DRA MASTERPLAN

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.

Approved by the Board of Governors on May 23, 2019 MESSAGE FROM THE PRINCIPAL AND VICE-CHANCELLOR

Dear Members of the McGill Community,

At McGill University, we pride ourselves on having As we approach our third century, McGill is com- beautiful and vibrant campuses, both at Macdonald mitted to providing opportunities that open doors, and nestled in the heart of downtown Montreal. Our leading research that will change lives, fostering campuses are more than just a space for our class- innovation, and ensuring that our students are fu- rooms, libraries, labs, arts and sports facilities, and ture-ready. Our surroundings must therefore create student residences; they bring together all of these an environment that breeds collaboration, bold elements to create an ecosystem for growth and ideas, and critical thinking. learning. Our new Master Plan focuses on the permeability The University will soon be celebrating its 200th of our campuses edges, and on transformational anniversary, and our campuses have greatly ex- projects that will create an educational experience panded since our beginnings. As we look towards that is stimulating and enriching. our third century, more than ever, we must ensure We look forward to working together to build Mc- that McGill’s campuses enable us to become more Gill’s third century. open, connected, and purposeful. Suzanne Fortier We are therefore proud to present McGill Univer- sity’s Master Plan, which supports our priority of Principal and Vice-Chancellor transforming our campus. The Master Plan estab- lishes the principled framework to ensure that the university’s physical resources help further McGill’s priorities and mission. MESSAGE FROM THE PROVOST AND VICE- PRINCIPAL (ACADEMIC)

Dear Members of the McGill Community, participation through a commitment to accessibility across all McGill campuses. The Master Plan for the McGill University Campuses speaks directly to the University’s Strategic Aca- Where there is opportunity to do so, our physical demic and Research Plans by driving the renewal infrastructure will be similarly reimagined to better of existing research, teaching and work spaces, reflect the complexity of our history, the diversity of and ensuring our facilities anticipate the needs and our community, and our aspirations for the future. opportunities of the 21st century. As a world leader in teaching and research, we look State-of-the-art active classrooms will encourage forward to seeing our campuses transformed over collaboration and support new ways of learning; time in such a way that supports and reflects the research spaces will be designed to respond to academic values and mission of our University. changing methodologies and will have the flexibility Christopher Manfredi to accommodate investigative work that cuts across disciplines. Reoriented campuses will offer new Provost and Vice-Principal (Academic) spaces for formal and informal engagement among staff and students and inspire and encourage new ways of doing scholarly work.

The Master Plan will likewise enable engagement with our communities by fostering collaboration and transversal learning through spaces shared with local and global partners in educational, commercial and policy sectors, and by supporting MESSAGE FROM THE VICE-PRINCIPAL (ADMINISTRATION AND FINANCE)

Dear Members of the McGill Community, repurposing others, as well as expanding into new innovative facilities. The Plan also aims to increase We are very pleased to present McGill’s University’s efficiency and collaboration to allow the open flow Master Plan that will guide our university’s physical of knowledge and ideas by increasing communal evolution over the short, medium, and long term. spaces. The Plan is the result of several years of activities including drawing on studies, previous plans, and At McGill, we are also committed to building a sus- taking into consideration conversations with a wide tainable future. As such, our Master Plan aims to range of stakeholders. maximize green spaces on our campuses as well as improved links for pedestrians. We are proud to unveil a plan that will serve as a framework to guide the transformation of our cam- The Master Plan presents a vision to adapt our puses by creating connections between buildings, physical space to the changing needs and realities transportation, landscape, and the utilization of of staff and students. space. The Plan includes guiding principles that will We look forward to building better campuses for all. align the development of our campuses. The Plan was developed with an emphasis on safeguarding Yves Beauchamp McGill’s heritage and legacy while building for the university’s future in a flexible, sustainable, accessi- Vice-Principal (Administration and Finance) ble and safe manner.

The Master Plan accommodates the growth of McGill’s research and teaching space needs, and in- cludes many elements to improve everyday campus life. This includes releasing certain properties and

1 CONTENTS

01 INTRODUCTION 1 03 PLANNING FRAMEWORK 39 06 THE PLAN 79 Structure of The Plan...... 2 A Vision for McGill’s Campuses...... 40 The Plan Downtown Campus...... 80 Structure of the Document...... 3 Guiding Principles...... 42 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa...... 82 Creation of The Plan...... 6 Stakeholder Engagement...... 46 Indigenous Representation...... 82 Approval + Governance of the Plan...... 8 Scope + Reach...... 50 Neighbourhoods...... 86 Our Campuses In a Regional Context...... 52 Real Estate Strategy...... 88 02 TRANSFORMING OUR CAMPUSES 11 Regulatory + Zoning Framework...... 53 Teaching + Classrooms...... 92 Downtown Campus...... 12 Research + Laboratories...... 96 Lower Campus...... 14 04 HISTORY + PHYSICAL HERITAGE 55 Communal + Informal Space...... 98 Lower Campus Interventions...... 16 The Importance + Challenges of Physical Heritage...... 56 Services + Student Associations...... 100 Upper Campus East...... 20 Evolution of Downtown Campus...... 58 Student Residences...... 102

Upper Campus East Interventions...... 22 Evolution of Macdonald Campus...... 61 Gateways + Entrances...... 104 Campus North...... 24 Exterior + Green Space Network...... 106 Campus North Interventions...... 26 05 OUR STARTING POINT 63 Rainwater Management...... 110 Upper Campus West...... 28 Indigeneity + Our Campuses...... 64 Stewardship of Physical Heritage...... 112 Upper Campus West Interventions...... 30 Growth of the Campuses ...... 66 Pedestrian Network + Accessibility...... 114 Macdonald Campus...... 32 Space on Our Campuses...... 68 Cycling Network + Bike Parking...... 116 Mac Lower + Upper Campus...... 34 Teaching + Learning Space...... 70 Vehicular Circulation + Parking...... 118 Macdonald Campus Interventions...... 36 Research + Laboratories...... 72 Informal + Communal Space...... 73 Circulation + Mobility...... 74 Accessibility + Wayfinding...... 76 The Plan Macdonald Campus...... 122 07 IMPLEMENTATION 157 Processes + Governance...... 158 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa...... 124 Interventions Over Time...... 160 Indigenous Representation...... 124 Interventions Over Time: Lower Campus...... 162 Neighbourhoods...... 126 Interventions Over Time: Upper Campus East...... 164 Real01 Estate Strategy...... 128 Interventions Over Time: Campus North...... 166 Teaching + Classrooms...... 132 Interventions Over Time: Upper Campus West...... 168 Research + Laboratories...... 134 Interventions Over Time: Macdonald Campus...... 170 Communal + Informal Space...... 136 Annex...... 172 Services + Student Associations...... 138

Student Residences...... 140 Gateways + Entrances...... 142 Exterior + Green Space Network...... 144 Rainwater Management...... 146 Stewardship of Physical Heritage...... 148 Pedestrian Network + Accessibility...... 150 Cycling Network + Bike Parking...... 152 Vehicular Circulation + Parking...... 154 01 INTRODUCTION

This master plan is a dynamic document that guides the physical evolution of McGill 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, the 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 a strategy for an implementing and monitor- views the campus as complex and continu- ing 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

This master plan is a complex document that addresses many subjects at a variety of 02 | TRANSFORMING OUR CAMPUSES different scales, scopes and timeframes. The 01 | INTRODUCTION document is organized into seven sections.

Following an introduction, transformative interventions are described to showcase the This 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 campuses. This section is followed by a dis- over the short, medium and long term. It contribute to the creation of campuses that cussion of the planning framework, history serves as a framework that will translate the are open, connected and purposeful. These and built heritage as well as an assessment of strategic directions of the University to tan- interventions are presented early in the doc- the 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 + PHYSICAL HERITAGE 05 - OUR STARTING POINT

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. Physical heritage is one This section sets the analytical foundation campus that is reflective of the mission of the of the defining characteristics of McGill’s on which the plan is built. It identifies current university as well as key strategic documents campuses and its buildings and landscapes challenges and opportunities on our campus- and sustainability targets. This vision is then are in many ways unique. As such, this phys- es, allowing the plan to respond directly to translated into a set of guiding principles, to ical heritage is extremely valuable and McGill specific needs and prescribe effective solu- which specific interventions and orientations must act as a responsible steward of these tions to realize desired outcomes. INTRODUCTION are aligned. resources so that they can be preserved for This section starts by reviewing the current al- future generations. The stakeholder engagement process, location of space on our campuses by function 01 through which the McGill community provided This section begins with a statement on the and use as well as historical growth over time. input into the plan is described in greater de- importance and challenges of physical heri- The portrait of the current campuses is further tail. This section also discusses the scope and tage as it relates to the maintenance of these elaborated through an analysis of teaching reach of the plan, presents McGill’s campuses resources and aligns the responsibility of and learning spaces including classrooms and in a regional context and touches on the reg- stewardship with the teaching and research teaching labs. The current state of research ulatory and zoning environment that the plan mission of the university. Next it provides a space is also examined through the lens of responds to. historical overview of the growth of the cam- fostering collaboration and innovation. This puses over time emphasizing specific factors section also outlines the opportunities and that shaped them. 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 activ- on Respect and Inclusion in Campus Life, the in 2017, further informed the planning process ities that took place over several years. The Provost’s Task Force on Indigenous Studies and and a 2019 transportation study helped confirm process included the review and production of Education as well as McGill’s Commitments assumptions related to mobility and accessibil- several studies and plans, as well as extensive to Sustainability, including achieving carbon ity. A 2018 assessment of space needs updated stakeholder engagement. The main shaping neutrality by 2040 (as stated in the Vision 2020: existing 2015 data and was informed by the elements of the plan are three-fold: Climate & Sustainability Action Plan), elaborate 2019-2020 faculty capital priorities exercise on these goals and further inform the plan. as well as a detailed analysis of classrooms. McGill’s Vision Finally, the 2008 Planning and Design Princi- ples, produced by Diamond Schmitt Architects, The University’s goals are expressed in the Studies and Plans should be mentioned in this context as they Principal’s Priorities and the Strategic Academ- Several plans and studies played an important provided a valuable starting point for many of ic and Research Plans. They play an overarching role in creating the analytical basis for the plan. the discussions that took place as part of the role and provide the strategic pillars for the In 2015, the prospect of major new construc-

INTRODUCTION stakeholder engagement process. plan. The Principal’s vision of an open, con- tions such as the reinvented library and new nected and purposeful campus, the Strategic pavilions on the former Powell and Royal Victo- Stakeholder Engagement

01 Academic Plan’s core ideas of a university that ria Hospital sites, in combination with McGill’s is open to the world, expands diversity, leads increasing deferred maintenance challenges, One key element that shaped the master plan innovation, connects across disciplines and led to a study of the condition of the university’s was an elaborate stakeholder engagement sectors and connects with our communities, buildings as well as an assessment of space process that began to inform the plan as early as well as the Strategic Research Plan’s com- needs. A strategy of new construction, renova- as 2016. Specifically, over 60 user group mitments to fostering creativity, promoting tion and asset release was put forward in a draft meetings helped shape a vision for a new pa- innovation, problem solving through collabora- real estate plan in 2017. An urban design study vilion on the former RVH site as a destination tion and partnership, promoting equity, diver- followed, which tied the real estate plan to an for multi-disciplinary research and teaching. sity and inclusion, transcend the plan in every overall vision for campus space transforma- In 2017, an open house informed the McGill layer. The reports of the Principal’s Task Force tions. A draft landscape master plan, produced community and solicited feedback regaring

6 Creation of the Plan ongoing and planned projects as well as the draft real estate master plan. The open house included over 20 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.

The master plan was at the centre of a process based on McGill’s strategic vision, studies and previous plans as well as a stakeholder engagement process.

7 APPROVAL + GOVERNANCE OF THE PLAN

The master plan is an institutional document that is intended to evolve over time as in- terventions are realized and new University initiatives emerge. It is approved at the level of the Board of Governors, in accordance with the terms of reference of its Building and Property Committee. The master plan will continue to be informed by the University’s strategic priorities, ongoing analysis and engagement with the Mc- Gill community.

Stewardship of the master plan will be provided through the Office of the Vice-Principal (Admin- INTRODUCTION istration and Finance) in order to ensure con- tinued application of the plan, monitor progress

01 and adapt to changing conditions. The master plan is approved by the Board of Governors and it is stewarded by the Office of the Vice-Principal (Ad- ministration and Finance). It is continuously informed by the strategic priorities of the University, analysis and reporting as well as ongoing stakeholder engagement.

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 cam- puses 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 campuses comprised 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 for research and teaching, focus on promoting distinctiveness within the downtown neighbourhoods, Lower Campus, Upper Cam- student life and contribute to a green network context. pus East, Campus North and Upper Campus of open areas, plazas, squares and green cor- • Neighbourhoods will be linked to each West. ridors that will connect the neighbourhoods other through new accessible pedestrian with each other as well as towards the city and The neighbourhoods are multi-faculty and paths that will connect existing open the mountain. new developments in each area will further spaces such as McTavish Street, the strengthen the neighbourhoods' roles as new Main Road, James Square and create a Downtown campus transformation destinations for students and staff from all connected, safe and intuitive network of characteristics: around campus. All major new developments, green spaces. the new pavilion on the RVH site, Powell, Wil- • New developments act as triggers for the • New developments will offer state-of- son Hall and Fiat Lux, strive to be multi-disci- repurposing of existing buildings and for the-art research and teaching spaces. plinary spaces open to all of McGill. In concert the improvement of the surrounding open spaces. with improvements to existing spaces as well • Reduction of vehicular traffic on campus.

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 intuitive 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 Neighbourhood and the Mount Royal. each neighbourhood are unique, yet connect- These new entrances will be carefully ed to the rest of the campus. chosen and planned to ensure safety and The 26 interventions that will transform the the conservation of the campus' spatial downtown campus are identified over the fol- lowing pages. Interventions will enhance each neighbourhood's character, improve spaces

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 transformation char- the most prominent and defining neighbour- acteristics: hood. A reinvented library in the McLennan • Dedicated exterior spaces for events. and Redpath Library buildings will offer large study and collaborative work spaces, drawing • New points of access to campus at stra- students into this area, from all over campus. tegic locations.

Relocations to the new pavilion on the former • New east-west pedestrian links. RVH site will vacate significant amounts of • New student services on McTavish Street space in existing buildings, offering oppor- between Sherbrooke Street and Dr. Pen- tunities to repurpose for research, formal field Avenue, including food services and and informal learning, community, food and student advising functions. lounge areas. • Pedestrians should be prioritized and Increased permeability of the campus edges TRANSFORMING OUR CAMPUSES OUR TRANSFORMING networks should be designed to ensure will enhance visibility of McGill towards down- safety and accessibility. Reduction of town and create new pedestrian links from vehicular space and parking to improve 02 McTavish and University Streets as well as Dr. connections between the buildings and Penfield Avenue. the lower green.

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 A SAFE AND ACCESSIBLE TRANSFORMATIONS BETTER CONNECT TOWARDS CAMPUS TRANSFORMATION 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 The relocation of research laboratories out of learning areas that foster creativity and col- Macdonald Stewart, Macdonald Harrington the building will allow for the transformation laboration will become available through the and other heritage buildings dating back to of Otto Maass into a major teaching lab hub, creation of an off-site collection facility. Stra- the first expansion of the campus are defin- with state-of-the-art, multidisciplinary and tegically located at the corner of Sherbrooke ing elements of the east field. Landscaping flexible wet teaching laboratories. Strate- and McTavish Streets, the transformed library around these buildings will reveal their iconic gically located at the corner of Sherbrooke will offer additional pedestrian access points features and reconnect them to the campus and University Streets, Otto Maas will act from Sherbrooke Street, both to the building while also improving accessibility. as a gateway, increasing permeability of the and to the lower field, increasing the permea- south-east corner of the campus, leading stu- bility of the south-west corner of the campus. dents through and around the building, onto TRANSFORMING OUR CAMPUSES OUR TRANSFORMING Access to and across the library complex will the lower field. be possible from the west field. 02

16 Lower Campus Interventions D-4 Opening the Burnside Terrace terrace. The Burnside Hall garage will become D-5 Improved spaces for research, a 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 Macdonald Engineering, McConnell and on the lower levels of the building, including Peterson Hall will be vacated through reloca- a food venue while visually and functionally tions to a new pavilion on the former RVH site. opening the ground level towards the lower Renovation of these spaces will offer the op- field. The Burnside Hall garage edicules will be portunity to increase areas for informal study redesigned to create new views from the east and food services while adding active learning field towards Macdonald Stewart and the new classrooms and state-of-the-art research labs terrace. Student flow will be possible through to this neighbourhood. and 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 outdoor events that transform the main road to better reflect and room. A new stair linking the space in front draw large numbers of people, such as con- celebrate its new role as a pedestrian zone. of Leacock, towards Dr. Penfield Avenue will vocation, Pow Wow, and orientation activities. With the area around Roddick Gates complet- complete the transformation of the Leacock Strategically located on the west field, it will ed, and the lower main road expected to be terraces. This will create a new strategic link be accessible from the main road and will be in redesigned, the y intersection and a belvedere between the Lower Campus and Upper Cam- dialogue with the new lower field access from in front of the Arts Building will complete the pus West neighbourhoods, significantly reduc- the west, across and around the reinvented transformation of the main road into a major ing travel times between the new and existing library. A more accessible Redpath Museum pedestrian axis and plaza. Motorized vehicle teaching hubs in Leacock and the new pavilion dedicated to its specific museum functions will TRANSFORMING OUR CAMPUSES OUR TRANSFORMING access in the entire area will be further re- on the Powell site. further contribute to the public nature of this stricted. 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 Street 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 tion that promote permeability and rain water growth for existing functions in the building as this area will be appropriately accommodated retention, combined with pedestrian walk- well as providing space for new programs and in the heritage buildings. In addition, academic ways and other means of crossing the area, units that need to be relocated out of inade- functions that cannot be housed in more cen- will allow for a effective rainwater manage- quate spaces on campus. After construction tral areas of the campus and that are compati- ment on campus while showcasing McGill’s of RVH and Powell, and the subsequent ren- ble with the buildings' characteristics, such as sustainability efforts. Design elements and ovation of Strathcona Anatomy and Dentistry, offices and seminar rooms, will continue to be vegetation will celebrate Indigenous cultures. repatriation of academic units into other areas part of this area. of campus will allow for lease consolidation in the building.

19 UPPER CAMPUS EAST

Upper Campus East covers the area from Mil- Upper Campus East transformation tainability Systems and Public Policy ton Gate to Dr. Penfield Avenue. With the new characteristics: (former RVH). pavilion for Sustainability Systems and Public • A new pavilion for Sustainability Systems • New east-west pedestrian links to better Policy, this area of the campus reaches across and Public Policy on the site of the former connect towards Dr. Penfield Avenue Pine Avenue and links the campus towards the Royal Victoria Hospital. towards the reservoir and towards New Campus North neighbourhood, the mountain Residence and the Sim Centre on Park and the Plateau Neighbourhood. • A renovated Wilson Hall, with a new en- trance from within the campus. Avenue. Wilson Hall is strategically located at a pe- • Dedicated and reduced delivery entrance destrianized Milton Gate. It will be renovated, • A new student corridor along Tomlinson and circulation areas. opened and reoriented towards the campus. lane, connecting lower campus through and around Strathcona Anatomy and • Increased student services in buildings A new green corridor will enhance this major Dentistry with the new pavilion of Sus- repurposed after the relocation of select- pedestrian link between Milton Gate and the ed units into new developements includ- new research and teaching hub on the former TRANSFORMING OUR CAMPUSES OUR TRANSFORMING ing the former RVH and Powell. RVH site. 02

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 PEDESTRIAN AS TRANSFORMATIONS BETTER CONNECT NEIGH- PRIMARY USER TRANSFORMATION 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 multidisciplinary research and Relocations to a new pavilion on the Powell teaching (former RVH) The building’s renovation will include a main and accessible entrance from the square in site will allow for a transformation of this A pavilion in new and heritage buildings on front of the James Building as well as student iconic building. State-of-the-art dry research the site of the former Royal Victoria Hospital life promoting spaces on the near-ground lev- and teaching spaces as well as a food venue will give a home to Sustainability Systems and els to seize the building’s prominent location will make this building a student destination at Public Policy. These are two anchors that will at Milton Gate, the campus’ main entry point a strategic hinge on campus. A new entrance feature spaces for state-of-the-art research, from the East. New spaces for teaching, learn- from Tomlinson lane will lead students into events, quiet and group study, as well as a ing and student life, including a food venue, and through the building and will act as a gate- major classroom hub, teaching labs, and will be included in the renovated building. way towards the new pavilion on the former a food venue. The new spaces will address RVH site.

TRANSFORMING OUR CAMPUSES OUR TRANSFORMING the University’s critical need for space while expanding the campus towards the mountain and the Plateau Neighbourhood. 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 student axis, from Milton Gate to Significant areas in Wong will be vacated Elevating pedestrians and cyclists as primary Strathcona Anatomy and Dentistry will be through relocations to a new pavilion on the users, motorized vehicle traffic will be limited transformed into a new green space linking old RVH site. Renovation of these spaces will and controlled. The majority of deliveries James Square to the expanded campus, north offer the opportunity to increase areas for will be rerouted and managed appropriately. of Pine Avenue and through Strathcona. A new informal study and food services while adding While ensuring safety, the Milton Gate will be stair and square behind James Administration active learning classrooms and state-of-the- redesigned, similar to Roddick Gates, so as to will link up to Dr. Penfield. The University art research labs to this neighbourhood. project an open and connected campus. Street row houses will be welcomed into cam- pus through better access from the lane and landscaping that will anchor these buildings towards the campus.

23 CAMPUS NORTH

At present,the area is separated from the rest Campus North transformation charac- of the campus a new pavilion on the former teristics: RVH site will physically link this area to Upper • University Street as a new link to the Campus East and to the rest of the campus. mountain and towards the Plateau Neigh- Campus North will play a defining role in bourhood. connecting the University to Mount Royal and to the Plateau Neighbourhood through a • A new entrance to campus from the north. new entrance from the north. Existing spac- • Improve accessibility to athletics and to es for research will be improved to allow for Upper Residences. state-of-the-art flexible and interdisciplinary research laboratories. Rerouting and the pe- • Embrace Campus North as McGill's health destrianization of existing links towards Upper and wellness destination. Residences and the mountain will allow for better student flow towards the campus and TRANSFORMING OUR CAMPUSES OUR TRANSFORMING through this neighbourhood. To reinvigorate Campus North as McGill's health and wellness

02 destination, better links towards 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 D-19 TRANSFORMATIONS

TRANSFORMATION 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 that Lyman Duff's new wing will offer state-of- world-leading institution for brain research lead from University Street to the Upper the-art research labs. The heritage wings of and advanced patient care. The plan supports Residences as well as Douglas Hall will pri- the building will undergo renovations that cutting-edge research initiatives through the oritize pedestrians in this area of campus. A will favor dry functions to better respond to revitalization of laboratories and the instal- new gateway to campus from the north will the building’s original design. Space vacated lation of new major equipment. This trans- transform this area. Existing pedestrian links through relocations to the new pavilion on the formation will facilitate the expansion of the between Park Avenue, the mountain and the Powell site will allow for the accommodation Neuro over time into the 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 Neuro. to define a clear entrance from the Plateau TRANSFORMING OUR CAMPUSES OUR TRANSFORMING 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 Avenue will allow for a better pedestrian flow from Upper Campus East towards athletics. This interven- tion will also address the southeast corner of this area of the campus, at the intersection of Pine and Park avenues, 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 transformation by the many mansions along Peel and McTa- characteristics: vish streets as well as Dr. Penfield and Pine • Better links between Upper Campus West avenues and the large research buildings that and the Lower Campus as well as towards were added over time. Access to and around McTavish. this area of campus is often difficult with steep slopes to climb from the lower campus and • A continuous network of green, safe and high-traffic streets cutting through. Academic accessible pedestrian routes through the functions that are currently located in the neighbourhood. mansions are inefficient with many of them • Integration of new functions and neigh- being in a state of ill-repair. 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 TRANSFORMATIONS D-25

TRANSFORMATION 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 stu- be a major hub for research and teaching. Im- McIntyre lane is one of the main access points to dent life, including a food venue, in a new pa- proved connections of the existing courtyard this neighbourhood. The elimination of motor- vilion that will redefine the entrance to Upper towards the law atrium and the McIntyre and ized vehicle through-traffic and the creation of a Campus West. The 3647 Peel Street mansion Life Sciences buildings will link this complex separate access to the McIntyre garage will make will be renovated and incorporated into the of three blocks to a loop of pedestrian walk- McIntyre lane a safe, accessible and green pedes- project. The building’s implementation on the ways that will tie together the Upper Campus trian axis that will allow for student flow from the site will improve pedestrian flow from Lower West neighbourhood. State-of-the-art flexible McTavish student corridor towards the McIntyre to Upper Campus West, through widened research and teaching labs, active-learning building. Reaching from the Education Building sidewalks and accessible entrances at several classrooms and auditoria, as well as a food across the neighbourhood towards William-Osler levels, improving accessibility in this area of venue will be part of the renovation. Drive, the lane links two edges of campus. A new TRANSFORMING OUR CAMPUSES OUR TRANSFORMING the campus. space for students between Stewart Biology and the McIntyre Building is part of this intervention. 02

30 Upper Campus West Interventions D-25 Old Chancellor Day Hall land- D-26 New neighbours along McIn- scaping tyre lane

Significant differences in height characterize The mansions along Pine Avenue will be re- the corner of Dr. Penfield Avenue and Peel leased from the academic inventory, redefining Street. Large classrooms in the Upper West McIntyre lane as an edge of the campus, with Campus area generate high pedestrian traffic. new neighbours as part of the neighbourhood. The proposal is to improve pedestrian traffic along Peel Stret and Dr. Penfield Avenue through creating additional paths that will lead students from Powell directly onto the Old Chancellor Day Hall lawn. This will create a complete and coherant network from Lower Campus to Upper Campus West.

31 MACDONALD CAMPUS

The Macdonald Campus is comprised of five Macdonald Campus transformation neighbourhoods, Mac Lower Campus, Mac characteristics: Upper Campus, Mac Campus North, Maple • Utilize the future REM station as an op- and Lakeshore. The plan emphasizes the im- portunity to better connect the Macdonald portance of connecting the neighbourhoods in and Downtown Campuses while also order to fully exploit the Macdonald campus' enhancing links locally. 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 new • Renew existing research and teaching pavilion for student life. The proposal also facilities and expand into new spaces. TRANSFORMING OUR CAMPUSES OUR TRANSFORMING includes measures to better connect the cam- • Steward the campus' natural environ- pus to the lakeshore and to identify clear en- ments in a responsible way.

02 trances and a campus core. The rebalancing of the real estate portfolio at Macdonald Campus • Naturalize areas of the lakeshore that will increase efficiency and allow for a more cannot be used for student life promoting 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 formation characteristics: teaching facilites through the strategic addi- • Strategically place new pavilions in an tion of new constructions. This rebalancing effort to rebalance the campus around a will give the campus a stronger core. Interven- new core. tions will also better define entrances to the campus and the lakeshore will be recognized • Improve and locate student services as an iconic natural feature that will be better along an enhanced green corridor that connected and will bring activities that pro- links research and teaching facilities to momote student life the waterfront. Increased the waterfront. and more diverse transit will better connect • Create distinct and character defining en- the campus to downtown. 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 overpass 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 SURFACE PARKING MAJOR TRANSFORMATIONS REDEFINE THE CAMPUS EDGES TRANSFORMATION 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 Macdonald Campus tum as defining areas of Mac Campus A new pavilion for research and innovation will Key student-life functions will be included in A new community engagement centre will be strategically located on an enhanced re- the new research and innovation pavilion. In draw visitors to the farm. The consolidation search axis. Spaces that promote student life the longer term, a new pavilion for student life and improvement of research spaces in the on the ground and near-ground-floor levels, will create a new student core. This pavilion farm and arboretum will further reinvigorate and state-of-the-art research and collabora- will address the campus’ needs for improved the campus. The protection of agricultural and tion spaces will allow the building to become student-centered activities including teaching preservation of natural land plays a decisive a major new destination on the campus. This labs, collaborative learning spaces, as well as role in both areas. new hub will affect many buildings through a new home for athletics. Strategically located relocations and subsequent repurposing. This near the south edge of campus, the new pavil- will allow for improvements to research spac- ion will strengthen the campus’ presence on TRANSFORMING OUR CAMPUSES OUR TRANSFORMING es in existing buildings throught the campus. Lakeshore Road. 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 Sainte-Anne-de-Bellevue REM station will duction of new and relocated sports activities the west, a new square Laird Hall and the be located at short distance from the Macdon- will reinvent the Macdonald Campus central greenhouses will host Mac Market and other ald Campus. A new REM shuttle will play an lakeshore area and will bring student life ac- campus-defining functions. The new square important role in connecting the two campus- tivities into this bucolic area of the campus. will anchor Laird Hall towards the campus and es. These public transportation enhancements Naturalized areas of the lakeshore will return connect the green corridor to the consolidated will further increase transpotation options, sections of the shore to its natural state, with public and shuttle transport stop located be- and traveling between the two McGill cam- aquatic research as a vital part of the activities. tween the Macdonald and John Abbott College puses will be transformed. In addition, a new The lakeshore neighbourhood will emphasize campuses. overpass towards the farm will allow for safe the natural beauty of Macdonald Campus and lanes for pedestrians and bicycles. become a new leisure and research destina- tion.

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 dissem- plan seeks to advance and support the pursuit necessary to continue our missions in a sus- ination 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 McGill Commitment, providing all students While the master plan supports all of these and scholarly activities judged to be excellent 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 articulated 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 close Establish practices, processes and gover- Holistically manage real estate and land- relationships between research, teaching and nance structures that support the long-term scape assets to ensure that there is sufficient learning with an emphasis on spaces that viability of McGill’s campuses by developing high-quality interior and exterior spaces that prioritize interdisciplinary and experiential the capacity to implement the plan in a way support the mission of the university. This activities as well as spontaneous interactions. that is economically, socially and environ- includes the development, adaptive reuse New facilities should be developed around ac- mentally sustainable. Define evidence-based and acquisition of these assets as well as the ademic and research themes that are shared interventions that seize opportunities, are careful release of properties that are not well by multiple faculties, departments and insti- appropriately scaled and are prioritized to suited for academic functions. tutes while allowing for flexibility over time. maximize feasibility while actively monitor- Spaces must be designed to support a mix of ing the implementation of the plan through PLANNING FRAMEWORK PLANNING 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 Objectives From January 16th through February 15th, 2019, a series of activities were conducted on 250+ individual exchanges sessions both of McGill’s campuses with the following 6 2 objectives in mind:

01. Inform and raise awareness about campus planning exercises, including the master plan and the objectives they seek At Macdonald Campus 43 participants to achieve. 1 3 02. Obtain broad and diverse input on dif- ferent aspects of campus planning. 03. Provide platforms for the community to ask questions and seek clarification. 04. Build capacity among stakeholders to

PLANNING FRAMEWORK PLANNING 144 individual responses 20 participants 1 2 participate in ongoing engagement dia- logues. 03 Over 480 Direct Engagements

46 Stakeholder Engagement The information gathered through these exer- Services, Office of Sustainability, Library Ser- The survey was made available to the McGill cises both enriched and validated the content vices, Office for Students with Disabilities. community at large. of the master plan. This iterative community Thematic Working Groups engagement process maintains a continuity Process of Engagement with past efforts and serves as a foundation Individual Working Groups were established to The methodology that was adopted used for future initiatives. examine the themes of sustainability, teach- diverse platforms to share information and ing and learning space as well as communal solicit input in order to reach a broad range of space and accessibility. These working groups The Stakeholders stakeholders within the McGill community: solicited input from faculty and staff members As the impact of the master plan is mainly Online Survey over a set of three, half-day, work session- self-contained to McGill University's campus- sion. The key takeaways from each session es, the engagement process focused on inter- A bilingual online survey was conducted using were validated through a second follow-up nal stakeholders: students, staff and faculty open-ended questions from January 16th to presentation. members. February 6th, 2019. The goal of this survey was to elicit opinions pertaining to individual Building upon the key takeaways from the the- Engagement with these different groups was space preference and sustainability and the re- matic working groups, members of McGill’s coordinated in collaboration with the following sults were reviewed using qualitative analysis. Indigenous community (primarily students) units within the university: Communications were also engaged to solicit their input on each and External Relations, Indigenous Initiatives, theme in addition to other Indigenous-related First Peoples’ House, Teaching and Learning topics.

47 STAKEHOLDER ENGAGEMENT (CONTINUED)

Mobile Displays Community Briefings Working Sessions In order to reach as many students as pos- Two public information sessions were held on In addition to the community engagement sible, seven large panels about the master both campuses. A presentation on the master activities listed above, several work sessions plan were displayed in high-traffic areas in plan was made by the Campus Planning and took place with different university units in six venues across campus, including Bishop Development Office which was then followed different spheres of responsibility. This includ- Mountain Dining Hall for students living in by a question period. A video recording of the ed sessions related to design, sustainability, residence. The panels were accompanied full briefing was made available online. teaching and learning, accessibility and, stu- by members of the planning team to solicit dent services. These exchanges allowed for a Open House open-ended feedback and answer questions. better understanding of their specific priorities Annual open houses are held at McGill, alter- and preoccupations which helped identity how nating their venues between the two campus- the master plan can respond to their needs. es. As the last open house in 2017 was held on the downtown campus, the 2019 open house took place at Macdonald Campus in February PLANNING FRAMEWORK PLANNING 2019. It focused on the master plan and its key initiatives. 03

48 Stakeholder Engagement 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 for locations where particular outcomes are of the Downtown and Macdonald Campuses. desired. The plan is primarily concerned with the physi- The plan also recognizes that McGill’s campus- cal spaces and assets of the university however, es must not be considered in isolation and they in order to provide feasible and actionable direc- interact with their surroundings both physically tions, it also examines how these spaces and and administratively. In this way, the plan assets are used. In this way the plan considers makes proposals for interventions to areas that operational and administrative dimensions but are outside of McGill’s direct administration it does not prescribe specific actions at that and control, such as municipal roadways and level. as will be dicussed later, the plan is subject to The master plan acts as a framework through regulatory framework and approval processes

PLANNING FRAMEWORK PLANNING which interventions and orientations are put at the municipal, provincial and federal levels. forward and from which projects can be gener- Therefore, in these areas, the plan articulates ated. As such, it does not provide specific design specific intentions and it will serve an important 03 directives nor does it provide detailed scopes or starting point for discussions with the relevant costs. The plan does however provide specific external stakeholders, regulators and service orientations in potentially sensitive areas or providers.

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 Complementing 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 campuses 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 dif- Permanent Agricultural Zone neville. The Gault Nature Reserve is located almost ferent jurisdictions and they are subject to different exclusively within the City of Mont-Saint-Hillaire. regulatory and planning requirements. In addition to The Act to Preserve Agricultural Land and Agricultur- al Activities established the Permanent Agriculture conforming to regulations that govern the physical 1995 Programme de développement campuses, it is also important to align the master Zone with the intent to protect the agricultural land of In 1995, McGill University concluded an agreement plan with the strategic orientations of the province Quebec. This zone covers a total of 2,000 hectares on with the City of Montreal that provided the framework and the municipalities in which they are located. the island of Montreal, of which a significant amount rests within the boundaries of Macdonald Campus. for the global development strategy of the downtown This includes both the Morgan Arboretum as well as campus. The agreement was adopted by Council as The Mount Royal Heritage Site the farm. Within this zone, farming activities must be a by-law and set specific requirements and inter- In 2005, the Quebec government designated Mount prioritized and, with limited exception, it is prohibited pretations for building height, density and land use. Royal and its surroundings as a Historic and Natural to remove top soil or use the land for any non-agri- This agreement served an important role in guiding District. This represents a strong intention to protect cultural purpose. the evolution of the campus. Although the 1995 Pro- the natural environment, recognize the archeological gramme de développement is still active as a by-law, significance for Indigenous and European-Quebecois Municipal by Laws the accompanying framework agreement document populations while also featuring the large institu- is no longer in effect. McGill’s campuses are located within five municipal tional properties of historical significance, of which jurisdictions each with its own set of zoning and asso- McGill’s downtown campus is one. Now renamed the ciated by-laws that control and in some cases restrict Mount Royal Heritage Site, the City of Montreal and development. In particular, the downtown campus is the Ministère de la Culture et des Communications subject to the regulations within the Ville-Marie and share jurisdiction for the evaluation of modifications Plateau boroughs of Montreal, Macdonald Campus to properties in the site. is regulated by Sainte-Anne-de-Bellevue and Sen-

53 54 04 HISTORY + PHYSICAL HERITAGE In order to develop a plan for the future it is important to understand the campuses in a historical context. Physical heritage is one of the defining characteristics of McGill’s campuses and its buildings and landscapes are in many ways unique. As such, this physical 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 physical heritage as it relates to the main- tenance of these resources and aligns 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 PHYSICAL HERITAGE

hysical heritage is one of the defining to the Scottish heritage of Montreal and the The stewardship of these built heritage re- features of McGill University and its growth of the campus with majestic buildings sources is not without its challenges. Balanc- Pcultural and physical legacy is unique. around a central green quadrangle is a defining ing requirements for revitalization with the In this way, heritage is integral to the brand of feature of North American colleges designed protection of physical heritage and heritage the institution. in the Jeffersonian style. In this way, the her- landscapes is critically important. At the same itage value of the downtown campus extends time, the maintenance of heritage buildings is McGill's campuses sit on traditional Kanien’ke- well beyond the buildings themselves and it substantially more financially and technically hà:ka land, shared territory between the is the overall assembly of these buildings and demanding than new construction. Further- Haudenosaunee and Anishinaabeg peoples, their relation to the open spaces that hold more, efforts must be made to ensure that and as such, the locations are important cul- significance. the quality and authenticity of these heritage tural elements for the local Indigenous popu- properties are maintained to a high standard. lations. As one of Canada’s oldest institutions The same holds true for Macdonald Campus

HISTORY + PHYSICAL HERITAGE PHYSICAL + HISTORY for higher education, the university was the as a representation of agricultural education in It is in this context that the master plan views first large institution on Mount Royal and it Canada. Although many of the original build- the responsibility of physical heritage pro- predates the park, cemeteries and colleges. ings are no longer a part of the McGill campus, tection and it puts forward a comprehensive 04 the master plan recognizes that several of the strategy to ensure that the heritage assets of Not only is the downtown campus one of the remaining structures as well as the relation- the university are sustainably maintained for largest collections of heritage buildings in ship of the campus to the waterfront and the future generations. Montreal, 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

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 The land on which the campuses are now Each phase of growth had its own characteris- nature of the campus means that this plan located has been home to the Kanien’kehà:- tics and is a unique chapter in McGill’s history. serves as the starting point for future phases. ka Nation and served as a meeting place for These phases responded to specific conditions These phases represent an opportunity to the Haudenosaunee and Anishinaabeg peo- and challenges. It is the sum of these phases continuously recognize and strengthen the ples well before the founding of McGill. The that gives the campuses their character built heritage of the university. mountain acted as an important and sacred defining features and structuring elements. landscape and continues to hold significant cultural importance to the local Kanien’kehà:- ka Nation HISTORY + PHYSICAL HERITAGE PHYSICAL + 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 neighbour 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. These new constructions tend- Street. It is from this position that McGill is came well defined, accompanied by westward ed to use lower-quality materials and focused now embarking on a new phase of renewal to growth into mansions and row houses ac- on functional specificity. meet new challenges for the future. quired through purchase and donation. HISTORY + PHYSICAL HERITAGE PHYSICAL + 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 STARTING POINT

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 INDIGENEITY + OUR CAMPUSES

The plan acknowledges that the campuses are dismantling barriers that Indigenous students located on land which has long served as a site face in the pursuit of higher education. In this of meeting and exchange amongst Indigenous context, the final report of the Provost’s Task peoples, including the Haudenosaunee and Force on Indigenous Studies and Indigenous Anishinaabeg. It is the intention of the plan to Education, delivered in 2017, articulated specif- honour, recognize and respect these nations, ic calls to action for McGill University. particularly the Kanien’kehà:ka, as the tra- The Provost’s Task Force on Indigenous Studies ditional stewards of the lands and waters on and Indigenous Education indicated that Indig- which the campuses are located. enization must go beyond simply increasing The Truth and Reconciliation Commission of the numbers of Indigenous students, staff and Canada (TRC), having published its final report faculty. To ensure success, measures must

OUR STARTING POINT STARTING OUR in 2015, called on all Canadian institutions and be taken to make McGill University a hospita- citizens to “honour the past and reconcile the ble and compassionate place for Indigenous future.” The TRC defined a set of calls to action peoples and Indigeneity must be imbedded 05 that highlight the important role that education in all facets of university life. In particular, the plays in the mission of truth and reconciliation. physical campus must display representational Universities Canada (UC) has also identified symbols such as artwork, flags, ceremony and Indigenous education as a priority, and the language. organization has identified postsecondary insti- tutions as having a key role in confronting and

64 Indigeneity + Our Campuses This plan provides a unique opportunity to articulate a clear vision for Indigenous representation on cam- pus through ongoing consultation and dialogue with Indigenous peoples. Throughout the creation of the plan, a conscientious effort was made to ensure that Indigenous voices were present and the stakeholder engagement process worked to elevate and empha- sise Indigenous perspectives.

The outcomes of this engagement are reflected throughout the plan and they informed both the historical perspective of the campus as well as the interventions that are put forward. Most notably, Sec- tion 6 opens with a part entitled Onkwehonwenéha tsi ionteriwaionstahkwakó:wa, The Way of Original People. This part of the plan puts forth specific orien- tations for Indigenous representation on campus with the intention of making McGill’s campuses hospitable and compassionate places for Indigenous peoples in support of reconciliation. The formal inclusion of this section in the master plan reflects McGill's commit- ment to establish a sustained relationship.

65 GROWTH OF THE CAMPUSES

Over the long history of McGill, growth of the these spaces are up to 60 years old and used these short-term solutions have become the campuses has not been constant and certain for research and teaching. These spaces rep- norm. Over the fifteen-year period from 2003 periods have been defined by slow growth resent a significant requirement for renewal to 2018 there was nearly a five-fold increase in while others were very rapid. For its first 100 and they must be adapted to meet current the amount of leased space occupied by Mc- years the campus remained relatively small standards for efficiency and energy usage. Gill. The increasing occupation of rented spac- and grew slowly over time. Many of the cam- es has created several issues. In particular, More recently, enrolment has outpaced the pus’s iconic buildings were constructed during they are not eligible for government subsidies, growth of campus space. This is particularly this period and approximately 13 percent of they represent no return on investment, they evident in the period from 1980 to 2015 when the campus space is over 100 years old, which are subject to taxation and the average cost of enrolment increased approximately 114 per- makes McGill unique among peer institutions. rent has steadily increased over the past sev- cent and campus space only grew 28 percent While these older buildings are a defining eral decades. Moreover, these rented spaces over the same period. At the same time, the feature of the campuses, they do represent are often poorly suited to accept academic modernization of certain facilities has also

OUR STARTING POINT STARTING OUR significant challenges for maintenance and and research functions such as classrooms required more space to meet standards and usability. This is particularly the case with and laboratories. As such, it is the intention of facilitate new ways of teaching and learning. former residential buildings that cannot be the plan to substantially reduce the amount of

05 This misalignment has put pressure on space effectively renovated to meet the necessary leased space occupied by the university. and has meant that the use of inefficient build- space or energy efficiencies required of mod- ings, often adapted from other uses (such as ern academic and research facilities. residential), no longer meet the real estate It was during the period from late 1940s needs of the university. through to the mid 1980s that the campuses Recently, the university has become in- grew dramatically and the space that was creasingly reliant on rental space in order to added during that time represents over 50 address urgent space pressures. However, percent of McGill’s current campuses. Many of as space pressures have continued to grow,

66 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

McGill maintains buildings dating back to its founding in 1840. The campus experienced rapid growth during the post-war period from 1945 to the mid 1970s. Recently, McGill has been rent- ing more space and enrolment has increased faster than new space has been created.

67 SPACE ON OUR CAMPUSES

In order to make sound evidence-based deci- On the downtown campus food and lounge campus. These types of spaces also highlight sions regarding the allocation of space resourc- space only accounts for 4 percent of the total the important role of research within the Facul- es it is critical to understand the current state of campus space. It is the intention of the plan to ty of Agriculture and Environmental Science as space use across the campuses. increase this proportion in order to improve the well as the campus more generally. overall quality of the campus environment and Classrooms account for under 3 percent of the Downtown Campus promote health and wellness. total campus space. This lower proportion of Spaces dedicated to research and teaching ac- teaching space is indicative of a campus that Macdonald Campus count for just over 30 percent of McGill’s space. is primarily focused on research. These class- These spaces directly support the core mission Residences account for 36 percent of the space rooms tend to be smaller and do not exceed a of the university and highlight McGill’s vocation at Macdonald campus. Student residences are capacity of 180 seats. These limited teaching as a research university. an important part of the campus as it is located resources are currently not meeting the need OUR STARTING POINT STARTING OUR outside of the urbanized area of Montreal and for larger classrooms to support undergradu- Offices occupy approximately 27 percent of all housing options are limited. This also includes ate classes. space. This is split almost evenly between aca- residences for staff in the form of small cot- 05 demic and administrative offices. tages. These cottages are one of the defining Food and lounges represent under 4 percent of the indoor space on campus. The limited Residences account for approximately 19 per- features of the campus. amount of this type of communal and informal cent of the space on the downtown campus. Indoor research and teaching labs represent space represents a significant challenge for the Although this is less than some other North approximately 19 percent of the space at campus population as the campus is relatively American universities, the urban context of the Macdonald Campus. Farm and farm support isolated and there are limited services available downtown campus means that there is limited spaces, including greenhouses, account for off campus. demand for student housing. an additional 15 percent of the campus space. These spaces are critical to the ongoing oper- ation and distinct agricultural vocation of the

68 Space on our Campuses DowntowDown Cnatmpowuns Campus MacdonaldMacdonald Campus Campus

Maintenance + MaintenanceOther + Other Maintenance + MaintenanceOther + Other 5.6 % 5.6 % 5.3 % 5.3 %

Athletics + CommunalAthletics + Communal Athletics + CommunalAthletics + Communal 9.8 % 9.8 % 9.3 % 9.3 % Office Office 27.4 % 27.4 % + +

+ + Teaching + LibrariesTeaching + Libraries 8.6 % 8.6 % Residences Residences + + 36.4 % 36.4 %

Office Office 8.6 % 8.6 % Reseach Labs Reseach Labs 17.0 % 17.0 % + +

Farm Space Farm Space Teaching + LibrariesTeaching + Libraries 15.2 % 15.2 % Residences Residences 21.7 % 21.7 % Reseach Labs Reseach Labs 18.7 % 18.7 % 16.8 % 16.8 %

Space on McGill’s campuses is comprised mostly of office, teaching and learning, and research spaces. Residences is also a large component of the space mix on both campuses. Farm space is a unique feature at Macdonald Campus.

69 TEACHING + LEARNING SPACE

Classrooms and teaching labs play a critical rooms falls significantly below the university’s role in the support of McGill’s teaching mis- standard of 2m² (net) per student. This not sion. However, teaching and learning spaces only limits the potential of classrooms to be face several challenges. organized as active learning spaces and use technology like laptops or tablets but it also Many of the larger classrooms and teach- presents challenges for basic comfort like ing labs are located on the periphery of the The location and concentration of larger class- space for bags and personal belongings. rooms (100 seats and more) on the Downtown campus. The large distances between these and Macdonald Campuses. 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 STARTING POINT STARTING 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-

70 Teaching + Learning Space In addition to challenges with quality, the offering of classrooms in terms of capacity is not reflective of current and projected demand. Large classrooms have become overcrowded which has placed addi- tional pressures on scheduling. At the same time, many smaller classrooms with 50 seats or less are underutilized.

Therefore, the plan puts forth a 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.

Larger classrooms are used at nearly full ca- pacity while many smaller classrooms (under 50 seats) have lower utilization rates.

A target of 2m2 per seat ensures that classrooms are comfortable and support effective teaching and learning. Many classrooms, especially the larger ones, fall below this threshold.

71 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. The location and concentration of wet research ativity and innovation. facilities on the Downtown and Macdonald Cam- puses. 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 STARTING POINT STARTING 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

72 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 The location and concentration of communal and modate different users needs and range from im- presence of spaces promoting the informal inter- food services on the Downtown and Macdonald mersive and solitary to those that are conducive to action between all community members. Moreover, Campuses. 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-

73 CIRCULATION + MOBILITY

Transportation has a significant impact on the roadways that intersect it. These roadways act users arrive by public transit. This mode will be daily lives of all campus users and on how peo- as barriers to movement. further supported by the future Réseau express ple experience the campus. métropolitain (REM). This light rail system will Macdonald Campus remains very much a car have a station less than 200 meters from the oriented campus and there is limited pedestri- Walking + Cycling Roddick Gates and will effectively serve a re- an and cycling infrastructure available. In par- gional population. Walking and cycling are very common modes ticular, access from the southern areas of the of transportation used by the McGill community campus to the farm and arboretum is extremely It is anticipated that this new system will also and they account for approximately 35 percent limited. have a significant impact on the accessibility of all trips to campus. It is also true that all of Macdonald Campus as it will be in close It is the intention of the plan to support the trips start or end as a pedestrian. Therefore, proximity to the Sainte-Anne-de-Bellevue REM ongoing transition to pedestrian-oriented it is critically important that the campus eases station. To ease connection between the two campuses that are also supportive of cycling. OUR STARTING POINT STARTING OUR movement for pedestrians and promotes active campuses, a shuttle bus is currently offered to In this way the plan seeks to increase the modes of transportation. students and staff needing access to or from permeability of the campuses, consolidate and the Macdonald campus. 05 On the downtown campus, Milton Gate is the limit vehicular traffic while also improving pe- primary entrance for active transportation destrian movement on campuses and providing The intention of the plan is to continue encour- users and it is the entrance closest to the rental additional bike parking. aging the use of public transportation in order units directly east of the campus and the Pla- to meet the university’s sustainability targets. teau Neighbourhood. Nevertheless, this area Public transit This includes ensuring that transit services and others on lower campus still retain vehi- can be easily accessed and our campuses are The Downtown Campus is highly accessible by cle-oriented features. As a result of its urban well connected to each other and to the greater public transportation and it is well served by context the campus has a number of public metropolitan region. metro and by bus. This level of accessibility is reflected in the fact that over 50% of campus

74 Circulation + Mobility McGill's Modal Split Vehicular Circulation and Parking Private Vehicle In the past, large institutions managed their trans- 9% portation needs by supplying more parking. This sup- ply-driven approach is no longer aligned with current trends and it is estimated that less than 9 percent of all campus users arrive by car. Despite this small and continually-declining proportion of private vehicle users, the legacy of automobiles is still visible on the Public Transit campus and paved roads, sidewalks, parking lots and 50% delivery zones remain prominent.

It is the intention of the plan to mitigate the negative impacts of vehicular traffic on both the Downtown and Macdonald Campuses and to reclaim more space that prioritizes pedestrians and active modes of transportation. Walking + Cycling 41%

The urban nature of the downtown campus supports sustainable modes of transportation over private vehicle use.

75 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 of the com- munity and visitors to the campuses. The plan recognizes the importance of removing and

OUR STARTING POINT STARTING 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 exists and is applied on a proj-

76 Accessibility + Wayfinding 77 78 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.

79 THE PLAN DOWNTOWN CAMPUS HISTORY + BUILT HERITAGE BUILT + HISTORY PLAN THE 06

80 The Plan Downtown Campus 81 ONKWEHONWENÉHA TSI IONTERIWAIONSTAHKWAKÓ:WA INDIGENOUS REPRESENTATION

The plan acknowledges that the downtown Specifically, the plan seeks to recognize campus is located on land which has long and respect the specific and diverse cultural served as a site of meeting and exchange practices of Indigenous members of the amongst Indigenous peoples, including the community by providing interior and exterior Haudenosaunee and Anishinaabeg nations. It spaces that serve their needs. Furthermore, is the intention of the plan to honour, recog- the plan intends to foster a sense of belonging nize and respect these nations, particularly the by providing suitable cultural space for Indig- Kanien’kehà:ka, as the traditional stewards of enous students, staff and faculty that reflect the lands and waters on which the campus is McGill’s commitment to Indigenous education located. and support increasing enrolment targets for Indigenous students. The plan supports the intention to engage and collaborate with Indigenous communities to identify, explore and advance ideas and ini-

THE PLAN THE tiatives that embed Indigeneity in the life and activities of the University, while also enhanc- ing the presence and success of Indigenous 06 students, faculty and staff. It is in support of reconciliation that the plan articulates specific orientations that focus on the tangible recog- nition of Indigenous history and contemporary presence. Furthermore, the establishment of a sustained relationship is central to advanc- ing reconciliation.

82 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa 83 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 Gates. 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 and burning of ceremonial contemplative space. This space must medicines. include commemorative plaques, seating, indigenous plants, a permanent 10. Ensure that activity spaces on the west Hiawatha Belt flag while also respecting field support the ongoing use for large the perspectives and voices of local In- Indigenous events. digenous communities.

84 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa 85 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

86 Neighbourhoods 87 REAL ESTATE STRATEGY

The real estate strategy of the master plan New pavilions on the RVH and Powell sites builds on the 2017 Draft Real Estate Master will provide for about 70,000 gross m2 Plan which combined a targeted reduction of of custom-built space for research and real estate assets inadequate for university teaching. Many buildings will be touched by needs with a well-planned expansion of the major transformations and renovations such campus into new pavilions, custom-built for as the McLennan and Redpath Libraries, specific space needs. In addition, the real es- Lyman Duff, Stewart Biology, Strathcona tate plan identified multiple existing buildings Anatomy and Dentistry, the Macdonald for renovation and reuse. Stewart Library, Wilson Hall, Burnside Hall, Frank-Dawson-Adams and Otto-Maass. McGill owns buildings amounting to approx- imately 730,000 gross m2 in the downtown This will lead to a transformational renewal campus area. Close to 570,000 gross m2 or of space on campus. While over 85 percent about 80 percent of the space is recognized of current downtown space was built before

THE PLAN THE by government. The remaining 20 percent 1985 and in consequence offers many chal- account for residences and arenas and other lenges, this percentage is projected to drop unrecognized space. to about 78 percent through the release of 06 selected mansions and row houses. Out of McGill currently has a space deficit of approx- this remaining stock of older facilities, 20 imately 28,000 gross m2. With new projects percent will undergo substantial renovations, on the horizon, the plan seeks to eliminate bringing a total of 40 percent of our down- this deficit and reach a recognized space town campus spaces into the 21st century. target of approximately 600,000 gross m2 within the next 15 years. However, in order to fully meet the space needs of the university, the plan seeks to reach a total campus size of 770,000 gross m2 over the next 15 years.

88 Real Estate Strategy 89 REAL ESTATE STRATEGY (CONTINUED)

Orientations long-term viability of the real estate 09. Build new developments on the former strategy and allow our real estate as- RVH site and the Powell site, creating a 01. Increase the total amount of space by sets to adapt to changing methods of total area of approximately 70,000 gross about 5 percent to achieve a total down- research. m2. town campus size of approximately 770,000 gross m2. 06. Facilitate the creation of cutting-edge fa- 10. Create major transformations at the Mc- cilities by prioritizing wet labs and large Lennan and Redpath Library buildings, 02. Release the Davis House and annex, teaching spaces in new developments Wilson Hall and Stewart Biology. Duggan House and annex, Durocher over retrofitting existing buildings. 3465, Hosmer House and annex, Charles 11. Burnside Hall, Frank-Dawson-Adams, and Lady Meredith Houses, Martlet 07. Maintain or increase informal study Lyman Duff, Macdonald Engineering, House, Meredith Annex, Mountain 3605, space, food services, administrative Macdonald Harrington, Macdonald Pine 1140, Peel 3437, Peel 3704, Peel functions, student services and smaller Stewart, McConnell, McTavish row 3710, Peel 3712/14 and Peel 3715, Pine classrooms when retrofitting existing houses, Memorial Hall, the Neuro, Ot- 546, Purvis Hall, Rabinovitch House and buildings. to-Maas, Peel 3647, Peterson Hall, Pine THE PLAN THE University 3661. Where close to campus, 501, 505, 509, 515, 523, 527, Sherbrooke Create sufficient space to minimize prioritize functions associated to McGill 08. 680, Strathcona Anatomy and Dentistry, rentals. Any remaining rental space 06 in the reuse of these buildings. University Hall, 3534 University and should be close to existing McGill func- Wong will be touched by transformative 03. Target the renewal of aged facilities to tions and only be considered to address renovations. increase percentage of state-of-the-art temporary needs or facilitate the cre- facilities on our campuses. ation of non-subsidized programs while 12. Spaces vacated through relocations to also directly supporting the global real the new developments will be renovated. 04. Seek rapid elimination of the space estate strategy. Repurposing of existing deficit to increase percentage of subsi- buildings, post Powell and RVH will dized space. allow for the repatriation of rentals out 05. Enhance the flexibility and efficiency of of UQAM, Sherbrooke 550 and 1010. space wherever possible to ensure the

90 Real Estate Strategy New developments and major transformations Transformations of existing buildings Releases - owned space

Releases - rentals

91 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 in order to facilitate the movement learning. Additionally, it has been demonstrat- of students between classes. The plan also ed that demand for larger classrooms has calls for the revitalization of key teaching been exceeding supply while at the same time, laboratories focusing on promoting interdisci- the average utilization rates for smaller class- plinary teaching 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

92 Teaching + Classrooms 93 TEACHING + CLASSROOMS (CONTINUED)

Orientations: 06. Limit the capacity of new classrooms to 11. Higher-capacity classrooms must be a maximum of 350 seats with a focus on included in new constructions to ensure 01. Ensure the availability of accessible and creating new 100-200 seat rooms. that functionality is maximized and the inclusive teaching and learning facilities seat density can be reduced for existing that will respond to the varied needs of Rebalance the classroom offering to 07. classrooms. the McGill community. better align with usage. Eliminate smaller, underutilized classrooms below Create adequate accessible spaces dedi- 02. Increase teaching capacity with new 12. 50 seats and prioritize the creation and cated to alternative exam purposes. flexible interdisciplinary wet teaching renovation of new classrooms with ca- labs in Otto Maass, Stewart Biology Create 1,200 new classroom seats at a pacities over 100 seats. 13. and the new pavilion on the Powell site. new pavilion on the former RVH site. These labs must be designed as shared 08. Promote health and wellness in teaching Create 740 new classroom seats at a facilities that can be used by multiple by eliminating low-quality rooms and 14. new pavilion on the Powell Site. faculties and disciplines. prioritizing accessible locations with access to daylight for new and renovated THE PLAN THE 03. Provide a wide offering of classroom 15. Over the long term, Stewart Biology teaching spaces. types to reflect changing pedagogical North and South blocks should offer one 80 seat, one 90 seat and one 120 seat methods. Promote classroom designs that are 06 09. active-learning classroom. flexible to allow for multiple uses in- 04. Classrooms must provide a minimum cluding exams and conferences. Employ of 2 m² 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 colo- 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.

94 Teaching + Classrooms 95 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 colocated 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.

96 Research + Laboratories 97 COMMUNAL + INFORMAL SPACE

Communal and informal spaces are important Orientations: 05. Provide new food service locations along functions that promote better leaning and en- McTavish Street, Wilson Hall, Powell site, hance the overall experience of students and 01. Ensure each neighbourhood has an RHV, Strathcona Anatomy and Dentistry, other campus users. These common spaces appropriate amount of informal and Burnside Hall and Stewart Biology. faciliate the exchange of ideas and they can communal space. Focus on providing Recognize the strategic location of Burn- take many forms, ranging from food and eat- this type of space in buildings that are 06. side Hall by adding communal spaces to ing areas to quiet study spaces. They can also repurposed. the ground floor, which relate directly to vary in size from large open areas to smaller 02. If a communal, informal or food space is the surrounding terrace. more intimate environments. removed it must be replaced with a new Create a new interior event space to The plan also recognizes access to nutritious space of equal or greater quality in the 07. support large events at RVH. food on campus enhances communal and same neighbourhood. informal spaces on campus and it is strongly 03. Include common amenities, which are 08. Create a new demountable structure linked to effective learning. Staff and faculty technologically equipped, such as in- to support large seasonal events up to THE PLAN THE also benefit from an abundance of high-quality formal lounge, meeting, and study space 3,000 people on the lower west field. food on campus as it contributes to a healthy in new buildings and in major renova- work environment. 09. Create a new informal study space be-

06 tions of existing facilities. tween the west block of Stewart Biology It is the intention of the plan to protect and 04. Reimagine the McLennan and Redpath and McIntyre. 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.

98 Communal + Informal Space 99 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.

100 Services + Student Associations 101 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.

102 Student Residences 103 GATEWAYS + ENTRANCES

Gateways play an important role as visible Orientations: sure that the gateway facilitates pedes- entrances to the university, connecting the trian traffic across Dr. Penfield Avenue 01. All gateways must prioritize pedestrians campuses to their surroundings. They can and integrates with the McTavish Street over vehicles, be accessible and provide take many forms including gates, archways or pedestrian 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 Gates as the em- and ease movement to and from 680 of arrival, place and a clear point of transition. blematic 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 the Powell site as a critical link between upper and lower campus. En-

104 Gateways + Entrances 105 EXTERIOR + GREEN SPACE NETWORK

Exterior and green spaces are one of the most defining elements of a university’s campus. 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

106 Exterior + Green Space Network 107 EXTERIOR + GREEN SPACE NETWORK (CONTINUED)

Orientations: when 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 the 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 a new demountable structure on Dentistry Building. This includes the the west field to accommodate larger creation of a new public square behind ceremonial events. A permanent and du- James Building that emphasizes east- rable groundcover must be maintained west linkages and eliminates parking.

108 Exterior + Green Space Network 109 RAINWATER MANAGEMENT

Rainwater management plays an important Orientations: 06. Align rainwater management measures role in maintaining the sustainability of the with the ongoing execution of projects 01. Minimize the amount of impermeable campus. Hard surfaces such as asphalt and to ensure that capacity is always main- surfaces to decrease the amount of roofs generate more runoff than permeable tained. 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.

110 Rainwater Management 111 STEWARDSHIP OF PHYSICAL HERITAGE

The downtown campus is defined by physical Orientations: 04. Any changes to the built form of the heritage and it is unique in many ways. In campus must carefully consider how 01. Any modifications to McGill’s buildings particular, the central green quadrangle and new buildings or modifications to build- or landscapes must enhance and enrich the original buildings that sit on it are of great ings are inserted. These modifications the campus while being particularly significance. This significance extends far -be must be respectful of their context and respectful of built heritage. Any visible yond the spaces and buildings themselves. In consider landscape and views. In partic- modifications must be subject to a this way, the plan recognizes the campus as a ular, building height, width, frontage and rigorous review process that places an comprehensive ensemble, which represents a orientation must be evaluated. emphasis on elevating the quality of the significant value that is greater than the sum landscape and built environment. Interior spaces with heritage signifi- of its individual parts. It is the entirety of the 05. cance must be protected and must be buildings, their positioning on the campus as 02. Specific sightlines and views onto maintained as part of any renovation or well as the landscape of which they are a part buildings and landscapes must not be adaptive reuse. 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.

112 Stewardship of Built Heritage 113 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 streets. 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 Gate 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

114 Pedestrian Network + Accessibility 115 CYCLING NETWORK + BIKE PARKING

Cycling is an important part of McGill’s trans- The plan seeks to address these challenges destinations for cyclists. portation mix and it is estimated that between and support cycling as a viable and desirable Implement bike parking solutions that 11 and 16 percent of the McGill community mode of transportation that is sustainable 05. are visually appealing, durable, crime uses bicycles as their primary mode of trans- and supports the health and wellness of the resistant, weather resistant and cost portation when travelling to the downtown community. effective. This includes parking that is campus during temperate seasons. This num- sheltered, indoor and/or access con- ber is further increased by occasional cyclists. Orientations: trolled. Separated bike paths along De Maisonneuve 01. Maintain the shared space policy for the Provide amenities on campus to support Boulevard, Robert Bourassa Boulevard and campus circulation network by priori- 06. cyclists including showers and lockers. University Street as well as bike lanes on Mil- tizing cycling second only to pedestrians. ton and Prince Arthur Streets provide access Install speed mitigation measures as 07. Target under-utilized parking garages as to the campus by bicycle. Of these, the Milton 02. needed in locations where a high risk significant indoor bicycle parking areas. entrance serves as the primary entrance to of conflict exists. This includes careful Prioritize the Burnside Hall parking ga-

THE PLAN THE the campus for cyclists. The circulation net- consideration of pathway width, surface rage for this purpose. work on campus is treated as a shared space treatment and positioning of outdoor where pedestrians are prioritized but cyclists

06 furniture. and other modes of transportation are able to freely circulate while maintaining safe speeds. 03. Increase the amount of bike parking on the Downtown Campus by approximately Proper bicycle parking is a critical element in 28 percent to 2,300 spaces. Continuously supporting and promoting cycling as a viable increase bike parking to support the on- form of transportation for campus users and going adoption of cycling as a mode of a lack of parking and amenities has been cited transportation for commuting. as one of the primary barriers to adoption. 04. Strategically place bike parking at primary arrival locations and common

116 Cycling Network + Bike Parking 117 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.

118 Vehicular Circulation + Parking 119 VEHICULAR CIRCULATION + PARKING (CONTINUED)

Orientations: cles. The conversion of parking spaces in paved areas that support vehicular cir- the Burnside Hall parking garage should culation. This includes but is not limited 01. Support a shared space approach for be prioritized for these purposes. to using permeable surfaces and in- Lower Campus and McIntyre lane by creasing the presence of vegetation and restricting all vehicular traffic. Permit parking for staff and students 06. tree canopy. must be reduced over time to reflect 02. Heavily restrict vehicular traffic through changing commuting patterns and Electric vehicle charging infrastructure Milton Gate and limit access to McGill 11. support a shift to active and sustainable must be deployed to support the tran- fleet vehicles and specific delivery vehi- modes of transportation. sition of McGill’s vehicle fleet to electric. cles only. Eliminate all surface parking on the The number of parking spaces for elec- 03. Open the lane next to the Rutherford 07. 12. downtown campus with the exception tric vehicles and charging stations for Building as a point of vehicular access of the current provision of accessible staff and students must be continually to support deliveries to Upper Campus parking for persons with disabilities and increased in line with provincial targets East. the parking lots that support Athletics for EV adoption and market demand. THE PLAN THE 04. Redesign McIntyre lane to eliminate and Residences in Campus North. EV spaces must be visible, have clear vehicular through-traffic while still al- signage and be prioritized second only Concentrate permit and visitor parking 06 lowing for access to the McIntyre parking 08. to accessible parking spaces. EV parking in existing parking structures located on garage and large delivery vehicles. infrastructure should be installed in the periphery of the campus. indoor locations and be clustered to 05. The total amount of parking on the Identify and provide specific short-term enhance accessibility and minimize in- downtown campus should be capped 09. parking locations for deliveries and fleet frastructure costs. at 1000 spaces. If new parking is con- vehicles in locations that do not compro- structed or acquired, the cap must be mise pedestrian movement. maintained through the elimination of surface parking and by converting in- 10. Enhance the aesthetics and reduce the door spaces to other uses such as bike environmental impact of remaining parking or parking for electric fleet vehi-

120 Vehicular Circulation + Parking 121 THE PLAN MACDONALD CAMPUS HISTORY + BUILT HERITAGE BUILT + HISTORY PLAN THE 06

122 The Plan Macdonald Campus 123 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.

124 Onkwehonwenéha tsi ionteriwaionstahkwakó:wa 125 NEIGHBOURHOODS

In order to conceptualize Macdonald Campus, Orientations: it has been divided into a set of neighbour- 01. Neighbourhoods must be complete and hoods. These neighbourhoods are indepen- contain a mix of services, academic dent of faculty, they support interdisciplinarity spaces and research spaces that support and they act as a way to distribute services the local populations. 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

126 Neighbourhoods 127 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 Macdon- ald-Stewart, Laird Hall 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

128 Real Estate Strategy 129 REAL ESTATE STRATEGY

Orientations: 06. Construct a new research pavilion that 14. Provide additional land for the expansion prioritizes wet labs and large teaching of the EcoMuseum. 01. Increase the total amount of space by spaces as well as a new pavilion for approximately 11 percent to achieve Restrict construction within the pro- student life. 15. a total campus size of approximately tected agricultural lands to functions that 120,000 gross m2 at Macdonald Campus. 07. Remove 1 and 7 Maple Street from the directly support agricultural teaching academic inventory. and research. 02. Channel development on Macdonald campus into specific zones to enhance 08. Relocate facilities management from 16. Explore opportunities with John Abbott connectivity while maintaining the char- 21300 Lakeshore Road to a more central College for shared services and athletics acter of the campus. location in the Lower Campus. facilities.

03. Target the renewal of older facilities to 09. Demolish the LARU, 21300 Lakeshore 17. Maintain the cottages and Laird Hall increase percentage of state-of-the-art Road and the Natural Resource Science as defining residential features of the facilities on our campuses. Barns. campus. THE PLAN THE 04. Enhance the flexibility and efficiency of 10. Revitalize and expand the Cattle Com- 18. Redefine the Eco Residence. space wherever possible to ensure the plex and the Swine Research Complex.

06 long-term viability of the real estate strategy and allow our real estate as- 11. Create a new welcome center in the sets to adapt to changing methods of farm. research. 12. Give a new vocation to the South Power 05. Maintain or increase informal study House. space, food services, administrative 13. Relocate the Macdonald market out of functions, student services and smaller the Horticultural Centre to a more cen- classrooms when retrofitting existing tral and accessible location. buildings.

130 Real Estate Strategy 131 TEACHING + CLASSROOMS

Classrooms and teaching labs are the core Orientations: 06. Promote health and wellness in teaching platforms on which the university pursues by eliminating low-quality rooms and 01. Ensure the availability of accessible and its teaching mission. At Macdonald Campus prioritizing accessible locations with inclusive teaching and learning facilities there is an overall need for updated and larger access to daylight for new and renovated that will respond to the varied needs of classrooms. Additionally, the majority of the teaching spaces. the Macdonald Campus community. classrooms fall below the density standards Promote classroom designs that are that support effective teaching and learning. 02. Provide a wide offering of classroom 07. flexible to allow for multiple uses in- types to reflect changing pedagogical Therefore it is the intention of the plan to create cluding exams and conferences. Employ methods. new larger classrooms in new buildings while technology that supports coupling of also increasing the quality of older classrooms 03. Classrooms must provide a minimum rooms for larger uses. to meet modern teaching needs and methods. of 2 m2 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 250 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.

132 Teaching + Classrooms 133 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 on 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.

134 Research + Laboratories 135 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.

136 Communal + Informal Space 137 SERVICES + STUDENT ASSOCIATIONS

The availability and accessibility of student Orientations: 07. Explore opportunities to construct a new services is central to a successful and enjoy- athletics pavilion at Macdonald Campus. 01. Provide sufficient space to accommodate able student experience. At Macdonald Cam- Maintain access to athletics services the staff required to provide face-to-face pus, the spaces allocated for student services through strategic partnership with John services on a rotating basis. are inadequate for the current needs. The plan Abbot College and the broader commu- supports a shared-space model whereby a 02. Ensure that space for student services is nity. 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 the facilities are out of central location. date 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.

138 Services + Student Associations 139 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

140 Student Residences 141 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.

142 Gateways + Entrances 143 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 the need for connectivity, mo- structuring north-south axis that runs 04. Create a new public hub that will pri- bility 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.

144 Exterior + Green Space Network 145 RAINWATER MANAGEMENT

Macdonald Campus does not have a great deal Orientations: of built surface and buildings are not frequent- 01. Minimize the amount of impermeable ly modified. Nevertheless, proper rainwater surfaces to decrease the amount of management practices remain an important runoff 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.

146 Rainwater Management 147 STEWARDSHIP OF PHYSICAL HERITAGE

The character of Macdonald Campus is defined Orientations: 04. Any changes to the built form of the by bucolic open spaces with low pavilions campus must carefully consider how 01. All land within the provincially protected surrounded by farmland with a southern edge new buildings or modifications to build- agricultural zone must adhere to all as- defined by a waterfront. This landscape is a ings are inserted. These modifications sociated rules and regulations. The same critical element of the brand of Macdonald must be respectful of their context and standards should be applied to all land Campus and it speaks to its heritage as an consider landscape and views. In partic- that is outside the protected zone but is agricultural institution. This built and natural ular, building height, width, frontage and still used for agricultural purposes. heritage must be protected in order for the orientation must be evaluated. Buildings campus to maintain its identity and be avail- 02. Any modifications to buildings or land- at Macdonald Campus should be limited able for the enjoyment of future generations. scapes must enhance and enrich the in height. campus while being particularly re- Macdonald Campus is one of the last remain- Interior spaces with heritage signifi- spectful of natural and built heritage. Any 05. ing reserves of agricultural land and activity on cance must be protected and must be visible modifications must be subject to the island of Montreal. Additionally the Arbo- maintained as part of any renovation or a rigorous review process that places an

THE PLAN THE retum is a significant concentration of natural adaptive reuse. 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 and agricultural land is protected.

148 Stewardship of Built Heritage 149 PEDESTRIAN NETWORK + ACCESSIBILITY

A robust pedestrian network is critical to Orientations: Embarking and disembarking of passen- allow people to effectively move across the gers should occur in a central location. 01. Facilitate access to buildings and nav- campus. At Macdonald Campus pedestrians igation on campus by developing a Create a new public square that priori- face several challenges because the campus 05. pedestrian network that is safe, acces- tizes pedestrians and acts as a central is accessed primarily and frequently by private sible and leads to the main accessible point for public transit including shuttle vehicles. Therefore it is important that the entrances of buildings. services. The square should have strong plan creates a strong pedestrian network that links in all directions, especially the cen- is not compromised by the essential vehicle 02. Facilitate improved wayfinding strate- tral green and McEwen Field. presence. gies on campus to support accessibility and inclusion. Create a strong structuring pedestrian Another challenge facing pedestrians at 06. axis that connects the farm to the wa- Macdonald campus is the distance between 03. The plan recognizes that the interior of terfront. buildings and amenities as well as barriers buildings are a critical part of the pe- such as the highway and rail line that separate destrian network. As such, accessibility 07. Reorganize the intersection north of THE PLAN THE the lower campus from the farm. The plan must extend beyond the entrances of the Macdonald-Stewart to create a shared recognizes these challenges and seeks to building and include interior spaces. space that prioritizes pedestrians, re- improve the quality, safety and connectivity of stricts vehicular access and eliminates 06 04. Preserve connectivity between Mac- the pedestrian network. car-centric design features. donald Campus and Downtown Campus by maintaining shuttle services. Leverage 08. Provide a dedicated and safe space for the anticipated Réseau express métro- pedestrians on the overpass that crosses politain (REM) by localizing and reori- Autoroute 20 in order to facilitate move- enting shuttle services to improve access ment between the lower campus and the to the REM station and better connect the farm. Macdonald Campus neighbourhoods.

150 Pedestrian Network + Accessibility 09. Improve the pedestrian crossing at Lakeshore Road to facilitate access to the waterfront.

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.

151 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 prioritize 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.

152 Cycling Network + Bike Parking 153 VEHICULAR CIRCULATION + PARKING

At Macdonald Campus private vehicles are an Orientations: 06. Relocate surface parking for permit essential mode of transportation given the holders from the core of the lower 01. Reorganize the intersection north of location of the campus and the limited public campus to a centralized parking area. Macdonald Stewart to direct vehicular transit options that exist. Additionally, the traffic to centralized parking areas while Maintain the current provision of acces- day-to-day operations of the farm require the 07. maintaining access to John Abbott Col- sible parking for persons with disabili- use of specialized fleet vehicles. As such, it is lege. ties. important that an effective road network and sufficient parking be maintained. Neverthe- 02. Eliminate vehicular circulation, with 08. Permit parking for staff and students less, it is important that the negative effects of the exception of fleet vehicles, between must be reduced over time to reflect vehicular infrastructure be properly mitigated Barton and Parasitology and reroute changing commuting patterns and to maintain the quality of the campus land- vehicles further north to discourage support a shift to active and sustainable scape and minimize conflicts. through traffic on the east side of campus modes of transportation. and reduce conflict with pedestrians. 09. Identify and provide specific short-term THE PLAN THE 03. Restrict vehicular circulation through parking locations for deliveries and fleet a new pedestrian plaza to eliminate vehicles in locations that do not compro- through traffic on the west of campus. mise pedestrian circulation. 06 04. In the short term, explore opportunities 10. Enhance the aesthetics and reduce the to reduce through traffic by restricting environmental impact of remaining the flow of traffic at key points to and paved areas that support vehicular cir- from Autoroute 20 and Autoroute 40. culation. This includes but is not limited to using permeable surfaces and in- 05. Facilitate access to the campus for public creasing the presence of vegetation and transit and shuttle vehicles. Concentrate tree canopy in parking areas. embarking and disembarking in a cen- tral, pedestrian-friendly location such as the new public square.

154 Vehicular Circulation + Parking 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.

155 156 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.

157 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, a biannual 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

158 Processes + Governance 159 INTERVENTIONS OVER TIME

The campus transformations outlined in this This chapter identifies short-, medium- and document are composed of 33 interventions, long-term timeframes for each intervention, 26 Downtown and 7 at Macdonald campus. oftentimes stretching over more than one Each intervention is typically composed of a timeframe. Short-term interventions focus on range of existing and proposed landscaping, greening and the reduction of vehicular traffic. renovation and construction projects. Rather Medium-term interventions are mostly linked than prescribing specific timelines for each to high-priority infrastructure projects. Finally, intervention, this chapter identifies the com- long-term interventions are linked to the repur- ponents that are necessary to complete them. posing of buildings vacated through relocations This exercise allows to sketch the overall scope to new pavilions, as well as proposals that of the plan. Additionally, some of the projects require further study before a clear implemen- are already scoped which allows them to be tation strategy can be put forward.

IMPLEMENTATION linked to interventions within a more compre- hensive implementation scenario.

07 Only the completion of all identified compo- nents will complete an intervention and in consequence contribute to the transformation of the campus as laid out in this document. Typically, a major development project is tied to specific landscape and open space interventions in its vicinity and aligned with the renovation of spaces, that are vacated through relocations into the new pavilions.

160 Interventions Over Time 161 INTERVENTIONS OVER TIME: LOWER CAMPUS

Short term (5-year timeframe) Building and new entrances to campus from D-3 Otto Maas as a teaching hub and gateway Sherbrooke Street. 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 Street, the prior- D-2 Embracing our core heritage buildings as itization of the pedestrian as primary user on iconic features of the campus campus as well as the importance of events D-6 Embracing the Main Road as a green as part of the Lower Campus' identity. In- artery of the campus terventions include the redesign of the Main D-8 Embrace the west field as McGill's events Road, a bioretention garden on the east field, a destination new 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

162 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 the Leacock cations to new developments will offer new and student life in repurposed buildings terrace, a reinvented Library and increased spaces for research, teaching and student life D-10 Better connect to McGill's buildings campus permeability from the east, across a in repurposed buildings. In addition, landscap- along Sherbrooke Street new Burnside terrace. ing along Sherbrooke Street, east of Universi- ty Street will create improved pedestrian links Interventions: towards the 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

163 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

164 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 new developments.

2029

D-12 D-14 D-15

165 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 pa- The Pine Avenue row houses will be reno- D-19 The Neuro as a destination for neurosci- vilion on the Powell site. Existing pedestrian vated, expanding health and wellness related ences research links towards the mountain and the Plateau functions along Pine Avenue. Neighbourhood will be improved and new D-21 Embrace Campus North as McGill's links will be created to embrace the Campus health and wellness destination North neighbourhood as a new gateway to campus from the north.

IMPLEMENTATION 2019 2024 07

D-18 D-19 D-21

166 Interventions Over Time: Campus North This will include interventions to pedestrian Interventions: Long term (15-year timeframe) walkways through and around the Athlethics D-18 State-of-the-art research and teaching This period will include greening interventions complex, recognizing the strategic location of spaces that connect across disciplines in that will further improve access to and through Athletics at the intersection of Parc and Pine Lyman Duff the neighbourhood. avenues. D-20 New pedestrian links to the mountain Interventions: and the Plateau Neighbourhood D-20 New pedestrian links to the mountain and the Plateau Neighbourhhod

2029

D-18 D-20 D-20

167 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 and dent life in a new pavilion on the Powell site transformation into a major state-of-the-art D-24 A green structuring axis for the neigh- will redefine the entrance to Upper Campus research and teaching destination in the Upper bourhood West and will create a new research and Campus West neighbourhood. Easier access teaching hub at the crossroads of Upper Cam- D-25 Old Chancellor Day Hall landscaping from the west will embrace this building's pus West and Lower Campus. A new atrium gateway function. A new green link along between Stewart Biology and the McIntyre McIntyre Lane and improving pedestrian links Medical Building will create a new study space along Dr. Penfield Avenue are part of the short at a strategic location. term transformations.

IMPLEMENTATION 2019 2024 07

D-23 D-24 D-25 D-22

168 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 following completion of the RVH project. D-23 Stewart Biology as a new edge Interventions: D-24 A green structuring axis for the neigh- bourhood D-26 New neighbours along McIntyre Lane

2029

D-23 D-24 D-26

169 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 west, a new square north of Laird will host the farm and arboretum areas as defining M-2 Reinvigorate student life at Mac Campus the food market (Mac Market), complemented features 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 Hall. The square will connect the north- ways of accessing and navigating the campus, M-5 Waterfront improvements east green corridor to the consolidated public as well as waterfront improvements will fur- M-6 Better links between the Macdonald and transportation stop located between the Mac- ther transform the campus. downtown campuses donald and John Abbott College 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

170 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

171 ANNEX

Referenced Documents ANNEX

172 Annex Amendement Log

173