEARCH AND TEACHING
NEW DEVELOPMENTS AND MAJOR TRANS- D-19 FORMATIONS
TRANSFORMATIONS OF HEALTH AND WELLNESS AS EXISTING BUILDINGS D-12 A DEFINING FEATURE OF D-18 CAMPUS NORTH INTERVENTIONS D-21
ACTIVE GREEN NETWORK HERITAGE AS PART OF THE STUDENT LIFE NEW CAMPUS
RESEARCH + TEACHING 9 25 CAMPUS NORTH INTERVENTIONS
D-18 State-of-the-art research D-19 Neuro as a destination for D-20 New pedestrian links to the spaces that connect across disciplines Neurosciences Mountain and the Plateau in Lyman Duff Allow the Neuro to pursue its mission as a Redesigning the existing access routes, lead- Lyman Duff new wing will offer state-of- world-leading institution for brain research ing from University Street to the Upper Resi- the-art research labs. The heritage wings of and advanced patient care. The plan supports dences as well as Douglas Hall will prioritize the building will undergo renovations that cutting-edge research initiatives through the pedestrians in this area of campus. A new will favor dry functions to better respond to revitalization of laboratories and the instal- gate to campus from the North will transform the building’s original design. Space vacated lation of new major equipment. Facilitate the this area of campus. Existing pedestrian links through relocations to the new pavilion on the expansion of the Neuro over time into the between Park Avenue, the mountain and the Powell site will allow for the accommodation Lyman Duff complex. campus will be improved to allow for pedes- of expansion spaces for the neighbouring trian flow onto campus from the north and to Neuro. define a clear entrance to campus from the TRANSFORMING OUR CAMPUSES OUR TRANSFORMING Plateau neighbourhood. 02
26 Campus North Interventions D-21 Embrace Campus North as Mc- Gill's Health and Wellness destination A reinstated and accessible entrance to athlet- ics through Memorial Hall and the expansion of health and wellness related research into the Pine row houses will be part of this inter- vention. Improvements to safety and greening of the pedestrian axis along Pine will allow for a better pedestrian flow, from Upper Campus East, towards athletics. This intervention will also address the south-east corner of this area of the campus, at the intersection of Pine and Park avenue, as a campus edge.
The new pavilion on the former RVH site connects the campus towards the Mountain and the Plateau
27 UPPER CAMPUS WEST
The Upper Campus West area is characterized Upper Campus West transformations by the many mansions along Peel, McTavish, characteristics: Dr-Penfield and Pine and the large research • Better links between Upper Campus West buildings that were added over time. Access and the Lower Campus as well as towards to and around this area of campus is often McTavish. difficult with steep slopes to climb from the lower campus and high-traffic streets cutting • A continuous network of green, safe and through. Academic functions that are currently accessible pedestrian routes through the located in the mansions are inefficient with neighbourhood. many of the mansions in a state of ill-repair. • Integration of new functions and neigh- bours into the area, with some of the mansions to be released from the aca- demic inventory. TRANSFORMING OUR CAMPUSES OUR TRANSFORMING • State-of-the-art, flexible spaces for re- search that connect across disciplines. 02 • A new hub for research and teaching on the Powell site
28 Upper Campus West BETTER CONNECT TOWARDS THE MOUNTAIN
NEW NEIGHBOURS AS PART OF UPPER CAMPUS WEST D-26 BETTER CONNECT NEIGHBOURHOODS BETTER USE INTERSTITIAL SPACES D-24
STATE-OF-THE-ART RESEARCH AND TEACHING D-23
NEW DEVELOPMENTS AND MAJOR TRANS- FORMATIONS D-25
TRANSFORMATIONS OF D-22 EXISTING BUILDINGS BETTER ACCESS TO AND AROUND THE NEIGHBOURHOOD D-07 INTERVENTIONS A NEW LINK TO LOWER
ACTIVE GREEN NETWORK CAMPUS
STUDENT LIFE
RESEARCH + TEACHING 11 29 UPPER CAMPUS WEST INTERVENTIONS
D-22 Powell as a Gateway and Re- D-23 Stewart Biology as a new edge D-24 A green structuring axis for search and Student Hub The renovated Stewart Biology building will the neighbourhood New spaces for research, teaching and be a major hub for research and teaching. McIntyre lane is one of the main access points to student life, including a food venue, in a pa- Improved connections of the existing court- this neighbourhood. The elimination of motor- vilion that will redefine the entrance to Upper yard towards the Law Atrium and towards the ized vehicle through-traffic and the creation of a Campus West. The 3647 Peel Street mansion McIntyre/Life Sciences buildings will link this separate access to the McIntyre garage will make will be renovated and incorporated into the complex of three blocks to a loop of pedestrian McIntyre lane a safe, accessible and green pe- project. The building’s implementation on the walkways that tie together the Upper Campus destrian axis that will allow for student flow from site will improve pedestrian flow from Lower West neighbourhood. State-of-the-art flexible the McTavish student corridor towards McIntyre. to Upper Campus West, through widened research and teaching labs, active-learning Reaching from the Education Building across the sidewalks and accessible entrances at several classrooms and auditoria, as well as food neighbourhood towards William-Osler Drive, the levels, improving accessibility in this area of venue will be part of the program. lane links two edges of campus. A new space for TRANSFORMING OUR CAMPUSES OUR TRANSFORMING the campus. students between Stewart Biology and the McIn- tyre Medical Building is part of this intervention. 02
30 Upper Campus West Interventions D-25 Old Chancellor Day Hall land- D-26 New neighbours along scaping McIntyre Lane
Significant differences in height characterize The mansions along Pine will be released, re- the corner of Dr. Penfield avenue and Peel defining McIntyre Lane as an edge of campus, street. Large classrooms in the Upper West with new neighbours as part of the neighbour- Campus area generate high pedestrian traffic. hood. The proposal is to mitigate pedestrian traffic along Peel and Dr. Penfield through additional pedestrian paths that will lead students from Powell directly onto the Old Chancellor Day Hall lawn, thus connecting pedestrian paths from Penfield and Peel to the Upper Campus West pedestrian loop.
31 MACDONALD CAMPUS
The Macdonald Campus is comprised of five Macdonald campus transformations neighbourhoods, Mac Lower Campus, Mac characteristics: Upper Campus, Mac Campus North, Maple • Utilize the future REM station as an and Lakeshore. The plan emphasizes the im- opportunity to better connect the two portance of connecting the neighbourhoods in campuses and between Mac campus order to fully exploit the Macdonald campus' neighbourhoods. vast and beautiful spaces. The future REM sta- tion that will be located not far from the cam- • Create a new heart for the campus. pus will offer a new connection to downtown. • Connect the campus to the Lakeshore. Mac Lower Campus will be transformed by new landscaping initiatives, the improvement • Improve student experience. of existing spaces, a new pavilion for research and innovation and, in the longer term, a • Renew existing research and teaching new pavilion for student life. The proposal facilities and expand into new spaces. TRANSFORMING OUR CAMPUSES OUR TRANSFORMING also includes measures to better connect the • Steward the campus' natural environ- campus to the lakeshore and to identify clear ments in a responsible way.
02 entrances and a core of the campus. The re- balancing of the real estate portfolio at Mac • Naturalize areas of the lakeshore that campus will increase efficiency and allow for a cannot be used for student life promoting more compact lower campus area. outdoor spaces.
• Reduce the fragmentation of the campus through the consolidation of academic functions as well as through the release of buildings that are inadequate for aca- demic functions.
32 Macdonald Campus MAC CAMPUS NORTH
PROTECTION OF AGRICULTURAL LAND CONNECTION TO THE PROJECTED REM STATION
BETTER DEFINE ENTRANCE TO CAMPUS FROM THE NORTH MAC UPPER REDUCE CAMPUS THROUGH-TRAFFIC
BETTER CONNECT TO THE PROTECTION OF FARM AND THE ARBORETUM AGRICULTURAL LAND MAC LOWER CREATE A MORE REDUCE VEHICLE CAMPUS EFFICIENT CAMPUS TRAFFIC ON CAMPUS STATE-OF-THE-ART RESEARCH AND TEACHING BETTER DEFINE IMPROVE ACCESSIBILITY ENTRANCE FROM THE TO AND AROUND CAMPUS MAPLE SOUTH LAKESHORE BETTER CONNECT TOWARDS THE WATERFRONT
13 33 MAC LOWER + UPPER CAMPUS
The interventions proposed for Macdonald Mac Lower and Upper campus trans- campus focus on improving research and formations characteristics: teaching facilites, better defining the campus' • Strategically place new pavilions in an entrances and rebalancing the campus through effort of rebalancing the campus around the strategic addition of new constructions to a new "heart". give the campus a core, while recognizing the Lakeshore as an iconic natural feature that the • Improvement of student services oriented campus will connect to by bringing student life along an enhanced green corridor that promoting activities to the shore. Increased will link research and teaching facilities and more diverse transit will better connect towards the waterfront. the campus to downtown. • Create distinct and character defining en- trances to campus from the North, South and West. TRANSFORMING OUR CAMPUSES OUR TRANSFORMING • Improve open and green spaces and intro- duce leisure and sports activities on the
02 Lakeshore.
• Replace the existing bridge with a new structure that will allow for safe pedes- trian and cycling routes towards the farm and the rest of campus.
34 Mac Lower + Upper Campus ALTERNATIVE AND SAFE TRANSPORTATION ACROSS MAC UPPER CAMPUS NEIGHBOURHOODS M-03 CAMPUS
SHUTTLE TO REM AND IMPROVEMENT OF TOWARDS THE FARM RESEARCH FACILITIES M-06 BETTER CONNECT WITH THE COMMUNITY
A SAFE AND ACCESSIBLE CAMPUS BETTER USE OUR EXISTING BUILDINGS
FACILITIES AND CONSOLIDATED PARKING
INCREASE SERVICES FOR STUDENTS
M-01 STATE-OF-THE-ART RESEARCH AND TEACHING MAPLE M-04 MAC LOWER ENHANCED LINKS TO JAC CAMPUS REDUCE NEW DEVELOPMENTS AND MAJOR TRANS- SURFACE PARKING FORMATIONS REDEFINE THE CAMPUS EDGES TRANSFORMATIONS OF BETTER DEFINE ENTRANCE EXISTING BUILDINGS TO CAMPUS DEVIATE THROUGH-TRAFFIC M-02 TO PEDESTRIANIZE CONNECTIONS TOWARDS JAC INTERVENTIONS M-05 LAKESHORE ACTIVE GREEN NETWORK BETTER CONNECT MACDONALD CAMPUS AS TO THE STUDENT LIFE A HEALTH AND WELLNESS WATERFRONT DESTINATION
RESEARCH + TEACHING
35
15 MACDONALD CAMPUS INTERVENTIONS
M-1 Embracing Research and Inno- M-2 Reinvigorating Student Life at M-3 Embrace the farm and arbore- vation as defining features on campus Mac Campus tum as a defining area of Mac campus A new pavilion for Research and Innovation Key student-life functions will be included A new community engagement centre will will be strategically located on an enhanced in the new research and innovation pavilion. draw visitors to the farm area. The consoli- research axis. Student Life promoting spaces Longer term, a new pavilion for student life dation and improvement of research spaces on the ground and near ground floor levels, will identify a new student axis. This pavilion in the farm and arboretum areas will further and state-of-the-art research and collabora- will address the campus’ needs for improved reinvigorate the campus. The protection of tion spaces will allow the building to become student-centered activities including teaching agricultural and the preservation of natural a major new destination on the campus. This labs, collaborative learning spaces, as well as land plays a decisive role in both areas. new hub will affect many buildings on campus a new home for athletics. Strategically located through relocations and subsequent repur- near the south edge of campus, the new com- posing, which will allow improving research plex will strengthen the campus’ presence on TRANSFORMING OUR CAMPUSES OUR TRANSFORMING spaces in existing buildings across campus. Lakeshore. 02
36 Macdonald Campus Interventions M-4 A new public hub for the cam- M-5 Waterfront improvements M-6 Better links between the Mac- pus donald and downtown campuses Waterfront walkways, greening and the intro- Creating a new entrance to campus from the The Ste-Anne-de-Bellevue REM station will be duction of new and relocated sports activities West, a new square north of Laird Hall will located at short distance from the Macdonald will reinvent the Macdonald Campus central host Mac Market and other campus-defining campus. A new REM shuttle will play an im- lakeshore area and will bring student life ac- functions. The new square will anchor Laird portant role in connecting the two campuses. tivities into this bucolic area of the campus. Hall towards the campus and connect the With public transport expected to further Naturalized areas of the lakeshore will return north-east green corridor to the consolidated increase public transit options, traveling be- sections of the shore to its natural state, with public and shuttle transport stop located be- tween the two McGill campuses will be trans- aquatic research as a vital part of the activities. tween the Macdonald and JAC campuses. formed. In addition, a new bridge towards the The lakeshore neighbourhood will emphasize farm will allow for safe lanes for pedestrians the natural beauty of Mac campus and become and bicycles. a new leisure and research destination on campus.
M-7 Rebalance real estate to better serve academic functions Academic functions out of the Maple street houses will be consolidated on campus. This will create a more compact lower campus area and will support the creation of a clear entrance to campus from Lakeshore road.
37 38 03 PLANNING FRAMEWORK
The planning framework outlines the foundation on which the plan is built. First and foremost, it articulates a com- mon vision for the campus that is reflective of the mission of the university as well as key strategic documents and sustainability targets. This vision is then translated into a set of guiding principles, to which specific interventions and orientations are aligned.
The stakeholder engagement process, through which the McGill community provided input into the plan is described in greater detail. This section also discusses the scope and reach of the plan, presents McGill’s campuses in a regional context and touches on the regulatory and zoning environment that the plan responds to.
39 A VISION FOR MCGILL’S CAMPUSES
bove all else, the Master Plan seeks to The Principal’s Priorities empowered to use their knowledge to increase support the continuous pursuit of Mc- agility and effectiveness. The Principal has set five specific priorities that Gill's mission articulated as follows: A reflect McGill’s strengths and values and set a Transforming our Campus: Providing our phys- The Mission of McGill University is the advance- specific direction for the institution. The master ical and virtual campuses with the resources ment of learning and the creation and dis- plan seeks to advance and support the pursuit necessary to continue our missions in a sus- semination of knowledge, by offering the best of all of these priorities as follows: tainable, safe and welcoming environment. possible education, by carrying out research The McGilll Committment, providing all stu- While the Master Plan supports all of these and scholarly activities judged to be excellent dents with a stimulating, innovative, and inqui- priorities, it has the largest impact on the by the highest international standards, and by ry-based educational experience. transforming our Campus priority. The Master providing service to society. Plan will directly address the areas of focus Unleashing our Full Research Potential: Lay- In fulfilling its mission, McGill University em- including campus expansion, respecting our ing the foundation for McGill to excel in the PLANNING FRAMEWORK PLANNING braces the principles of academic freedom, heritage footprint, sustainability, accessibility increasingly competitive and challenging global integrity, responsibility, equity, and inclusive- and maintaining a safe and welcoming envi- research environment. ness. ronment for students, staff, faculty and re- 03 Community Partnerships: Making McGill a re- searchers. Furthermore, the plan supports the sponsive and dynamic collaborator with a wide specific projects of articulating a campus space range of communities and partners, locally, plan, greening the campus and supporting the nationally and globally. upgrading of classrooms and teaching labs.
My Healthy Workplace: Turning McGill into a true learning organization, where staff are
40 A Vision for McGill's Campuses The 2017-2022 Strategic Academic McGill’s Strategic Research Plan Plan The master plan seeks to support McGill’s The Strategic Academic Plan articulates a Strategic Research Plan articulates as seven clear vision for McGill's campuses. This vision research excellence themes, five core commit- is built on a set of three core ideas for a uni- ments and four strategic objectives. The Mas- versity that is open, connected, and purpose- ter Plan seeks to ensure that McGill’s research ful. Such a university is: mission is supported through enhancing and revitalizing research facilities and infrastruc- open to new ideas, other ways of looking at the ture while also ensuring that these facilities world; open to cultural and human diversity; support new ways of conducing research and open to new ways of doing things; connected allowing researchers to collaborate, interact to its local and global community; connected and innovate in a dynamic environment. across disciplines, boundaries of geography and sectors; and imbued with a clear sense In order to achieve the vision articulated by of purpose, because what we do – learning, the aforementioned strategic documents, the using and advancing knowledge, exploring plan defines nine specific guiding principles new paths in knowledge – has never mattered that describe, in greater detail, how the plan more to our community and our world. translates the broader vision into specific in- tentions for McGill’s campuses. This vision is translated into five key objec- tives:
Be open to the world Expand diversity Lead innovation Connect across disciplines and sectors Connect with our communities
41 GUIDING PRINCIPLES
01. Foster a Dynamic Academic 02. Support Sustainability Through 03. Strategically Manage Physical Community Governance Assets
Create high-quality campuses that foster Establish practices, processes and gover- Holistically manage real estate and land- close relationships between research, teach- nance structures that support the long-term scape assets to ensure that there is sufficient ing and learning with an emphasis on spaces viability of McGill’s campuses by developing high-quality interior and exterior spaces that that prioritize interdisciplinary and experien- the capacity to implement the Plan in a way support the mission of the university. This tial activities as well as spontaneous inter- that is economically, socially and environ- includes the development, adaptive reuse actions. New facilities should be developed mentally sustainable. Define evidence-based and acquisition of these assets as well as the around academic and research themes that interventions that seize opportunities, are careful release of properties that are not well are shared by multiple faculties, departments appropriately scaled and are prioritized to suited for academic functions. and institutes while allowing for flexibility over maximize feasibility while actively monitor- time. Spaces must be designed to support a ing the implementation of the plan through PLANNING FRAMEWORK PLANNING mix of formal and informal activities. well-defined targets. 03
42 Guiding Principles 04. Conserve and Enhance Historic 05. Express the Uniqueness of our 06. Enrich Student Life Buildings and Landscapes Campuses Prioritize and protect formal and informal Act as a responsible steward of historic build- Recognize and enhance the unique contempo- spaces on and off campus for services that ings and landscapes by recognizing heritage rary and patrimonial characteristics, qualities support and enhance the student experi- as a strength and a significant defining feature and symbolic spaces of the campuses. Any ence. In particular, ease access to services of the campuses. Built heritage is a part of physical modifications should improve and throughout the campus and where students the identity and branding of McGill. Enhance enrich the fundamental character-defining congregate as well as maintain and allocate the viability of historic assets by aligning their qualities of the campuses, while also respect- appropriate spaces for these functions. vocation and ongoing use with current best ing their specific settings. practices and environmental considerations.
43 GUIDING PRINCIPLES (CONTINUED)
07. Create and Maintain State-of- 08. Improve Campus Accessibility 09. Invest in Exterior Spaces the-art Campuses and Mobility Enhance and maintain exterior spaces on all Improve the allocation of space and construct Create open campuses that can be easily campuses to make them safe and welcom- new facilities to ensure that physical resources accessed by a variety of users including the ing. Exterior spaces should serve as visible are available, up to date and optimally used. McGill community, academic partners as well expressions of exemplary environmental Ensure that facilities and infrastructure meet as other visitors. Improve accessibility and sustainability, support climate adaptation and high standards for quality, efficiency and per- mobility to, between and within the campuses be appropriate for local weather conditions. formance. The development and allocation of by promoting sustainable and viable transpor- Exterior spaces should maximize the number new spaces should consider life-cycle analysis tation options including walking, cycling and and types of activities that they can host while and reflect industry standards with a focus on public transit. The pedestrian experience must also being flexible enough to allow for a variety environmental sustainability. be prioritized through safe and accessible of community, ceremonial and seasonal uses. links and pathways while minimizing parking PLANNING FRAMEWORK PLANNING and the negative impacts of vehicular circula- tion. 03
44 Guiding Principles 45 STAKEHOLDER ENGAGEMENT
6 250+ individual exchanges 2 21 attendees
At Macdonald Campus 1 3 43 participants
PLANNING FRAMEWORK PLANNING 1 144 individual responses 2 20 participants 03
Over 480 Direct Engagements
46 Stakeholder Engagement Objectives The information gathered through these exer- First Peoples’ House, Teaching and Learning cises both enriched and validated the content Services, Office of Sustainability, Library Ser- From January 16th through February 15th, of the master plan. This iterative community vices, Office for Students with Disabilities. 2019, a series of activities were conducted on engagement process maintains a continuity both of McGill’s campuses with the following with past efforts and serves as a foundation objectives in mind: Process of Engagement for future initiatives. The methodology that was adopted used Inform and raise awareness about 01. diverse platforms to share information and campus planning exercises, including The Stakeholders solicit input in order to reach a broad range of the master plan and the objectives they As the impact of the master plan is mainly stakeholders within the McGill community: seek to achieve. self-contained to McGill University's campus- On-line Survey 02. Obtain broad and diverse input on dif- es, the engagement process focused on inter- ferent aspects of campus planning. nal stakeholders: students, staff and faculty A bilingual online survey was conducted using 03. Provide platforms for the community to members. open-ended questions from January 16th to ask questions and seek clarification. February 6th, 2019. The goal of this survey Engagement with these different groups was was to elicit opinions pertaining to individual Build capacity among stakeholders to 04. coordinated in collaboration with the following space preference and sustainability and the participate in ongoing engagement dia- units within the University: Communications results were reviewed using qualitative anal- logues. and External Relations, Indigenous Initiatives,
47 STAKEHOLDER ENGAGEMENT (CONTINUED)
ysis. The survey was made available to the theme in addition to other Indigenous-related by a question period. A video recording of the McGill community at large. topics. full Briefing was made available online.
Thematic Working Groups Mobile Displays Open House Individual Working Groups were established to In order to reach as many students as pos- Annual open houses are held at McGill, alter- examine the themes of sustainability, teach- sible, seven large panels about the master nating their venues between the two campus- ing and learning space as well as communal plan were displayed in high-traffic areas in es. As the last open house in 2017 was held on space and accessibility. These working groups six venues across campus, including Bishop the downtown campus, the 2019 open house solicited input from faculty and staff members Mountain Dining Hall for students living in took place at Macdonald Campus in February over a set of three, half-day, work session- residence. The panels were accompanied 2019. It focused on the master plan and its key sion. The key takeaways from each session by members of the planning team to solicit initiatives. were validated through a second follow-up open-ended feedback and answer questions. Working Sessions presentation. Community Briefings In addition to the community engagement Building upon the key takeaways from the the-
PLANNING FRAMEWORK PLANNING Two public information sessions were held on activities listed above, several work sessions matic working groups, members of McGill’s both campuses. A presentation on the master took place with different university units in Indigenous community (primarily students) plan was made by the Campus Planning and different spheres of responsibility. This includ- 03 were also engaged to solicit their input on each Development Office which was then followed ed sessions related to design, sustainability,
48 Stakeholder Engagement teaching and learning, accessibility and, stu- dent services. These exchanges allowed for a better understanding of their specific priorities and preoccupations which helped identity how the master plan can respond to their needs.
Communication Tools The McGill University community was informed about the engagement activities through sev- eral channels including internal student and university newspapers, social media and the Campus Planning and Development Office web page. The communication with the Macdonald Campus community was further complimented with the Macdonald Campus Newsletter as well as the Macdonald Campus Students’ Society.
49 SCOPE + REACH
The master plan is intended to guide the future and administratively. In this way, the plan of the Downtown and Macdonald Campuses. makes proposals for interventions to areas that The plan is primarily concerned with the physi- are outside of McGill’s direct administration cal spaces and assets of the university however, and control, such as municipal roadways and in order to provide feasible and actionable direc- as will be dicussed later, the plan is subject to tions, it also examines how these spaces and regulatory framework and approval processes assets are used. In this way the plan considers at the municipal, provincial and federal levels. operational and administrative dimensions but Therefore, in these areas, the Plan articulates it does not prescribe specific actions at that specific intentions and it will serve an important level. starting point for discussions with the relevant external stakeholders, regulators and service The master plan acts as a framework through providers. PLANNING FRAMEWORK PLANNING which interventions and orientations are put forward and from which projects can be gener- ated. As such, it does not provide specific design 03 directives nor does it provide detailed scopes or costs. The plan does however provide specific orientations in potentially sensitive areas or for locations where a particular outcomes are desired.
The plan also recognizes that McGill’s campus- es must not be considered in isolation and they interact with their surroundings both physically
50 Scope + Reach 51 OUR CAMPUSES IN A REGIONAL CONTEXT
McGill University is much more than a down- tum, farm and sports facilities at Macdonald The reserve is unique in that it consists of two town campus and it plays an important role in Campus all play an important role for the local distinct sectors. The Preservation Sector is a regional context. Since the establishment of and regional communities. the only unmanaged old-growth forest in the the downtown campus in 1821 and Macdonald region, which protects biodiversity. The Public Complimenting McGill’s campuses but not di- Campus in 1907 the regional metropolitan Sector includes a series of trails open to use by rectly addressed in the plan is the Gault Nature area of Montreal has grown and the campus the community while also supporting a range Reserve. The reserve serves a mix of academic, now form an integral part of the Montreal Met- of research activities. research, teaching and preservation functions. ropolitan Community.
The downtown campus is positioned uniquely between Mount Royal and the central business district. This location makes it an important link and transition between the urban environ- PLANNING FRAMEWORK PLANNING ment of the city core and the natural landscape N of the mountain. The campus also rests almost
03 entirely within the Mount Royal Heritage Site, Gault Estate which recognizes the campus as a prominent Montreal landmark. Downtown Campus
Macdonald Campus, located in Sainte-Anne- de-Bellevue, is thirty kilometers from the Macdonald Campus downtown and it plays an important role in the regional context as one of the few remaining agricultural areas on the western side of the island of Montreal. Furthermore, the arbore-
52 Our Campuses in a Regional Context REGULATORY + ZONING FRAMEWORK
McGill’s campuses are located in a number of differ- Permanent Agricultural Zone Municipal by laws ent jurisdictions and they are subject to a number McGill’s campuses are located within five municipal of different regulatory and planning requirements. The Act to Preserve Agricultural Land and Agricultur- jurisdictions each with its own set of zoning and asso- In addition to conforming to regulations that govern al Activities Established the Permanent Agriculture ciated by-laws that control and in some cases restrict the physical campuses, it is also important to align Zone with the intent to protect the agricultural land of development. In particular, the downtown campus is the master plan with the strategic orientations of Quebec. This zone covers a total of 2,000 hectares on subject to the regulations within the Ville-Marie and the province and the municipalities in which they are the island of Montreal, of which a significant amount Plateau boroughs of Montreal, Macdonald Campus located. rests within the boundaries of Macdonald Campus. This includes both the Morgan Arboretum as well as is regulated by Sainte-Anne-de-Bellevue and Sen- the farm. Within this zone, farming activities must be neville. The Gault Nature Reserve is located almost The Mount Royal Heritage Site prioritized and, with limited exception, it is prohibited exclusively within the City of Mont St-Hillaire. In 2005, the Quebec government designated Mount to remove top soil or use the land for any non-agri- Royal and it’s surroundings as a Historic and Natural cultural purpose. 1995 Programme de Développement District. This represents a strong intention to protect In 1995, McGill University concluded an agreement the natural environment, recognize the archeological with the City of Montreal that provided the framework significance for indigenous and European-Quebecois for the global development strategy of the downtown populations while also featuring the large institu- campus. The agreement was adopted by Council as tional properties of historical significance, of which a by-law and set specific requirements and inter- McGill’s downtown campus is one. Now renamed the pretations for building height, density and land use. Mount Royal Heritage site, the City of Montreal and This agreement served an important role in guiding the Ministère de la Culture et des Communications the evolution of the campus. Although the 1995 Pro- share jurisdiction for the evaluation of modifications gramme de développement is still active as a by-law, to properties in the site. the accompanying framework agreement document is no longer in effect.
53 54 04 HISTORY + BUILT HERITAGE
In order to develop a plan for the future it is important to understand the campuses in a historical context. Built heritage is one of the defining characteristics of McGill’s campuses and its buildings and landscapes are in many ways unique. As such, this built heritage is extremely valuable and McGill must act as a responsible steward of these resources so that they can be preserved for future generations.
This section begins with a statement on the importance and challenges of built heritage as it relates to the mainte- nance of these resources and aligning the responsibility of stewardship with the teaching and research mission of the university. Next it provides a historical overview of the growth of the campuses over time emphasizing specific factors that shaped them.
55 THE IMPORTANCE + CHALLENGES OF BUILT HERITAGE
uilt heritage is one of the defining fea- growth of the campus with majestic buildings ancing requirements for revitalization with tures of McGill university and its cultur- around a central green quadrangle is a defining the protection of built heritage and heritage Bal and physical legacy is unique. In this feature of North American colleges designed landscapes is critically important. At the same way, heritage is integral to the brand of the in the Jeffersonian style. In this way, the her- time, the maintenance of heritage buildings is institution. itage value of the downtown campus extends substantially more financially and technically well beyond the buildings themselves and it demanding than new construction. Further- The downtown campus sits on traditional is the overall assembly of these buildings and more, efforts must be made to ensure that Kanien’kehá:ka land and as such, the location their relation to the open spaces that hold the quality and authenticity of these heritage is an important cultural element for the local significance. properties are maintained to a high standard. Indigenous population. As one of Canada’s oldest institutions for higher education, the The same holds true for Macdonald Campus It is in this context that the master plan views university was the first large institution on as a representation of agricultural education in the responsibility of built heritage protection
HISTORY + BUILT HERITAGE BUILT + HISTORY Mount Royal and it predates the park, ceme- Canada. Although many of the original build- and it puts forward a comprehensive strategy teries and colleges. ings are no longer a part of the McGill campus, to ensure that the heritage assets of the uni- the master plan recognizes that several of the versity are sustainably maintained for future 04 Not only is the downtown campus one of the remaining structures as well as the relation- generations. largest collections of heritage buildings in ship of the campus to the waterfront and the Montréal, but the physical development of the surrounding agricultural land represent an downtown campus over time is also of notable important heritage ensemble. heritage significance. The architectural style and names of buildings are a strong reference The stewardship of these built heritage to the Scottish heritage of Montreal and the resources is not without its challenges. Bal-
56 The Importance + Challenges of Bult Heritage 57 EVOLUTION OF DOWNTOWN CAMPUS
In order to understand the current form of the As such, they create the legacy on which the Pre-founding (before 1840) campus it is important to explore its evolution. current plan is built. The continually evolving Before the founding of McGill, Indigenous pop- Each phase of growth had its own characteris- nature of the campus means that this plan ulations were present on the land where the tics and is a unique chapter in McGill’s history. serves as the starting point for future phases. campus were eventually built. The mountain These phases responded to specific conditions These phases represent an opportunity to acted as an important and sacred landscape and challenges. It is the sum of these phases continuously recognize and strengthen the and continues to represent significant cultural that gives the campuses their character built heritage of the university. importance. There are no remaining perma- defining features and structuring elements. nent built structures from this period. HISTORY + BUILT HERITAGE BUILT + HISTORY 04
58 Evolution of Downtown Campus Founding (1840 - 1874) First Expansion (1875-1909) Wartime Growth (1910 – 1945) 1% of the current campus 7% of the current campus 11% of the current campus
McGill University was founded in what was This period saw a significant expansion of In the first half of the 20th century, the cam- a rural setting with the construction of the the campus that was driven by donor-funded pus experienced a period of slow growth Arts Building and Dawson Hall. Development buildings. These buildings shared a common resulting from the disruption caused by the occurred slowly during this period as enrol- architectural style and were conceived as a First and Second World Wars. Nevertheless, ment numbers were limited. The iconic Arts comprehensive assembly of pavilions on a the campus expanded to the north during this Building and the main road access still remain green landscape. The development of the time and the stadium, Douglas Hall and the the defining features of the campus and McGill campus during this period defined the central Montreal Neurological Institute and Hospital University as a whole. quadrangle which continues to exist to this were constructed. At the same time, McGill day. It was also during this period that the first affiliated theological colleges started to be pavilions of the Royal Victoria Hospital were founded nearby. completed, giving McGill a new neighbor on the mountain.
59 Rapid Expansion (1945 - 1964) A Growing Footprint (1965- 1982) Consolidation + Renewal (1983-present) 35% of the current campus 20% of the current campus 27% of the current campus
The post-war period saw rapid expansion driv- Driven by the baby boom, the campus grew This period saw slowing population growth en by increasing enrolment and new programs. substantially and developed most of its re- and added financial pressures on public insti- Increased demand resulted in substantial de- maining vacant land. The upper campus saw tutions. Consequently, this period was defined velopment on the campus in the areas of engi- significant growth to accommodate Medicine, by a retraction into existing properties and neering, science and medicine as well as new Law and Education. The development that favored renovating existing spaces over con- student service buildings and residences to the occurred during this period also represented a structing new pavilions. It was also defined by north. This represented a substantial growth continued growth of laboratory space on cam- the increased leasing of space and the occu- in new laboratory infrastructure. During this pus and reflected new construction methods pation of office towers south of Sherbrooke period the eastern edge of the campus be- and standards. Street. It is from this position that McGill is came well defined, accompanied by westward now embarking on a new phase of renewal to growth into mansions and row houses ac- meet new challenges for the future. quired through purchase and donation. HISTORY AND BUILT HERITAGE BUILT AND HISTORY 04
60 Evolution of Downtown Campus EVOLUTION OF MACDONALD CAMPUS
Founding + Early Years 1905-1928) A Growing Footprint (1929-1971) A New Neighbour (1972-present) Founded as the Macdonald College of McGill During the subsequent decades, the campus In the early 1970s a large portion of the cam- University, Macdonald Campus was planned saw substantial expansion. The farmland pus’s buildings were leased and eventually and funded by William Macdonald on 561 increased to 1,600 acres and there was an sold to CEGEP John Abbott College. This sig- acres of farmland. The campus began as a increase in the amount of teaching space, labs nificantly fractured the campus and left the re- small ensemble of buildings that started to as well as investment in services and student maining Macdonald Campus with a significant take shape around the central oval of what is residences. This period also saw increased lack of structuring or defining features. It was currently John Abbott College. It was during development in the farm with new buildings to also during this time the Faculty of Education this initial period that some small residences support expanding agricultural research. was moved to the Downtown Campus, which were constructed on the campus. further reduced the population and rendered it a single-faculty campus.
61 62 05 OUR CURRENT CAMPUSES
To set a course for the future it is critical to understand the current state of the campuses. This section sets the analytical foundation on which the plan is built. It identifies current challenges and opportunities on our campuses, allowing the plan to respond directly to specific needs and prescribe effective solutions to realize desired outcomes.
This section starts by reviewing the current allocation of space on our campuses by function and use as well as his- torical growth over time. The portrait of the current campuses is further elaborated through an analysis of teaching and learning spaces including classrooms and teaching labs. The current state of research space is also examined through the lens of fostering collaboration and innovation. This section also outlines the opportunities and challenges that exist with respect to transportation, mobility and accessibility.
63 GROWTH OF THE CAMPUSES
Over the long history of McGill, growth of the percent of McGill’s current campuses. Many of address urgent space pressures. However, campuses has not been constant and certain these spaces are up to 60 years old and used as space pressures have continued to grow, periods have been defined by slow growth for research and teaching. These spaces rep- these short-term solutions have become the while others were very rapid. For its first 100 resent a significant requirement for renewal norm. Over the fifteen-year period from 2003 years the campus remained relatively small and they must be adapted to meet current to 2018 there was nearly a five-fold increase in and grew slowly over time. Many of the cam- standards for efficiency and energy usage. the amount of leased space occupied by Mc- pus’s iconic buildings were constructed during Gill. The increasing occupation of rented spac- More recently, enrolment has outpaced the this period and approximately 13 percent of es has created several issues. In particular, growth of campus space. This is particularly the campus space is over 100 years old, which they are not eligible for government subsidies, evident in the period from 1980 to 2015 when makes McGill unique among peer institutions. they represent no return on investment, they enrolment increased approximately 114 per- While these older buildings are a defining are subject to taxation and the average cost of cent and campus space only grew 28 percent feature of the campuses, they do represent rent has steadily increased over the past sev- over the same period. At the same time, the
OUR CURRENT CAMPUSES CURRENT OUR significant challenges for maintenance and eral decades. Moreover, these rented spaces modernization of certain facilities has also usability. This is particularly the case with are often poorly suited to accept academic required more space to meet standards and former residential buildings that cannot be and research functions such as classrooms
05 facilitate new ways of teaching and learning. effectively renovated to meet the necessary and laboratories. As such, it is the intention of This misalignment has put pressure on space space or energy efficiencies required of mod- the plan to substantially reduce the amount of and has meant that the use of inefficient build- ern academic and research facilities. leased space occupied by the university. ings, often adapted from other uses (such as It was during the period from late 1940s residential), no longer meet the real estate through to the mid 1980s that the campuses needs of the university. grew dramatically and the space that was Recently, the university has become in- added during that time represents over 50 creasingly reliant on rental space in order to
64 Growth of the Campuses Enrolment vs. Total Net Square Meters over Time Net Assignable Enrolment Square Meters 40,000 600,000
35,000 500,000 30,000 400,000 25,000
20,000 300,000
15,000 200,000 10,000 100,000 5,000
0 0
Net Square Meters (owned) Net Square Meter (rentals) Enrolment
65 SPACE ON OUR CAMPUSES
In order to make sound evidence-based deci- On the downtown campus food and lounge vocation of the campus. These types of spaces sions regarding the allocation of space resourc- space only accounts for 4% of the total campus also highlight the important role of research es it is critical to understand the current state of space. It is the intention of the plan to increase within the Faculty of Agriculture and Environ- space use across the campuses. this proportion in order to improve the overall mental Science as well as the campus more quality of the campus environment and pro- generally. Downtown Campus mote health and wellness. Classrooms account for under 3% of the total Spaces dedicated to research and teaching ac- campus space. This lower proportion of teach- Macdonald Campus count for just over 30% of McGill’s space. These ing space is indicative of a campus that is pri- spaces directly support the core mission of the Residences account for 36% of the space at marily focused on research. These classrooms university and highlight McGill’s vocation as a Macdonald campus. Student residences are an tend to be smaller and do not exceed a capacity research university. important part of the campus as it is located of 180 seats. These limited teaching resources OUR CURRENT CAMPUSES CURRENT OUR outside of the urbanized area of Montreal and are currently not meeting the need for larger Offices occupy approximately 27% of all space. housing options are limited. This also includes classrooms to support undergraduate classes. This is split almost evenly between academic residences for staff in the form of small cot- 05 and administrative offices. tages. These cottages are one of the defining Food and lounges represent under 4% of the total campus. The limited amount of this type Residences account for approximately 19% of features of the campus. of communal and informal space represents a the space on the downtown campus. Although Research and teaching labs represent approx- significant challenge for the campus population this is less than some other North American imately 19% of the space at Macdonald Cam- as the campus is relatively isolated and there universities, the urban context of the downtown pus. Farm and farm support spaces, including are limited services available off campus. campus means that there is limited demand for greenhouses, account for an additional 15% of student housing. the campus space. These spaces are critical to the ongoing operation and distinct agricultural
66 Space on our Campuses Downtown Campus Macdonald Campus Downtown Campus Macdonald Campus
67 TEACHING + LEARNING SPACE
Classrooms and teaching labs play a critical rooms falls significantly below the university’s In addition to challenges with quality, the role in the support of McGill’s teaching mis- standard of 2m² (net) per student. This not offering of classrooms in terms of capacity is sion. However, teaching and learning spaces only limits the potential of classrooms to be not reflective of current and projected demand. face several challenges. organized as active learning spaces and use Large classrooms have become overcrowded technology like laptops or tablets but it also which has placed additional pressures on Many of the larger classrooms and teach- presents challenges for basic comfort like scheduling. At the same time, many smaller ing labs are located on the periphery of the space for bags and personal belongings. classrooms with 50 seats or less are underuti- campus. The large distances between these lized. classrooms and labs increases travel time for CLASSROOMS students and creates issues for scheduling.
Many of the teaching labs at McGill were built during the period of rapid post-war campus
OUR CURRENT CAMPUSES CURRENT OUR growth. Approaches to teaching have shifted substantially and new technologies and effi- ciency standards have also emerged. It is the 05 intention of the plan to identify locations for new cutting-edge teaching labs that support a more flexible and interdisciplinary approach to teaching in laboratory environments.
The quality of many classrooms is not re- flective of current standards for teaching and learning. This is particularly evident in the fact that the seating density of many class-
68 Teaching + Learning Space Therefore, the plan puts forth two-tiered strategy that seeks to reduce average seating density while also rebalancing the offering of classroom sizes and types. Specifically, the plan calls for the creation of new larger, flexible classrooms, between 100 and 350 seats, in strategically accessible locations that will meet future demand, facilitate the renovation of rooms to lower seating densities and allow for the introduction of more flexible spaces.
69 RESEARCH + LABORATORIES
Many of McGill’s research spaces are located opportunity to renew existing infrastructure. in buildings that were built during the post- These spaces will embrace new interdisciplin- war construction boom on campus. The age ary approaches, maximize interaction among of these labs means that they do not support researchers and allow McGill to continue the current approaches to research and they are pursuit of research excellence over the long configured in such a way that they limit cre- term. ativity and innovation.
Over the past several decades, many research WET RESEARCH activities at the Downtown and Macdonald Campuses have become more infrastructure and resource intensive. These requirements have been further compounded by increas- OUR CURRENT CAMPUSES CURRENT OUR ing energy standards. This has resulted in a misalignment between the modern needs of
05 researchers and the condition of the spaces that they occupy. This misalignment is further intensified by the high cost and limitations as- sociated with renovations and new equipment installation in older and heritage buildings.
The plan intends to address these challenges by building several new, state-of-the-art research facilities on the Downtown and Macdonald campus while also taking the
70 Research + Laboratories INFORMAL + COMMUNAL SPACE
Informal study spaces and communal spaces are mal spaces, many of the existing spaces are not well includes the provision of accessible food locations areas of the campus where contact between disci- distributed on the campus. that will enhance the overall campus experience. plines, communities and visitors can be maximized. and allow users to comfortably use the campus for To support a vibrant intellectual community, the It has been increasingly recognized that a vibrant in- longer periods. plan aims to compliment formal study and research tellectual life is supported on the one hand by formal spaces with a variety of different spaces that accom- academic and research programs, but also by the modate different users needs and range from im- presence of spaces promoting the informal inter- mersive and solitary to those that are conducive to action between all community members. Moreover, social interaction and collaboration. In particular this FOOD AND LOUNGE SPACE since time spent on campus by students in informal spaces often exceeds time spent in class, it is critical that a robust network of informal and communal spaces be created to allow for chance encounters and allow for continued learning and interaction outside of formal classrooms and research spaces.
Over the years, many communal spaces have been slowly repurposed into offices or academic and research spaces to respond to urgent needs. This has left fewer, higher-quality, spaces for students, faculty and staff to meet in an unstructured manner. In addition to an overall lack of communal and infor-
71 CIRCULATION + MOBILITY
Transportation has a significant impact on the roadways that intersect it. These roadways act metro and by bus. This level of accessibility is daily lives of all campus users and on how peo- as barriers to movement. reflected in the fact that over 50% of campus ple experience the campus. users arrive by public transit. This mode will be Macdonald Campus remains very much a car further supported by the future Réseau express oriented campus and there is limited pedestri- Walking + Cycling métropolitain (REM). This light rail system will an and cycling infrastructure available. In par- have a station less than 200 meters from the Walking and cycling are very common modes ticular, access from the southern areas of the Roddick Gates and will effectively serve a re- of transportation used by the McGill community campus to the farm and arboretum is extremely gional population. and they account for approximately 35% of all limited. trips to campus. It is also true that all trips start It is anticipated that this new system will also It is the intention of the plan to support the or end as a pedestrian. Therefore, it is critically have a significant impact on the accessibility ongoing transition to pedestrian-oriented important that the campus ease movement of Macdonald Campus as it will be in close campuses that are also supportive of cycling. OUR CURRENT CAMPUSES CURRENT OUR for pedestrians and promote active modes of proximity to the Sainte-Anne-de-Bellevue REM In this way the plan seeks to increase the transportation. station. To ease connection between the two permeability of the campuses, consolidate and campuses, a shuttle bus is currently offered to 05 On the downtown campus, Milton Gates is limit vehicular traffic while also improving pe- students and staff needing access to or from the primary entrance for active transportation destrian movement on campuses and providing the Macdonald campus. users and it is the entrance closest to the rental additional bike parking. units directly east of the campus and the Pla- The intention of the plan is to continue encour- teau neighbourhood. Nevertheless, this area Public transit aging the use of public transportation in order and others on lower campus still retain vehi- to meet the university’s sustainability targets. The Downtown Campus is highly accessible by cle-oriented features. As a result of its urban This includes ensuring that transit services can public transportation and it is well served by context the campus has a number of public be easily accessed and our campuses are well
72 Circulation + Mobility connected to each other and to the greater metropol- McGill's Modal Split itan region.
Private Vehicle Vehicular Circulation and Parking 9% In the past, large institutions managed their trans- portation needs by supplying more parking. This supply-driven approach is no longer aligned with current trends and it is estimated that less than 9% of all campus users arrive by car. Despite this small and Public Transit continually-declining proportion of private vehicle 50% users, the legacy of automobiles is still visible on the campus and paved roads, sidewalks, parking lots and delivery zones remain prominent.
It is the intention of the plan are to mitigate the nega- tive impacts of vehicular traffic on both the Downtown Active Modes and Macdonald Campuses and to reclaim more space 41% that prioritizes pedestrians and active modes of transportation.
73 ACCESSIBILITY + WAYFINDING
Accessibility and wayfinding are important fac- ect-by-project basis for the construction and tors for how people experience the campus. In renovation of buildings. In this way, the master particular, it is essential that the built environ- plan plays an important role by identifying spe- ment be accessible to all people, regardless of cific interventions and orientations that foster age, disability or other factors. a climate of understanding and mutual respect while allowing for meaningful participation of For McGill’s campuses, topography, the state all in all aspects of campus life. of the built environment, distances between functions and the age of the buildings create significant barriers for members the commu- nity and visitors to the campuses. The plan recognizes the importance of removing and
OUR CURRENT CAMPUSES CURRENT OUR mitigating these barriers without adding new ones, while also opening the campuses to the widest variety of users possible. 05
Accessibility and wayfinding are addressed at a variety of different scales at McGill. Recom- mendations for accessibility were put forward in the 2018 final report of the Principal’s Task Force on Respect and Inclusion in Campus Life. Additionally, a set of design standards for accessibility exist and are applied on a proj-
74 Accessibility + Wayfinding 75 76 06 THE PLAN This section uses a thematic approach to illustrate and present specific orientations for shaping the cam- puses. These orientations are presented along three interrelated axes of land use and campus functions, landscape and open space as well as movement and circulation. These orientations vary from general direc- tions that apply to all campuses while others address specific locations, buildings and functions. In this way, some orientations can be interpreted as general con- trols and guidelines while others have focused inten- tions to affect specific outcomes.
77 THE PLAN DOWNTOWN CAMPUS HISTORY + BUILT HERITAGE BUILT + HISTORY PLAN THE 06
78 The Plan Downtown Campus 79 ONKWEHONWENÉHA TSI IONTERIWAIONSTAHKWAKÓ:WA INDIGENOUS REPRESENTATION
The plan acknowledges that the downtown spaces that serve their needs. Furthermore, campus is located on land which has long the plan intends to foster a sense of belonging served as a site of meeting and exchange by providing suitable cultural space for Indig- amongst Indigenous peoples, including the enous students, staff and faculty that reflect Haudenosaunee and Anishinaabeg nations. It McGill’s commitment to Indigenous education is the intention of the plan to honour, recognize and support increasing enrolment targets for and respect these nations as the traditional Indigenous students. stewards of the lands and waters on which the campus is located.
The plan supports the intention to engage and collaborate with Indigenous communities to identify, explore and advance ideas and ini- tiatives that embed Indigeneity in the life and
THE PLAN THE activities of the University, while also enhanc- ing the presence and success of Indigenous students, faculty and staff. It is in support of 06 reconciliation that the plan articulates specific orientations that focuses on the tangible rec- ognition of Indigenous history and contempo- rary presence.
Specifically, the plan seeks to recognize and respect the specific and diverse cultural practices of Indigenous members of the community by providing interior and exterior
80 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa 81 ONKWEHONWENÉHA TSI IONTERIWAIONSTAHKWAKÓ:WA INDIGENOUS REPRESENTATION (CONTINUED)
Orientations: 05. Prominently display Indigenous art and culture on the campus. This includes 01. Identify and site a new structure allowing interior and exterior public spaces, spe- for the colocation of Indigenous studies cifically near Roddick Gate. including academic offices, teaching spaces, ceremonial spaces, common 06. Maintain the First Peoples’ House as an study space as well as counselling and important gathering place. other services. 07. Create dedicated Indigenous residence 02. Provide year-round access to medicinal spaces separate from the First Peoples’ and culturally-significant plants through House. a greenhouse that also serves an educa- tional function. 08. Name specific buildings, interior spaces and exterior spaces on campus to recog- 03. Create a water retention element that nize and celebrate Indigenous cultures,
THE PLAN THE features design elements and vegetation thus enriching the physical and symbolic that celebrates Indigenous cultures. landscape.
06 04. Elevate the status and highlight the 09. Provide space throughout the campus importance of the Hochelega Rock to support cultural practices such as by reimagining its surroundings as a smudging. contemplative space. This space must include commemorative plaques, 10. Ensure that activity spaces on the west seating, indigenous plants, a permanent field support the ongoing use for large Hiawatha Belt flag while also respecting Indigenous events. the perspectives and voices of local In- digenous communities.
82 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa 83 NEIGHBOURHOODS
In order to conceptualize the Downtown Orientations: Campus, it has been divided into a set of 01. Neighbourhoods must be complete and neighbourhoods. These neighbourhoods are contain a mix of services, academic independent of faculty, they support inter- spaces and research spaces that support disciplinarity and they act as a way distribute the local populations. services and activities across the campus. Additionally, these neighbourhoods will create 02. Each neighbourhood should contain a dynamic community that will allow students, sufficient flexible informal space to sup- staff and faculty to access local amenities and port gathering, studying and interaction interact with each other more effectively. between students, faculty and staff.
03. Neighbourhoods should be well con- nected to enhance accessibility on campus. THE PLAN THE 06
84 Neighbourhoods 85 REAL ESTATE STRATEGY
The real estate strategy of the 2019 McGill New pavilions on the RVH and Powell sites Master Plan builds on the 2017 Draft Real Es- will provide for about 70,000 gross m2 tate Master Plan which combined a targeted of custom-built space for research and reduction of real estate assets inadequate teaching. Many buildings will be touched by for University needs with a well-planned major transformations and renovations such expansion of the campus into new pavilions, as the McLennan and Redpath Libraries, custom-built for specific space needs. In ad- Lyman Duff, Stewart Biology, Strathcona dition, the real estate plan identified multiple Anatomy and Dentistry, the Macdonald existing buildings for renovation and reuse. Stewart Library, Wilson Hall, Burnside Hall, Frank-Dawson-Adams and Otto-Maass. McGill owns buildings amounting to approx- imatley 730,000 gross m2 in the downtown This will lead to a transformational renewal campus area. Close to 570,000 gsm or about of space on campus. While over 85 percent 80 percent of the space is recognized by gov- of current downtown space was built before
THE PLAN THE ernment. The remaining 20 percent account 1985 and in consequence offers many chal- for residences and arenas and other unrec- lenges, this percentage is projected to drop ognized space. to about 78 percent through the release of 06 selected mansions and row houses. Out of With a current space deficit of approximately this remaining stock of older facilities, 20 28,000 gsm and many new projects on the percent will undergo substantial renovations, horizon, the Plan projects recognized space bringing a total of 40 percent of our down- reaching close to 600,000 gsm within the town campus spaces into the 21st century. next 15 years, eliminating the deficit. With additional projects exceeding the currently recognized space deficit, the downtown campus is projected to reach about 770,000 gross m2 over the next 15 years.
86 Real Estate Strategy 87 REAL ESTATE STRATEGY (CONTINUED)
Orientations strategy and allow our real estate as- 09. Build new developments on the former sets to adapt to changing methods of RVH site and the Powell site, creating a 01. Increase the total amount of space by research. total area of approximately 70,000 gsm. about 5 percent to achieve a total down- town campus size of approximately 06. Facilitate the creation of cutting-edge fa- 10. Create major transformations at the Mc- 770,000 gross square metres. cilities by prioritizing wet labs and large Lennan and Redpath Library Buildings, teaching spaces in new developments Wilson Hall and Stewart Biology. 02. Release the Davis House and annex, over retrofitting existing buildings. Duggan House and annex, Durocher 11. Burnside Hall, Frank-Dawson-Adams, 3465, Hosmer House and annex, Mere- 07. Maintain or increase informal study Lyman Duff, Macdonald Engineering, dith Charles and Lady Houses, Meredith space, food services, administrative Macdonald Harrington, Macdonald Annex, Mountain 3605, Pine 1140, Peel functions, student services and smaller Stewart Library, McConnell, McTavish 3437, 3704, 3710, 3712/14 and 3715, classrooms when retrofitting existing row houses, Memorial Hall, the Neuro, Purvis Hall, Rabinovitch House. Where buildings. Otto-Maas, Peel 3647, Peterson Hall, close to campus, prioritize functions Pine 501, 505, 509, 515, 523, 527, Sher- THE PLAN THE Create sufficient space to allow rental associated to McGill in the reuse of these 08. brooke 680, Strathcona Anatomy and spaces to be minimized. Any remaining buildings. Dentistry, University Hall, 3534 Univer- rental space should be close to existing 06 sity, Wong will be touched by transfor- 03. Target the renewal of aged facilities to McGill functions and only be considered mative renovations. increase percentage of state-of-the-art to address temporary needs or facilitate facilities on our campuses. the creation of non-subsidized programs 12. Spaces vacated through relocations to while also being in direct support of the the new developments will be renovated. 04. Seek rapid elimination of the space global real estate strategy. Repurposing deficit to increase percentage of subsi- of existing buildings, post Powell and dized space. RVH will allow for the repatriation of 05. Enhance the flexibility and efficiency of rentals out of UQAM, Sherbrooke 550 space wherever possible to ensure the and 1010. long-term viability of the real estate
88 Real Estate Strategy New developments and major transformations Transformations of existing buildings Releases - owned space
Releases - rentals
89 TEACHING + CLASSROOMS
Classrooms and teaching labs are the core adapted to respond to current approaches to platforms on which the university pursues teaching. its teaching mission. The centrally scheduled The plan seeks to ensure that a sufficient classroom system allows classrooms to be number of appropriately sized classrooms used by all faculties. However, many class- are available on the downtown campus. At rooms were constructed in the 1960s and the same time, it seeks to ensure that these require renovation and adaptation to support classrooms are located in areas that are easily current approaches to teaching, such as active accessible and facilitate the movement of stu- learning. Additionally, it has been demonstrat- dents between classes. The plan also calls for ed that demand for larger classrooms has the revitalization of key teaching laboratories been exceeding supply while at the same time, focusing on promoting interdisciplinary teach- the average utilization rates for smaller class- ing and learning. rooms is low. The locations of larger class- rooms has also been identified as an issue as THE PLAN THE many of these larger spaces are located on the periphery of the campus, extending travel
06 time between classes.
Teaching labs currently face several challeng- es. Many of these labs are overspecialized and are accessible only to individual departments and faculties. At the same time, many of these facilities are due for renewal and must be
90 Teaching + Classrooms 91 TEACHING + CLASSROOMS (CONTINUED)
Orientations: 06. Limit the capacity of new classrooms to included in new constructions to ensure a maximum of 350 seats with a focus on that functionality is maximized and the 01. Ensure the availability of accessible and creating new 100-200 seat rooms. seat density can be reduced for existing inclusive teaching and learning facilities classrooms. that will respond to the varied needs the 07. Rebalance the classroom offering to McGill community. better align with usage. Eliminate 12. Create adequate accessible spaces dedi- smaller, underutilized classrooms below cated to alternative exam purposes. 02. Increase teaching capacity with new 50 seats and prioritize the creation and flexible interdisciplinary wet teaching Create 1,200 new classroom seats at a renovation of new classrooms with ca- 13. labs in Otto Maass, Stewart Biology and new pavilion on the former RVH site. pacities over 100 seats. the new pavillion on the Powell site. Create 740 new classroom seats at a These labs must be designed as shared 08. Promote health and wellness in teaching 14. new pavilion on the Powell Site. facilities that can be used by multiple by eliminating low-quality rooms and faculties and disciplines. prioritizing accessible locations with 15. Over the long term, Stewart Biology access to daylight for new and renovated THE PLAN THE 03. Provide wide offering of classrooms North and South blocks should offer one teaching spaces. types to reflect changing pedagogical 80 seat, one 90 seat and one 120 seat active-learning classroom. methods. Promote classroom designs that are 06 09. flexible to allow for multiple uses in- 04. Classrooms must provide a minimum cluding exams and conferences. Employ of 2m² per student to ensure that the technology that supports coupling of quality of teaching and learning environ- rooms for larger uses. ments is maintained. Leverage large classrooms by collo- 05. Site new classrooms in central locations 10. cating smaller rooms to accommodate and under-served areas to maximize breakout sessions. accessibility and limit travel time for students. 11. Higher-capacity classrooms must be
92 Teaching + Classrooms 93 RESEARCH + LABORATORIES
Research is a large part of McGill’s core mis- Orientations: sion and it is critical that the university main- 01. Laboratories will be flexible and allow tains a sufficient amount of space to support rapid reconfiguration based on changing cutting-edge research. At the same time, it scientific needs and new technologies. is critical that research facilities be of a high quality to allow for the effective pursuit of 02. Research activities will be collocated inter-disciplinary research and innovation. The based on thematic subjects rather than plan calls for the construction of new dynamic by discipline. research facilities that will support excellence Promote the creation of core facilities in research. The movement of activities into 03. in central locations to ease access, these new buildings will be the catalysts for leverage investment and create opera- the revitalization of many existing facilities. tional efficiencies. In this way, the plan will enhance research capacity and enable researchers and scien- Prioritize wet research functions in new
THE PLAN THE 04. tists to collaborate, interact and innovate in a constructions over retrofitting. dynamic environment. Create a major inter-disciplinary re- 06 05. search hub focused on sustainability and public policy at the former RVH site.
06. Construct a new research pavilion on the Powell Site focusing on wet laboratories.
07. Revitalize wet laboratory facilities at Stewart Biology.
94 Research + Laboratories 95 COMMUNAL + INFORMAL SPACE
Communal and informal spaces are important Orientations: McTavish Street, Wilson Hall, Powell Site, functions that promote better leaning and en- RHV, Strathcona Anatomy and Dentistry, hance the overall experience of students and 01. Ensure each neighbourhood has an Burnside Hall and Stewart Biology. other campus users. These common spaces appropriate amount of informal and Recognize the strategic location of Burn- faciliate the excahnge if ideas and they can communal space. Focus on providing 06. side Hall by adding communal spaces to take many forms, ranging from food and eat- this type of space in buildings that are the ground floor, which relate directly to ing areas to quiet study spaces. They can also repurposed. the surrounding terrace. vary in size from large open areas to smaller 02. If a communal, informal or food space is more intimate environments. removed it must be replaced with a new 07. Create a new interior event space to support large events at RVH. The plan also recognizes access to nutritious space of equal or greater quality in the same neighbourhood. food on campus enhances communal and 08. Create a new demountable structure informal spaces on campus and it is strongly 03. Include common amenities, which are to support large seasonal events up to linked to effective learning. Staff and faculty technologically equipped, such as in- 3,000 people on the lower west field. THE PLAN THE also benefit from an abundance of high-quality formal lounge, meeting, and study space Create a new informal study space be- food on campus as it contributes to a healthy in new buildings and in major renova- 09. work environment. tween the west block of Stewart Biology
06 tions of existing facilities. and McIntyre. It is the intention of the plan to protect and 04. Reimagine the McLennan and Redpath enhance existing informal and communal libraries as a destination and a major spaces on campus. At the same time, the plan concentration of communal and in- seeks to increase the overall amount of com- formal spaces. Include accessible food munal and informal spaces, including those locations in strategic areas to enhance that allow for the provision of food services, the learning and social experience for to support a vibrant intellectual community campus users. and create a comfortable environment for all campus users. 05. Provide new food service locations along
96 Communal + Informal Space 97 SERVICES + STUDENT ASSOCIATIONS
The availability and accessibility of services is Orientations: central to the health and wellness of students 01. Ensure that each neighbourhood has an and it contributes to a successful and enjoyable appropriate amount of space dedicated student experience. The plan aims to support to student services. a hub-and-spoke model of service provision whereby services and activities are centered 02. Reinforce McTavish Street as the primary around a robust hub and localized front-line hub of student services and activities. service points are distributed throughout the Maintain access to daycare services on campus to reach students where they live, 03. or adjacent to the downtown campus. learn and study. 04. Support a hub-and-spoke model by cre- ating spaces for local service provision in strategic locations in each neighbour- hood. THE PLAN THE 05. Create a centre for international student services. 06 06. Repatriate student services units cur- rently housed in rental space located on the periphery of the campus.
07. Create an accessible space for adminis- tering deferred examinations for persons with disabilities.
98 Services + Student Associations 99 STUDENT RESIDENCES
Student residences play an important role Orientations: in the experience of students. The transition 01. Support the guarantee for housing for from living at home to living in residences is first-year students. a big step for many first-year undergraduate students. The programming in McGill's res- 02. Prioritize and consolidate student idences creates a respectful and supportive housing in residences that have a strong environment for students, providing a com- student life and student services pres- munity foundation within which they can ence flourish personally, socially and academically. 03. Actively pursue partnerships with the However, many buildings that are occupied by private sector to widen the offering to residences are small and inefficient. Therefore, students and better respond to market it is the intention of the plan to maintain stu- conditions. dent residences as a key part of the university, Maintain residence spaces specifically THE PLAN THE while streamlining the spaces that they occu- 04. for indigenous students. py. Improve the efficiency of the residences 06 05. portfolio by no longer operating small and inefficient assets as residences.
100 Student Residences 101 GATEWAYS + ENTRANCES
Gateways play an important role as visible Orientations: the gateway facilitates pedestrian traffic entrances to the university, connecting the across Dr. Penfield Avenue and inte- 01. All gateways must prioritize pedestrians campuses to their surroundings. They can grates with the McTavish Street pedes- over vehicles, be accessible and provide take many forms including gates, archways or trian corridor. a distinctive sense of arrival, place and passages and they serve as visual focal points act as a clear point of transition to the Establish a new gateway on the south- that draw people into the campus. In this way, 06. campus from its surroundings. east corner of lower campus to facilitate they define the first impression for visitors the entry of pedestrians from the city and as such, they provide a distinctive sense 02. Recognize Roddick gate as the emblem- and ease movement to and from 680 of arrival, place and a clear point of transition. atic main entrance to the downtown Sherbrooke, across Sherbrooke Street. campus and as such, it must interface strongly with McGill College Avenue and 07. Establish a new gateway on the south Sherbrooke Street. end of McTavish Street that facilitates entry to lower campus through the Mc- 03. Enhance Milton Gate and seize the ren- Lennan building and acts as a significant THE PLAN THE ovation of Wilson Hall as an opportunity and legible link to upper campus. to redefine it. Prioritize this gateway as an entrance for pedestrians and cyclists 06 by installing discreet traffic control mea- sures. Evaluate the potential to reinstall the original gate.
04. Establish a new gateway at the former RVH site, opening the downtown campus to the mountain and Mount Royal Park.
05. Develop Powell as a critical link between upper and lower campus. Ensure that
102 Gateways + Entrances 103 EXTERIOR + GREEN SPACE NETWORK
Exterior and green spaces are a one of the most defining elements of a university’s cam- pus. They perform many important functions as connectors, activity spaces and defining structural features. The plan views these outdoor spaces and the links between them, as parts of a complete open-space network. This network must facilitate movement on the campus, engage well with the exterior and interiors of buildings as well as communicate effectively with the surroundings of the cam- pus. Furthermore, given that the majority of McGill’s academic year is in the winter months, it is critical that the exterior and green space THE PLAN THE network include comfortable spaces that are accessible and useable all year round. 06
104 Exterior + Green Space Network 105 EXTERIOR + GREEN SPACE NETWORK (CONTINUED)
Orientations: the structure is not in place. 11. Encourage the informal occupancy and animation of Lower McTavish Street with 01. Exterior spaces should be inclusive, safe Reimagine Burnside Terrace, Otto Mass 07. events, activities and installations. and accessible, ensuring that they will be Court and south side of Macdonald enjoyed in a dignified and similar manner Stewart as a comprehensive ensemble 12. Reimagine main road, as a pedestrian by the widest variety of users possible. that increases physical and visual per- plaza, providing space for congregation, meability through Burnside Hall and its socialization and events. 02. Reduce the amount and impact of hard edicule. Include a strong emphasis on surfaces on campus by increasing green Remove parking functions from the area urban agriculture in this area. 13. space, using porous ground cover mate- adjacent to the University Centre and re- rials and increasing tree canopy cover. 08. Give Lower East field a specific character develop the space as a community focal by integrating a water retention element point where events and social interaction 03. Always consider and include features that maintains pedestrian links that con- can occur. that will maximize and encourage the nect strategic points along the main road utilization of exterior spaces in winter. Reorganize the area in front of the music and campus pavilions. 14. THE PLAN THE buildings to make the spaces more func- 04. Eliminate vehicle-centric features and Maintain the Three Bares area as a con- tional and appealing. elevate the status of pedestrians on 09. gregating space and improve usability 06 campus. and accessibility by addressing drainage 05. West Field must accommodate large and issues. small formal events, formal and informal Reimagine the full corridor from Milton sports, as well as ceremonial activities. 10. Gate to the Strathcona Anatomy and 06. Create new demountable structure on Dentistry Building. This includes the West Field to accommodate larger cere- creation of a new public square behind monial events. A permanent and durable James Building that emphasizes east- groundcover must be maintained when west linkages and eliminating parking.
106 Exterior + Green Space Network 107 RAINWATER MANAGEMENT
Rainwater management plays an important Orientations: to ensure that capacity is always main- role in maintaining the sustainability of the tained. 01. Minimize the amount of impermeable campus. Hard surfaces such as asphalt and surfaces to decrease the amount of roofs generate more runoff than permeable runoff that the campus generates. surfaces like grass and gardens. Large amounts of impermeable surfaces increase 02. Ensure that each neighbourhood has flooding risk and result in a host of negative sufficient water management measures impacts on the environment while also creat- in place to address the runoff that is gen- ing a burden for municipal infrastructure such erated locally. as sewers and roadways. Furthermore, ef- Prioritize rainwater management tech- fective rainwater management represents an 03. niques that are sustainable, natural and important climate change mitigation measure plant-based over more cost-intensive as the potential for rainfall increases. concrete and plastic basins.
THE PLAN THE Provincial and municipal governments have Employ methods that are intentionally both recognized the importance of rainwater 04. visible to increase awareness where management and have instituted require- 06 appropriate. ments in this respect. Consequently, all new construction and specific renovations must in- 05. Wherever possible, proactively exceed clude water retention measures that support a the minimum requirements for rainwater broader rainwater management strategy. The retention to address future changes plan proposes specific measures to support in climate as well as more restrictive the mitigation efforts. municipal and provincial policies and regulations.
06. Align rainwater management measures with the ongoing execution of projects
108 Rainwater Management 109 STEWARDSHIP OF BUILT HERITAGE
The downtown campus is defined by built Orientations: campus must carefully consider how heritage and it is unique in many ways. In new buildings or modifications to build- 01. Any modifications to McGill’s buildings particular, the central green quadrangle and ings are inserted. These modifications or landscapes must enhance and enrich the original buildings that sit on it are of great must be respectful of their context and the campus while being particularly significance. This significance extends far be- consider landscape and views. In partic- respectful of built heritage. Any visible yond the spaces and buildings themselves. In ular, building height, width, frontage and modifications must be subject to a this way, the plan recognizes the campus as a orientation must be evaluated. rigorous review process that places an comprehensive ensemble, which represents a emphasis on elevating the quality of the Interior spaces with heritage signifi- significant value that is greater than the sum 05. landscape and built environment. cance must be protected and must be of its individual parts. It is the entirety of the maintained as part of any renovation or buildings, their positioning on the campus as 02. Specific sightlines and views onto adaptive reuse. well as the landscape of which they are a part buildings and landscapes must not be that must be protected. obstructed in order to maintain the character of the campus. It is particu-
THE PLAN THE The campus exists in three dimensions and larly important to preserve and enhance topography plays a critical role in defining its the relationship of the campus and the identity. Changes in elevation associated with
06 mountain. the mountain have created a distinct layering of the campus. As such, the plan recognizes 03. The lower campus and the Milton Gate to that specific views and sightlines must be Strathcona Anatomy and Dentistry cor- maintained to ensure that specific buildings ridor are areas of particular significance. and landscapes are not blocked, obscured or Any modification to or visible from these diminished in quality. areas must preserve and demonstrably enhance historical quality.
04. Any changes to the built form of the
110 Stewardship of Built Heritage 111 PEDESTRIAN NETWORK + ACCESSIBILITY
Promoting accessibility and mobility for pe- Orientations: spaces as opposed to vehicles or deliv- destrians on campus is an important aspect eries. 01. Facilitate access to buildings and nav- of sustainability while also supporting health igation on campus by developing a Create new pedestrian links at key and wellness for the McGill community and all 06. pedestrian network that is safe, acces- gateways along Sherbrooke Street at campus users. Given that all trips start and fin- sible and leads to the main accessible University and McTavish. ish on foot, it is imperative that the pedestrian entrances of buildings experience be the best that it possibly can. 07. Create a new strong pedestrian link from 02. The plan recognizes that the interior of Lower Campus to Upper Campus West The downtown campus faces several challeng- buildings are a critical part of the pe- across the Powell Site. es associated with topography and barriers. destrian network. As such, accessibility The plan seeks to overcome these challenges must extend beyond the entrances of 08. Create strong pedestrian links through by creating new links that facilitate better buildings and include interior spaces. Strathcona Anatomy and Dentistry to the pedestrian access to and across the campus. RVH and Mount Royal Park beyond. 03. When the main entrance of a building is
THE PLAN THE a barrier, ensure that a second entrance 09. Reorient Milton Gates as the primary that is accessible and visible is available. functional entrance for pedestrians and The second entrance must receive equal cyclists to the downtown campus. 06 consideration and attention as the main 10. Create a strengthened east-west pedes- entrance. trian link north of Education and link it to 04. Facilitate accessible wayfinding strate- McIntyre lane. Redesign McIntyre lane to gies on campus to support accessibility prioritize pedestrians. and inclusion. 11. Create a new pedestrian access point 05. Apply a peoples-first approach to the through the library that links the west pedestrian network that recognizes that field to McTavish and Sherbrook Streets. persons are the main users of these
112 Pedestrian Network + Accessibility 113 CYCLING NETWORK + BIKE PARKING
Cycling is an important part of McGill’s trans- mode of transportation that is sustainable on the Downtown Campus by approxi- portation mix and it is estimated that between and supports the health and wellness of the mately 28% to 2,300 spaces. Continu- 11 and 16 percent of the McGill community community. ously increase bike parking to support uses bicycles as their primary mode of trans- the ongoing adoption of cycling as a portation when travelling to the downtown Orientations: mode of transportation for commuting. campus during temperate seasons. This num- 01. Maintain the shared space policy for the Strategically place bike parking at ber is further increased by occasional cyclists. 06. campus circulation network prioritizing primary arrival locations and common Separated bike paths along De Maisonneuve cycling second only to pedestrians. destinations for cyclists. Boulevard, Robert Bourassa Boulevard and 02. Install speed mitigation measures as Implement bike parking solutions that University Street as well as bike lanes on Mil- 07. needed in locations where a high risk are visually appealing, durable, crime ton and Prince Arthur Streets provide access of conflict exist. This includes careful resistant, weather resistant and cost to the campus by bicycle. Of these, the Milton consideration of pathway width, surface effective. This includes parking that is entrance serves as the primary entrance to treatment and positioning of outdoor sheltered, indoor and/or access con- THE PLAN THE the campus for cyclists. The circulation net- furniture. trolled. work on campus is treated as a shared space where pedestrians are prioritized but cyclists 03. Maintain the shared space policy for the Provide amenities on campus to support 06 08. and other modes of transportation are able to campus circulation network prioritizing cyclists including showers and lockers. freely circulate while maintaining safe speeds. cycling second only to pedestrians. 09. Target under-utilized parking garages as Proper bicycle parking is a critical element in 04. Install speed mitigation measures as significant indoor bicycle parking areas. supporting and promoting cycling as a viable needed in locations where a high risk Prioritize the Burnside Hall parking ga- form of transportation for campus users and of conflict exist. This includes careful rage for this purpose. a lack of parking and amenities has been cited consideration of pathway width, surface as one of the primary barriers to adoption. treatment and positioning of outdoor furniture. The plan seeks to address these challenges and support cycling as a viable and desirable 05. Increase the amount of bike parking
114 Cycling Network + Bike Parking 115 VEHICULAR CIRCULATION + PARKING
Vehicular circulation on campus must be care- fully balanced with other modes of transpor- tation to ensure that accessibility for specific uses is maintained while the aesthetic quality of the campus is enhanced.
The downtown campus is highly accessible to public and active modes of transportation and private vehicle use has been continuously declining among campus users. Transitioning the university to more sustainable transpor- tation modes is an important part of meeting McGill’s carbon neutrality goals.
The plan sees parking as a part of the overall THE PLAN THE transportation system and as such, its man- agement plays an important role in shifting
06 travel behavior to more sustainable modes. While limited parking will be required to support the operations of the university, the plan intends to limit and channel parking into locations where it will not affect the pedestrian experience or the landscape of the campus. As such, the plan has specific orientations for de- liveries and operations as well as permit and accessible parking.
116 Vehicular Circulation + Parking 117 VEHICULAR CIRCULATION + PARKING (CONTINUED)
Orientations: door spaces to other uses such as bike 19. Enhance the aesthetics and reduce the parking or parking for electric fleet vehi- environmental impact of remaining Support a shared space approach for 01. cles. The conversion of parking spaces in paved areas that support vehicular cir- Lower Campus and McIntyre lane by the Burnside Hall parking garage should culation. This includes but is not limited restricting all vehicular traffic. be prioritized for these purposes. to using permeable surfaces and in- Heavily restrict vehicular traffic through creasing the presence of vegetation and 03. 11. Permit parking for staff and students Milton Gates and limit access to McGill tree canopy. must be reduced over time to reflect fleet vehicles and specific delivery vehi- changing commuting patterns and 21. Electric vehicle charging infrastructure cles only. support a shift to active and sustainable must be deployed to support the tran- 05. Open the lane next to the Rutherford modes of transportation. sition of McGill’s vehicle fleet to electric. Building as a point of vehicular access 13. Eliminate all surface parking on the 23. The number of parking spaces for elec- to support deliveries to Upper Campus downtown campus with the exception tric vehicles and charging stations for East. of the current provision of accessible staff and students must be continually THE PLAN THE 07. Redesign McIntyre lane to eliminate parking for persons with disabilities and increased in line with provincial targets vehicular through-traffic while still al- the parking lots that support Athletics for EV adoption and market demand. 06 lowing for access to the McIntyre parking and Residences in Campus North. EV spaces must be visible, have clear garage and large delivery vehicles. signage and be prioritized second only Concentrate permit and visitor parking 15. to accessible parking spaces. EV parking in existing parking structures located on 09. The total amount of parking on the infrastructure should be installed in the periphery of the campus. downtown campus should be capped indoor locations and be clustered to at 1000 spaces. If new parking is con- 17. Identify and provide specific short-term enhance accessibility and minimize in- structed or acquired, the cap must be parking locations for deliveries and fleet frastructure costs. maintained through the elimination of vehicles in locations that do not compro- surface parking and by converting in- mise pedestrian movement.
118 Vehicular Circulation + Parking 119 THE PLAN MACDONALD CAMPUS HISTORY + BUILT HERITAGE BUILT + HISTORY PLAN THE 06
120 The Plan Macdonald Campus 121 ONKWEHONWENÉHA TSI IONTERIWAIONSTAHKWAKÓ:WA INDIGENOUS REPRESENTATION
The plan acknowledges that Macdonald Cam- Orientations: 07. Provide indoor space at Macdonald pus is located on land which has long served Campus to support cultural practices 01. Provide year-round access to medicinal as a site of meeting and exchange amongst such as smudging. and culturally-significant plants through Indigenous peoples. It is the intention of the a greenhouse that serves a prominent plan to honour, recognize and respect these educational function. nations as the traditional stewards of the lands and waters on which the campus is lo- 02. Leverage the presence of the Centre of cated. The plan supports the intentions, ideas Indigenous Peoples’ Nutrition and En- and initiatives that embed Indigeneity in the vironment to increase indigenous rep- life and activities of the University while also resentation on campus through visible enhancing the presence and success of Indig- changes to the landscape enous students, faculty and staff at Macdonald Display Indigenous art and culture within Campus. 03. new projects and public spaces. THE PLAN THE 04. Ensure the availability of student resi- dences for Indigenous students. 06 05. Name specific buildings, interior spaces and exterior spaces on campus to recog- nize and celebrate Indigenous cultures, thus enriching the physical and symbolic landscape.
06. Identify a distinct gathering place for indigenous students and communities.
122 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa 123 NEIGHBOURHOODS
In order to conceptualize the Downtown Orientations: Campus, it has been divided into a set of 01. Neighbourhoods must be complete and neighbourhoods. These neighbourhoods are contain a mix of services, academic independent of faculty, they support inter- spaces and research spaces that support disciplinarity and they act as a way distribute the local populations. services and activities across the campus. 02. Each neighbourhood should contain Additionally, these neighbourhoods will create sufficient flexible informal space to sup- a dynamic community that will allow students, port gathering, studying and interaction staff and faculty to access local amenities and between students, faculty and staff. interact with each other more effectively. 03. Create strong and safe links between the neighbourhoods to enhance accessibility on campus. THE PLAN THE 06
124 Neighbourhoods 125 REAL ESTATE STRATEGY
McGill owns about 105,000 gross m2 at the remaining stock of older facilities, close to 8 Macdonald campus. About 60,000 gross percent will undergo substantial renovations, m2, or about 59 percent is recognized by bringing a total of 26 percent of the Mac- government. With new developments at Mac donald campus spaces into the 21st century. assumed to be non-recognized space, the amount of recognized space at Macdonald campus is projected to remain constant. With two new pavilions planned, Macdonald campus is projected to reach close to 120,000 gross m2 over the next 15 years.
New pavilions for Research and Innovation and Student Life will provide for about 16,000 gross m2 of custom-built space for research,
THE PLAN THE teaching and student life. Many buildings will be touched by renovations such as Mac- donald-Stewart, Laird and the South Power 06 House.
This will lead to a transformational renewal of space on campus. While the majority of current Macdonald space was built before 1985 and in consequence offers many chal- lenges, the percentage of older facilities is projected to drop to from 95 to about 82 percent through the release of buildings that are inadequate for academic use. Out of this
126 Real Estate Strategy 127 REAL ESTATE STRATEGY
Orientations: 06. Construct a new research pavilion that of the EcoMuseum. prioritizes wet labs and large teaching 01. Increase the total amount of space by Restrict construction within the pro- spaces as well as a new pavilion for 15. approximately 11 percent to achieve tected agricultural lands to functions that Student Life. a total campus size of approximately directly support agricultural teaching 120,000 gross square metres at Mac- 07. Remove 1 and 7 Maple Street from the and research. donald Campus. academic inventory. 16. Explore opportunities with John Abbott 02. Channel development on Macdonald 08. Relocate facilities management from College for shared services and athletics campus into specific zones to enhance 21300 Lakeshore Road to a more central facilities. connectivity while maintaining the char- location in the Lower Campus. acter of the campus. 17. Maintain the cottages and Laird Hall 09. Demolish the LARU, 21300 Lakeshore as defining residential features of the 03. Target the renewal of older facilities to Road and the Natural Resource Science campus. increase percentage of state-of-the-art Barns.
THE PLAN THE facilities on our campuses. 18. Redefine the Eco Residence. 10. Revitalize and expand the Cattle Com- 04. Enhance the flexibility and efficiency of plex and Swine Research Complex.
06 space wherever possible to ensure the long-term viability of the real estate 11. Create a new welcome center in the strategy and allow our real estate as- farm. sets to adapt to changing methods of 12. Give a new vocation to the South Power research. House. Maintain or increase informal study 05. 13. Relocate the Macdonald market out of space, food services, administrative the Horticultural Centre to a more cen- functions, student services and smaller tral and accessible location. classrooms when retrofitting existing buildings. 14. Provide additional land for the expansion
128 Real Estate Strategy 129 TEACHING + CLASSROOMS
Classrooms and teaching labs are the core Orientations: prioritizing accessible locations with platforms on which the university pursues access to daylight for new and renovated 01. Ensure the availability of accessible and its teaching mission. At Macdonald Campus teaching spaces. inclusive teaching and learning facilities there is an overall need for updated and larger that will respond to the varied needs the Promote classroom designs that are classrooms. Additionally, the majority of the 07. Macdonald Campus community. flexible to allow for multiple uses in- classrooms fall below the density standards cluding exams and conferences. Employ that support effective teaching and learning. 02. Provide a wide offering of classrooms technology that supports coupling of types to reflect changing pedagogical Therefore it is the intention of the plan to create rooms for larger uses. methods. new larger classrooms in new buildings while also increasing the quality of older classrooms 03. Classrooms must provide a minimum to meet modern teaching needs and methods. of 2m2 per student to ensure that the quality of teaching and learning environ- ments are maintained. THE PLAN THE 04. Create a new classroom with a 200 seat capacity in a central location. 06 05. Rebalance the classroom offering to better align with usage by eliminating smaller, underutilized classrooms below 50 seats and prioritizing the creation of new classrooms with capacity over 100 seats.
06. Promote health and wellness in teaching by eliminating low-quality rooms and
130 Teaching + Classrooms 131 RESEARCH + LABORATORIES
Research is a primary activity at MacDonald Orientations: 06. Prioritize wet research functions in new Campus and as such, it is critical that a suffi- constructions over retrofitting older 01. Ensure that agricultural and farmland cient amount of space be provided to support buildings as a result of the technical are protected as well as the arboretum these activities. Research on agriculture, food limitations of these spaces. to ensure the ongoing pursuit of agricul- and the environment have very specific needs tural, food and environmental research. Strategically revitalize research spaces with respect to these facilities. In particular, 07. that are vacated though relocations to they include food labs, animal facilities, hor- 02. Enhance and consolidate animal facili- new developments. ticultural fields and environmental reserves. ties to maximize efficiencies and meet or New and revitalized facilities will enhance exceed current and anticipated accredi- 08. Relocate the Mary Emily Clinical Nutri- research capacity and enable researchers and tation requirements. tion Research Unit from Maple Street to scientists to collaborate, interact and innovate the Lower Campus. Create a new pavilion focused on re- in a dynamic environment. 03. search and innovation that prioritizes wet laboratories. THE PLAN THE 04. All research spaces should be flexible and allow rapid reconfiguration based
06 on changing scientific needs and new technologies. They should be allocated based thematic subjects rather than by discipline.
05. Promote the creation of core facilities in central locations to ease access, leverage investment and create opera- tional efficiencies.
132 Research + Laboratories 133 COMMUNAL + INFORMAL SPACE
Communal and informal spaces are important Orientations: 07. Enhance the waterfront to enable it to functions that promote better learning and en- act as an important area for gathering 01. Ensure that the campus has an appro- hance the overall experience of students and and unstructured activities. priate amount of informal and com- other campus users. At Macdonald Campus, munal space. Prioritize this type of space Create a new public square that will act communal spaces are limited and concen- 08. in buildings that are repurposed. as a hub of informal interaction. trated primarily on the Lower Campus with a particular lack of these spaces in the farm. 02. Enhance existing communal and in- It is the intention of the plan to increase the formal spaces, particularly within amount and quality of these spaces on the Macdonald-Stewart and the Centennial campus while ensuring that they are well lo- Centre. cated to serve the local population. 03. If a communal, informal or food space is The plan recognizes the importance that the removed it must be replaced with a new availability of food plays on campus and that it space of equal or greater quality and
THE PLAN THE contributes to a healthy environment. As such, capacity. the plan intends to maintain the availability of Explore opportunities to collaborate food on campus and maximize it wherever 04. 06 with John Abbott College for joint food possible. offerings.
05. Maintain or enhance the existing food offerings.
06. Create a new community engagement centre that is open to the broader community and serves as a hub for communal and informal activities at the farm.
134 Communal + Informal Space 135 SERVICES + STUDENT ASSOCIATIONS
The availability and accessibility of student Orientations: athletics pavilion at Macdonald Campus. services is central to a successful and enjoy- Maintain access to athletics services 01. Provide sufficient space to accommodate able student experience. At Macdonald Cam- through strategic partnership with John the staff required to provide face-to-face pus, the spaces allocated for student services Abbot College and the broader commu- services on a rotating basis. are inadequate for the current needs. The plan nity. supports a shared-space model whereby a 02. Ensure that space for student services is variety of different services are concentrated of a sufficient quality to maintain privacy and consolidated in one central location. and accessibility.
Macdonald Campus offers a variety of athlet- 03. Support the consolidation of student ics facilities that serve the McGill and broader services and associated function in a community. Many of facilities are out of date central location. and will require investment in the coming Ensure that space meets the minimum years. It is the intention of the plan to main- 04. requirements for hosting health profes- THE PLAN THE tain access to these athletics services while sionals and counselors. exploring opportunities for partnership to maximize their quality. Explore opportunities to collaborate with 06 05. John Abbott College for the provision of health and other services
06. Maintain access to daycare services on or close to Macdonald Campus. Continue operating a daycare jointly with John Abbott College in order to maintain the ongoing viability of the service.
07. Explore opportunities to construct a new
136 Services + Student Associations 137 STUDENT RESIDENCES
Student residences are an important feature Orientations: of Macdonald campus because of the limited 01. Support the guarantee for housing for options for housing that exist for students in first-year students. the area. Nevertheless, these residences are due for renewal. It is the intention of the plan 02. Maintain an offering of residence spaces to continue to provide access to residences on specifically for Indigenous students. the campus, particularly in support of the first- Maintain Laird Hall as a student resi- year guarantee for undergraduate students. 03. dence and remove administrative uses.
04. Renew the Eco Residence. THE PLAN THE 06
138 Student Residences 139 GATEWAYS + ENTRANCES
Gateways play an important role as visible en- Orientations: trances to the university connecting the cam- 01. All gateways must provide a distinctive pus to its surroundings. They define the first sense of arrival, place and act as a clear impression that visitors have of the campus point of transition to the campus from its and as such, it is important that these entranc- surroundings. es provide a distinctive sense of arrival, place and a clear point of transition. 02. Enhance the southern entrance by making it distinct from that of John Abbott College and easily identifiable. Eliminate surface parking in proximity to the gateway to enhance the sense of arrival.
03. Reorganize the northern entrance to the
THE PLAN THE lower campus to create a clear transition from the farm.
06 04. Create a new gateway in the farm that emphasizes accessibility and legibility.
05. Create a new northern gateway that serves as a transition point to the Arbo- retum and enhances navigation to the farm and lower campus.
140 Gateways + Entrances 141 EXTERIOR + GREEN SPACE NETWORK
Exterior and green spaces are a one of the Orientations: cess for fleet vehicles and deliveries. most defining elements of a university’s cam- 01. Exterior spaces should be inclusive, safe Improve landscaping at the community pus. They perform many important functions 06. and accessible, ensuring that they will be engagement centre at the farm to define as connectors, activity spaces and defining enjoyed in a dignified and similar manner it as a point of arrival and make it condu- structural features. Macdonad Campus is by the widest variety of users possible. cive to outdoor use. unique in this respect and its exterior and green space network is defined by an open 02. Reduce the amount and impact of hard 07. Rethink the main entrance as a visu- landscape with bucolic features that dialogue materials, particularly in surface parking ally appealing gateway that provides a with the countryside. lots. clear sense of arrival. Eliminate surface parking in this area. The master plan seeks to balance this natural 03. Recognize McEwen Field as the central and agricultural landscape, which is open and green space for the campus 08. Develop and emphasize a landscaped, expansive, with then need for connectivity, structuring north-south axis that runs 04. Create a new public hub that will pri- mobility and accessibility. from Macdonald-Stewart to the wa- oritize pedestrians and act as a central THE PLAN THE terfront. This corridor should include point for public transit. This hub must vegetation and features that protect include specific attractors like the Mac pedestrians in the winter season. 06 Market and it should interface with adja- cent greenhouses and Laird Hall. 09. Convert remaining surface parking south of Centennial Centre into a vegetated 05. Restructure the area North of Macdon- green space. ald-Stewart to prioritize pedestrian links and allow better connectivity to the Par- 10. Reimagine the waterfront and create asitology and CINE buildings. This space a strong link to the campus. This area should include traffic calming measures should provide a mix of naturalized and the realignment of the road to slow areas as well as structured activity and vehicular traffic while maintaining ac- research spaces.
142 Exterior + Green Space Network 143 RAINWATER MANAGEMENT
Macdonald Campus does not have a great deal Orientations: of built surface and buildings are not frequent- 01. Minimize the about of impermeable sur- ly modified. Nevertheless, proper rainwater faces to decrease the amount of runoff management practices remain and important that the campus generates. part of maintaining the sustainability of the campus. This is particularly important given 02. Wherever possible, proactively exceed that runoff from agricultural lands tends to the minimum requirements for rainwater contain high levels of pollutants. Additionally, retention to address future changes location of the campus on the waterfront posi- in climate as well as more restrictive tions it at a critical point for the management municipal and provincial policies and of runoff. regulations.
03. Prioritize rainwater management tech- niques that are sustainable, natural and
THE PLAN THE plant-based over more cost intensive concrete and plastic basins.
06 04. Where appropriate, employ methods that are intentionally visible to increase awareness.
05. Naturalize areas of the waterfront to help capture pollutants and debris.
06. Use best practices to minimize the impact of agricultural activities on the watershed.
144 Rainwater Management 145 STEWARDSHIP OF BUILT HERITAGE
The character of Macdonald Campus is defined Orientations: must be respectful of their con-text and by bucolic open spaces with low pavilions consider landscape and views. In partic- 01. All land within the provincially protected surrounded by farmland with a southern edge ular, building height, width, frontage and agricultural zone must adhere to all as- defined by a waterfront. This landscape is a orientation must be evaluated. Buildings sociated rules and regulations. The same critical element of the brand of Macdonald at Macdonald Campus should be limited standards should be applied to all land Campus and it speaks to its heritage as an in height. that is outside the protected zone but is agricultural institution. This built and natural still used for agricultural purposes. Interior spaces with heritage signifi- heritage must be protected in order for the 05. cance must be protected and must be campus to maintain its identity and be avail- 02. Any modifications to buildings or land- maintained as part of any renovation or able for the enjoyment of future generations. scapes must enhance and enrich the adaptive reuse. campus while being particularly re- Macdonald campus is one of the last remain- spectful of natural and built heritage. Any ing reserves of agricultural land and activity on visible modifications must be subject to the island of Montreal. Additionally the arbo- a rigorous review process that places an
THE PLAN THE retum is a significant concentration of natural emphasis on elevating the quality of the forest ecosystems that play an important role landscape and built environment. for researchers, educators and the general 06 public. In this way, McGill has a responsibility 03. Specific sightlines and views onto to act as a steward of these natural features buildings and landscapes must not be and amenities. obstructed in order to maintain the char- acter of the campus. It is the intention of the plan to ensure that the bucolic nature of the campus is maintained 04. Any changes to the built form of the and agricultural land is protected. campus must carefully consider how new buildings or modifications to build- ings are inserted. These modifications
146 Stewardship of Built Heritage 147 PEDESTRIAN NETWORK + ACCESSIBILITY
A robust pedestrian network is critical to Orientations: location. allow people to effectively move across the 01. Facilitate access to buildings and nav- Create a new public square that priori- campus. At Macdonald Campus pedestrians 05. igation on campus by developing a tizes pedestrians and acts as a central face several challenges because the campus pedestrian network that is safe, acces- point for public transit including shuttle is accessed primarily frequently by private sible and leads to the main accessible services. The square should have strong vehicle. Therefore it is important that the plan entrances of buildings. links in all directions, especially the cen- creates a strong pedestrian network that is tral green and McEwen Field. not compromised by the essential vehicle 02. Facilitate improved wayfinding strate- presence. gies on campus to support accessibility 06. Create a strong structuring pedestrian and inclusion. axis that connects the farm to the wa- Another challenge facing pedestrians at terfront. Macdonald campus is the distance between 03. The plan recognizes that the interior of buildings and amenities as well as barriers buildings are a critical part of the pe- 07. Reorganize the intersection north of such as the highway and rail line that separate destrian network. As such, accessibility Macdonald-Stewart to create a shared
THE PLAN THE the lower campus from the farm. The plan must extend beyond the entrances of the space that prioritizes pedestrians, re- recognizes these challenges and seeks to building and include interior spaces. stricts vehicular access and eliminates improve the quality, safety and connectivity of car-centric design features. 06 Preserve connectivity between Mac- the pedestrian network. 04. donald Campus and Downtown Campus 08. Provide a dedicated and safe space for by maintaining shuttle services. pedestrians on the overpass that crosses Leverage the anticipated Réseau express Autoroute 20 in order to facilitate move- métropolitain (REM) by localizing and ment between the lower campus and the reorienting shuttle services to improve farm. access to the REM station and better connect Macdonald Campus neighbour- 09. Improve the pedestrian crossing at hoods. Embarking and disembarking Lakeshore Road to facilitate access to of passengers should occur in a central the waterfront.
148 Pedestrian Network + Accessibility 10. Improve pedestrian crossings at strategic loca- tions to facilitate access to the main parking lot, Eco Residence and the cottages on the eastern part of the campus.
149 CYCLING NETWORK + BIKE PARKING
Cycling is an important active transportation Orientations: mode that allows people to cover larger dis- 01. Provide a safe space for cyclists on the tances more efficiently and in less time. As overpass that crosses Autoroute 20 in such, the plan recognizes that cycling is an order to facilitate movement between essential transportation mode for the Mac- the lower campus and the farm. donald campus community and it represents one of the most effective ways to move be- 02. Encourage the presence of cyclists in tween the lower campus, farm and arboretum. shared spaces and prioritizing cycling Proper bicycle parking is a critical element to second only to pedestrians. support and promote cycling as a viable form Strategically place bike parking at of transportation. As such the plan seeks to 03. primary arrival locations and common ensure that there is sufficient bike parking in destinations for cyclists. key destinations. Implement bike parking solutions that
THE PLAN THE 04. are durable, crime resistant, weather resistant and cost effective. This includes
06 parking that is sheltered, indoor and/or access controlled.
05. Provide amenities on campus to support cyclists including showers and lockers.
150 Cycling Network + Bike Parking 151 VEHICULAR CIRCULATION + PARKING
At Macdonald Campus private vehicles are an Orientations: tral, pedestrian-friendly location such as essential mode of transportation given the the new public square. 01. Reorganize the intersection north of location of the campus and the limited public Macdonald Stewart to direct vehicular Relocate surface parking for permit transit options that exist. Additionally, the 06. traffic to centralized parking areas while holders from the core of the lower day-to-day operations of the farm require the maintaining access to John Abbott Col- campus to a centralized parking area. use of specialized fleet vehicles. As such, it is lege. important that an effective road network and 07. Maintain the current provision of acces- sufficient parking be maintained. Neverthe- 02. Eliminate vehicular circulation, with sible parking for persons with disabili- less, it is important that the negative effects of the exception of fleet vehicles, between ties. vehicular infrastructure be properly mitigated Barton and Parasitology and reroute to maintain the quality of the campus land- vehicles further north to discourage 08. Permit parking for staff and students scape and minimize conflicts. through traffic on the east side of campus must be reduced over time to reflect and reduce conflict with pedestrians. changing commuting patterns and support a shift to active and sustainable
THE PLAN THE 03. Restrict vehicular circulation through modes of transportation. a new pedestrian plaza to eliminate through traffic on the west side of 09. Identify and provide specific short-term 06 campus. parking locations for deliveries and fleet vehicles in locations that do not compro- 04. In the short term, explore opportunities mise pedestrian circulation. to reduce through traffic by restricting the flow of traffic at key points to and 10. Enhance the aesthetics and reduce the from Autoroute 20 and Autoroute 40. environmental impact of remaining paved areas that support vehicular cir- 05. Facilitate access to the campus for public culation. This includes but is not limited transit and shuttle vehicles. Concentrate to using permeable surfaces and in- embarking and disembarking in a cen- creasing the presence of vegetation and
152 Vehicular Circulation + Parking tree canopy in parking areas.
11. Electric vehicle charging infrastructure must be deployed to support and accelerate the transi- tion of McGill fleet vehicles to electric.
12. The number of electric vehicle parking spaces and charging stations for staff and students must be continually increased in line with provincial targets for EV adoption and market demand. EV spaces must be visible, have clear signage and be prioritized second only to accessible parking spaces. EV parking infrastructure should be clustered to enhance accessibility and minimize infrastructure costs.
153 154 07 IMPLEMENTATION
All plans require a sound implementation strategy. The master plan articulates a long-term vision for the campuses at a conceptual level. While specific implementation measures such as budgeting, design and scheduling will be elaborated further in a more detailed document, this section will discuss an approach to implementation in general terms. Specifically, it reviews governance processes relating to the monitoring and implementation of the plan. This section also organizes and sequences the interventions described in the plan into five-year periods.
155 PROCESSES + GOVERNANCE
he master plan is a framework that ar- will be evaluated individually in accordance positive tangible changes on McGill’s campus- ticulates a clear direction for McGill’s with existing University policy and funding for es. The implementation plan will also integrate Tcampuses. As such, it will enable capital each individual project will be identified at the emergent ideas and needs to maintain flexi- projects and other modifications to the cam- time of consideration. bility and respond rapidly to shifting priorities. puses to be aligned in support of a common Internal processes for the implementation and In order to inform the Board of Governors of the vision. Nevertheless, the successful implemen- monitoring of the plan will be developed by the progress on the implementation of the master tation of the master plan will require strong Office of the Vice-Principal (Administration and plan, an annual report will be presented to its governance and stewardship. A well-elaborat- Finance), as steward of the plan, and will be Building and Property Committee. In its role as ed implementation plan will allow for the effec- identified in the implementation plan. steward of the plan, the Office of the Vice-Prin- tive sequencing and scoping of projects. cipal (Administration and Finance), will monitor The action plan will define the timing for spe- its implementation. cific studies while also defining boundaries Implementation + Monitoring Process and important programmatic elements. This IMPLEMENTATION McGill’s campuses are in a state of constant Implementation Plan will allow for the cohesive and rationalized im- change and the master plan must be actively plementation of the plan over time. The detail As a framework the master plan will require 07 maintained to respond to these evolving con- included in the implementation plan will also an elaborated implementation plan that trans- ditions and remain relevant as an institutional facilitate precise monitoring and evaluation of lates guiding principles, interventions and plan. Given that the master plan includes a vi- the plan’s implementation. orientations into defined projects. This imple- sion and guiding principles for the development mentation plan will identify areas that must be of our campuses in the long-term, all capital studied in greater detail and define the scopes, projects will be considered in the context of the priorities and sequencing required to affect master plan. In addition, each capital project
156 Processes + Governance 157 INTERVENTIONS OVER TIME
The campus transformations outlined in this on greening and the reduction of vehicle traffic, document are composed of 32 interventions, medium term interventions are mostly linked 26 Downtown and 6 at Macdonald campus. to high-priority infrastructure projects and the Each intervention is typically composed of a long term interventions are linked to the repur- range of existing and proposed landscaping, posing of buildings vacated through relocations renovation and construction projects. Rather to new pavilions as well as to ideas that need than prescribing specific timelines for each further study before a clear implementation intervention, this chapter identifies the com- strategy can be put forward. ponents that are necessary to complete them. This exercise allows to sketch the overall scope of the Plan. In addition, the projects that are al- ready scoped allow to tie some interventions to
IMPLEMENTATION an implementation scenario. Only the comple- tion of all identified components will complete an intervention and in consequence contribute 07 to the transformation of the campus as laid out in this document. Typically, a major de- velopment project is tied to specific landscape and open space interventions in its vicinity and followed by renovation of spaces, vacated through relocations into the new pavilion. This chapter identifies short, medium and long term timeframes for each intervention, oftentimes stretching over more than one timeframe. In- terventions proposed for the short term focus
158 Interventions Over Time 159 INTERVENTIONS OVER TIME: LOWER CAMPUS
Short term (5-year timeframe) Library and new entrances to campus from D-3 Otto-Maas as a teaching hub and gateway Sherbrooke. to campus Over the first 5-year timeframe, the Lower Campus neighbourhood will be transformed Interventions: D-11 Give a home to McGill allied functions in by an array of greening projects, with new the Peel Street row houses gateways from Sherbrooke, the prioritization D-2 Embracing our core heritage buildings as of the pedestrian as primary user on campus iconic features of the campus as well as the importance of events as part D-6 Embracing the Main Road as a green of the Lower Campus' identity. Interventions artery of the campus include the redesign of the Main Road, a D-8 Embrace the West Field as McGill's bioretention garden on the east field, a new events destination seasonal structure for events on the west field, the renovation of the Macdonald Stewart D-9 A clearly defined identity for the East Field
IMPLEMENTATION 2019 2024 07
D-2 D-6 D-11 D-8 D-9 D-3 D-4
160 Interventions Over Time: Lower Campus Medium term (10-year timeframe) Long term (15-year timeframe) D-4 Opening Burnside Terrace This period will address better links towards In the long term, buildings affected by relo- D-5 Improved spaces for research, teaching Upper Campus West, across Leacock, a rein- cations to new developments will offer new and student life in repurposed buildings vented Library and increased campus perme- spaces for research, teaching and student life D-10 Better connect to McGill's buildings ability from the East, across a new Burnside in repurposed buildings. In addition, landscap- along Sherbrooke Terrace. ing along Sherbrooke street, east of Univer- sity street will create improved pedestrian Interventions: links towards he buildings located in this area. D-4 Opening the Burnside Terrace Interventions: D-1 A reinvented Library D-7 Leacock as a key strategic link 2029
D-1 D-7 D-4 D-5 D-10
161 INTERVENTIONS OVER TIME: UPPER CAMPUS EAST
Short term (5-year timeframe) Interventions: Medium term (10-year timeframe)
Transformations in the Upper Campus East D-16 Embrace the Milton Gate as the primary Major transformations characterize the 10- neighbourhood in the 5-year timeframe in- entrance for pedestrians and cyclists year timeframe, with the construction of a clude the pedestrianization of Milton Gate, new pavilion for Sustainability Systems and new spaces for teaching, learning and student D-13 Renovate and reorient Wilson Hall Public Policy on the former RVH site, and a life in Wilson Hall, as well as a new green cor- reinvented Strathcona Anatomy and Dentistry D-17 A new green corridor from Milton Gate ridor towards Campus North. building that will offer renovated spaces for to Strathcona Anatomy teaching, learning and student life as well as act as a gateway to the new development on the RVH site.
IMPLEMENTATION 2019 2024 07
D-16 D-13 D-17
162 Interventions Over Time: Upper Campus East Interventions: Long term (15-year timeframe) Interventions:
D-12 Expanding the Campus towards the In the long term, the Upper Campus East D-15 Improved spaces for research, teaching Mountain into a new destination for multi-dis- neighbourhood will experience an increase of and student life in repurposed buildings. ciplinary research and teaching (former RVH) space for informal study, food services, active learning classrooms and state-of-the-art D-14 Position Strathcona Anatomy and Den- research labs in buildings repurposed after tistry as a gateway relocations to ew developments.
2029
D-12 D-14 D-15
163 INTERVENTIONS OVER TIME: CAMPUS NORTH
Short-term (5 year timeframe) Interventions: Medium term (10-year timeframe)
In the short-term, this neighbourhood will be D-18 State-of-the-art research and teaching Renovations in Lyman Duff will expand into affected by renovations in Lyman Duff and the spaces that connect across disciplines in the remaining floors of the new wing as well Neuro, increasing the offering of state-of-the- Lyman Duff as portions of the older wings, once wet re- art research spaces in this area of campus. search functions will be relocated to a new The Pine row houses will be renovated, ex- D-19 The Neuro as a destination for Neuro- pavilion on the Powell site. Existing pedestri- panding health and wellness related functions sciences an links towards the Mountain and the Plateau along Pine. will be improved and new links will be created D-21 Embrace Campus North as McGill's to embrace the Campus North neighbourhood Health and Wellness destination as a new gateway to campus from the North. This will include interventions to pedestrian walkways through and around the Athlethics
IMPLEMENTATION 2019 2024 07
D-18 D-19 D-21
164 Interventions Over Time: Campus North complex, recognizing the strategic location Interventions: Long term (15-year timeframe) of Athletics at the intersection of Parc ave and D-18 State-of-the-art research and teaching This period will include greening interventions Pine. spaces that connect across disciplines in that will further improve access to and through Lyman Duff the neighbourhood.
D-20 New pedestrian links to the Mountain Interventions: and the Plateau D-20 New pedestrian links to the Mountain and the Plateau
2029
D-18 D-20 D-20
165 INTERVENTIONS OVER TIME: UPPER CAMPUS WEST
Short term (5-year timeframe) Interventions: Medium term (10-year timeframe)
The Stewart Biology West and North Block D-23 Stewart Biology as a new edge New spaces for research, teaching and stu- renovation initiates this complex' renewal dent life in a new pavilion on the Powell site and transformation into a major state-of- D-24 A green structuring axis for the neigh- will redefine the entrance to Upper Campus the-art research and teaching destination bourhood West and will create a new research and in the Upper Campus West neighbourhood. teaching hub at the crossroads of Upper Cam- D-25 Old Chancellor Day Hall landscaping Easier access from the West will embrace this pus West and Lower Campus. A new atrium building's gateway function. A new green link between Stewart Biology and the McIntyre along McIntyre lane and improving pedestrian Medical Building will create a new study space links along Dr-Penfield are part of the short at a strategic location. term transformations.
IMPLEMENTATION 2019 2024 07
D-23 D-24 D-25 D-22
166 Interventions Over Time: Upper Campus West Interventions: Long term (15-year timeframe)
D-22 Powell as gateway and research and The mansions north of McIntyre lane will be student hub released post-RVH.
D-23 Stewart Biology as a new edge Interventions:
D-24 A green structuring axis for the neigh- D-26 New neighbours along McIntyre lane bourhood
2029
D-23 D-24 D-26
167 INTERVENTIONS OVER TIME: MACDONALD CAMPUS
Short-term (5 year timeframe) Interventions: Medium term (10-year timeframe) Interventions at Macdonald campus in the M-1 Embracing Research and Innovation as Creating a new entrance to campus from the defining features on campus short term address the enhancement of the West, a new square north of Laird will host farm and arboretum areas as defining fea- M-2 Reinvigorate Student Life at Mac Campus the food market (Mac Market), complemented tures of the campus. A new Research and M-3 Embrace the farm and arboretum as by new Dining Services in the ground floor of Innovation pavilion, efforts to implement new defining areas of the campus Laird. The square will connect the Mac campus ways of accessing and navigating the campus, M-5 Waterfront improvements north-east green corridor to the consolidated as well as waterfront improvements will fur- M-6 Better links between the Macdonald and public- and shuttle transport stop located ther transform the campus. downtown campuses between the Macdonald and JAC campuses. Renovations in existing buildings will renew M-7 Rebalance real estate to better serve existing research facilities. The strategic re- academic functions
IMPLEMENTATION 2019 2024 07
M-3 M-1 M-2 M-5 M-6 M-7
168 Interventions Over Time: Macdonald Campus lease of buildings will create efficiencies and Long term (15-year timeframe) the Macdonald campus neighbourhoods will improve adjacencies. further enhance connectivity. A new pavilion for Student Life will address the Interventions: campus’ needs for improved student-centered Interventions: activities including teaching labs, collaborative M-1 Embracing Research and Innovation as learning spaces, as well as a new home for M-1 Embracing Research and Innovation as defining features on campus defining features on campus athletics. Strategically located near the south M-4 A new public hub for the campus edge of campus, in proximity to the Centennial M-2 Reimagining Student Life at Mac Campus M-7 Rebalance real estate to better serve Centre and a reimagined South Power House, M-6 Better links between the Macdonald and academic functions the new complex will strengthen the campus’ downtown campuses presence on Lakeshore. A bridge to better link
2029
M-1 M-4 M-7 M-2 M-1 M-6
169 ANNEX
Referenced Documents
Pending ANNEX
170 Annex Amendement Log
171