Mcgill University Master Plan 20190813-Compressed

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
20190813
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
rooms, libraries, labs, arts and sports facilities, and future-ready. Our surroundings must therefore
student residences; they bring together all of these create an environment that breeds collaboration,
elements to create an ecosystem for growth and bold 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 projects that will create an educational experience
expanded 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
that McGill’s campuses enable us to become more
McGill’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, commercial and policy sectors, and by supporting
participation through a commitment to accessibility
The Master Plan for the McGill University Campuses
across all McGill campuses.
speaks directly to the University’s Strategic Aca-
demic and Research Plans by driving the renewal Where there is opportunity to do so, our physical
of existing research, teaching and work spaces, infrastructure will be similarly reimagined to better
and ensuring our facilities anticipate the needs and reflect the complexity of our history, the diversity of
opportunities of the 21st century. our community, and our aspirations for the future.
State-of-the-art active classrooms will encourage As a world leader in teaching and research, we look
collaboration and support new ways of learning; forward to seeing our campuses transformed over
research spaces will be designed to respond to time in such a way that supports and reflects the
changing methodologies and will have the flexibility academic values and mission of our University.
to accommodate investigative work that cuts across
Christopher Manfredi
disciplines. Reoriented campuses will offer new
spaces for formal and informal engagement among Provost and Vice-Principal (Academic)
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,
MESSAGE FROM THE
VICE-PRINCIPAL (ADMINISTRATION
AND FINANCE)
Dear Members of the McGill Community, ties and repurposing others, as well as expanding
into new innovative facilities. The Plan also aims to
We are very pleased to present McGill’s University’s
increase efficiency and collaboration to allow the
Master Plan that will guide our university’s physical
open flow of knowledge and ideas by increasing
evolution over the short, medium, and long term.
communal 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
includes many elements to improve everyday
campus life. This includes releasing certain proper-
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
Regulatory + Zoning Framework..................................... 53 Teaching + Classrooms.................................................. 92

02 TRANSFORMING OUR CAMPUSES 11
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
01 Estate Strategy...................................................... 128 Interventions Over Time: Upper Campus East................. 164
Real
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
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
T
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
future. 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
INTRODUCTION
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
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 Stru c t u re o f t h e P l a n
STRUCTURE OF
THE DOCUMENT
This master plan is a complex document
that addresses many subjects at a variety of
different scales, scopes and timeframes. The
01 | INTRODUCTION 02 | TRANSFORMING OUR CAMPUSES
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 serves contribute to the creation of campuses that
cussion of the planning framework, history as a framework that will translate the strategic are open, connected and purposeful. These
and built heritage as well as an assessment of directions of the University to tangible actions interventions are presented early in the doc-
the existing campuses. Later in the document, and it will make the connection between ument to clearly outline the tangible impacts
detailed orientations are elaborated along buildings, transportation, landscape and the that the plan will have on the campuses.
specific themes such as real estate, landscape utilization of space. In this way, a master plan
and transportation. Finally, implementation New pavilions, repurposing of existing build-
establishes a common vision by engaging a
measures are discussed in a general sense. ings, new pedestrian links, plazas and squares
broad range of stakeholders in a discussion
More specifically, the structure of the docu- will transform our campuses over time. New
about the future. This plan is a document that
ment is as follows: spaces for research, teaching and student
will allow the university to effectively allocate
life will support the mission of the university
resources, functions and manage change in
while also enhancing the experience of all
the pursuit of its mission. This section will
campus users. The plan envisions a campus
review the structure of the plan, the process
of well-connected neighbourhoods and these
by which the plan was created, as well as its
interventions link specific needs to the Univer-
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 To set a course for the future, it is critical to
tion on which the plan is built. First and fore- is important to understand the campuses understand the current state of the campuses.
most, it articulates a common vision for the in a historical context. Physical heritage is This section sets the analytical foundation
INTRODUCTION
campus that is reflective of the mission of the one 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 cam-
and sustainability targets. This vision is then are in many ways unique. As such, this phys- puses, allowing the plan to respond directly
translated into a set of guiding principles, to ical heritage is extremely valuable and McGill to specific needs and prescribe effective solu-
which specific interventions and orientations must act as a responsible steward of these tions to realize desired outcomes.
are aligned. resources so that they can be preserved for
This section starts by reviewing the current
future generations.
01
The stakeholder engagement process, allocation of space on our campuses by func-

through which the McGill community provided This section begins with a statement on the tion and use as well as historical growth over
input into the plan is described in greater importance and challenges of physical heri- time. The portrait of the current campuses
detail. This section also discusses the scope tage as it relates to the maintenance of these is further elaborated through an analysis of
and reach of the plan, presents McGill’s cam- resources and aligns the responsibility of teaching and learning spaces including class-
puses in a regional context and touches on the stewardship with the teaching and research rooms and teaching labs. The current state of
regulatory and zoning environment that the mission of the university. Next it provides a research space is also examined through the
plan responds to. historical overview of the growth of the cam- lens of fostering collaboration and innovation.
puses over time emphasizing specific factors This section also outlines the opportunities
that shaped them. and challenges that exist with respect to
transportation, mobility and accessibility.
4 Stru c t u re o f t h e D o cu m en t
06 | THE PLAN 07 | IMPLEMENTATION
This section uses a thematic approach to All plans require a sound implementation
illustrate 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 measures
of land use and campus functions, landscape such as budgeting, design and scheduling will
and open space as well as movement and cir- be elaborated further in a more detailed docu-
culation. These orientations vary from general ment, this section will discuss an approach to
directions that apply to all campuses while implementation in general terms. Specifically,
others address specific locations, buildings it reviews governance processes relating
and functions. In this way, some orientations to the monitoring and implementation of
can be interpreted as general controls and the plan. This section also organizes and
guidelines while others have focused inten- sequences the interventions described in the
tions to affect specific outcomes. 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-
INTRODUCTION
Studies and Plans ples, produced by Diamond Schmitt Architects,

The University’s goals are expressed in the
should be mentioned in this context as they
Principal’s Priorities and the Strategic Aca- Several plans and studies played an important
provided a valuable starting point for many of
demic and Research Plans. They play an over- role in creating the analytical basis for the
the discussions that took place as part of the
arching role and provide the strategic pillars for plan. In 2015, the prospect of major new con-
stakeholder engagement process.
the plan. The Principal’s vision of an open, constructions such as the reinvented library and
nected and purposeful campus, the Strategic new pavilions on the former Powell and Royal
01
Academic Plan’s core ideas of a university that Victoria Hospital (RVH) sites, in combination Stakeholder Engagement
is open to the world, expands diversity, leads with McGill’s increasing deferred maintenance One key element that shaped the master plan
innovation, connects across disciplines and challenges, led to a study of the condition of the was an elaborate stakeholder engagement
sectors and connects with our communities, as university’s buildings as well as an assessment process that began to inform the plan as early
well as the Strategic Research Plan’s commit- of space needs. A strategy of new construction, as 2016. Specifically, over 60 user group meet-
ments to fostering creativity, promoting inno- renovation and asset release was put forward in ings helped shape a vision for a new pavilion
vation, problem solving through collaboration a draft real estate plan in 2017. An urban design on the former RVH site as a destination for
and partnership, promoting equity, diversity study followed, which tied the real estate plan to multi-disciplinary research and teaching. In
and inclusion, transcend the plan in every an overall vision for campus space transforma- 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 regarding
6 C rea ti o n o f t h e P l a n
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 McGill’s Strategic
Stakeholder
feedback on these topics. Over the course of 2017 and Vision Research Plan
2017-2022 Mobile
Engagement
Online Survey
2018, engagement processes were put in place for 2019 Displays
Provost’s Task 2019
Force on
visioning and programming for projects such as a new Indigenous
Studies and
pavilion on the Powell Site and for a new research and Education
±100 user group meetings
for programming of
Macdonald
major new projects
innovation pavilion at Macdonald Campus. Campus
Open House 2016-2019
2019
25+
A targeted engagement for the plan started in the fall Principal’s McGill’s
DRA
presentations
Priorities Commitments to on the Master Plan
of 2018, with over 25 presentations to specific stake- Sustainability MASTERPLAN Master Plan Thematic
2018-2019
holder groups, an open house at Macdonald Campus, Working
Groups
thematic working groups on specific themes, mobile Principal’s Task
Force on Respect
and Inclusion in
displays and an online survey. Throughout the engage- Campus Life 20+
Strategic 2019 Space needs assessment
presentations
2019
1
ment process, stakeholders were asked to provide Research Plan on the

2019-2024 Dra Real Estate
input on the vision of the plan and feedback from these Faculty Capital Master Plan
2019
Priorities
groups played an important role in articulating the final Planning and 2019-2020
Design
guiding principles, as well as in shaping its interven- Principles 2008 Transportation Downtown
Open House
Study 2019 TLS Classroom
2017
tions and orientations. Dra
analysis 2019 Dra Real
Estate Master
Landscape Plan 2017
Master Plan Space needs
assessment
2017 2015
Urban Design
The master plan was at the centre of a 2017 Heritage Study
2015
process based on McGill’s strategic vision,
studies and previous plans as well as a
stakeholder engagement process.
Studies + Plans
7
APPROVAL + GOVERNANCE
OF THE PLAN
The master plan is an institutional document
that is intended to evolve over time as interven-
tions 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 Com-
mittee. The master plan will continue to be
informed by the University’s strategic priorities,
INTRODUCTION
ongoing analysis and engagement with the

McGill community.
Stewardship of the master plan will be provided

through the Office of the Vice-Principal (Admin-
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 (Admin-
istration and Finance). It is continuously informed by the
strategic priorities of the University, analysis and reporting
as well as ongoing stakeholder engagement.
8 Approva l + G over n a n ce o f t h e P l a n
9
10
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 The 26 interventions that will transform the the conservation of the campus' spatial
neighbourhoods, Lower Campus, Upper downtown campus are identified over the fol- distinctiveness within the downtown
Campus East, Campus North and Upper lowing pages. Interventions will enhance each context.
TRANSFORMING OUR CAMPUSES
Campus West. neighbourhood's character, improve spaces

• Neighbourhoods will be linked to each
for research and teaching, focus on promoting
The neighbourhoods are multi-faculty and other through new accessible pedestrian
student life and contribute to a green network
new developments in each area will further paths that will connect existing open
of open areas, plazas, squares and green cor-
strengthen the neighbourhoods' roles as spaces such as McTavish Street, the
ridors that will connect the neighbourhoods
new destinations for students and staff from Main Road, James Square and create a
with each other as well as towards the city and
all around campus. All major new develop- connected, safe and intuitive network of
the mountain.
ments, the new pavilion on the RVH site, green spaces.
Powell, Wilson Hall and Fiat Lux, strive to be
Downtown campus transformation • New developments will offer state-of-
multi-disciplinary spaces open to all of McGill.
characteristics: the-art research and teaching spaces.
In concert with improvements to existing
spaces as well as a green active network of • New developments act as triggers for the
• Reduction of vehicular traffic on campus.
pedestrian links, plazas and squares, the repurposing of existing buildings and for
the improvement of the surrounding open
02
transformations will ensure that each neigh-

bourhood will provide welcoming, safe and spaces.
state-of-the-art spaces for the McGill com-
• Permeability of the campus edges is
munity. The identities of each neighbourhood
achieved through the introduction of new,
are unique, yet connected to the rest of the
intuitive ways of entering the campus
campus.
from and towards downtown, the Plateau
Neighbourhood and the Mount Royal.
These new entrances will be carefully
chosen and planned to ensure safety and
12 Dow n t own C a m p u s
BETTER CONNECTION
TOWARDS THE CITY
CAMPUS
BETTER CONNECTION
TOWARDS THE MOUNTAIN
NORTH
NEW DESTINATIONS
FOR RESEARCH AND
TEACHING
BETTER CONNECTED HERITAGE AS PART OF

GREEN SPACES THE NEW CAMPUS
UPPER
CAMPUS WEST BETTER CONNECTED UPPER
NEIGHBOURHOODS
CAMPUS EAST
REDUCE VEHICLE
TRAFFIC
NEW DESTINATIONS
FOR RESEARCH AND
TEACHING
A MORE EFFICIENT AND
CONSOLIDATED CAMPUS
BETTER CONNECT TO
A SAFE AND
ACCESSIBLE CAMPUS NEW DEVELOPMENTS AND MAJOR
TRANSFORMATIONS
BETTER CONNECTION
TOWARDS THE CITY 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
the most prominent and defining neighbour- characteristics:
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
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
02
vehicular space and parking to improve

McTavish and University Streets as well as Dr.
connections between the buildings and
Penfield Avenue.
the lower green.
14 L ower C a m p u s
D-23 D-14
BETTER CONNECTION TO
UPPER CAMPUS WEST REDUCE VEHICLE
D-16 BETTER CONNECTON
TRAFFIC TO THE CITY
D-07
D-05
D-05
D-08 D-06
REDUCE VEHICLE
TRAFFIC
D-02 HERITAGE AS PART OF THE
D-05 BETTER SUPPORT
SEASONAL EVENTS CAMPUS
D-11
D-05
D-08
D-09 D-02
BETTER CONNECT TO
D-05
THE LIBRARY
D-04
D-01
D-06
RESEARCH AND TEACHING
LEARNING SPACES
D-03 D-10
NEW DEVELOPMENTS AND MAJOR A SAFE AND ACCESSIBLE

TRANSFORMATIONS
BETTER CONNECTION CAMPUS
TRANSFORMATION OF TOWARDS THE CITY
EXISTING BUILDINGS D-10
INTERVENTIONS
STUDENT LIFE
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 Redpath

buildings as iconic features of the and gateway to campus
campus The relocation of research laboratories out of
Libraries. Space for new state-of-the-art
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
Access to and across the library complex will the lower field.
be possible from the west field.
02
16 L ower C a m p u s I n t er ven t i o n s
D-4 Opening the Burnside Terrace and around Otto Maass and onto this redefined D-5 Improved spaces for research,
Large areas in Burnside Hall will be affected by
terrace. The Burnside Hall garage will become teaching and student life in repurposed
a major bike parking facility on campus. 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 Peter-
on the lower levels of the building, including son Hall will be vacated through relocations to
a food venue while visually and functionally a new pavilion on the former RVH site. Reno-
opening the ground level towards the lower vation of these spaces will offer the opportu-
field. The Burnside Hall garage edicules will be nity to increase areas for informal study and
redesigned to create new views from the east 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.
17
LOWER CAMPUS
INTERVENTIONS (CONTINUED)
D-6 Embrace 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 com- complete the transformation of the Leacock Strategically located on the west field, it will
pleted, and the lower main road expected to terraces. This will create a new strategic be accessible from the main road and will be in
be redesigned, the y intersection and a belve- link between the Lower Campus and Upper dialogue with the new lower field access from
dere in front of the Arts Building will complete Campus West neighbourhoods, significantly the west, across and around the reinvented
the transformation of the main road into a reducing travel times between the new and library. A more accessible Redpath Museum
major pedestrian axis and plaza. Motorized existing teaching hubs in Leacock and the new dedicated to its specific museum functions will
vehicle access in the entire area will be further pavilion on the Powell site. further contribute to the public nature of this
restricted. part of the campus.
02
18 L ower C a m p u s I n t er ven t i o n s
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 houses
The reconfiguration of the east field into a 680 Sherbrooke will undergo transformations The Peel Street row houses are part of the
bioretention zone will redefine this prominent in several phases. Short- and medium-term campus. Existing McGill-allied functions in
location on campus. Groundcover and vegeta- interventions will focus on accommodating this area will be appropriately accommo-
tion that promote permeability and rain water growth for existing functions in the building as dated in the heritage buildings. In addition,
retention, combined with pedestrian walk- well as providing space for new programs and academic functions that cannot be housed in
ways and other means of crossing the area, units that need to be relocated out of inade- more central areas of the campus and that are
will allow for effective rainwater management quate spaces on campus. After construction compatible with the buildings' characteristics,
on campus while showcasing McGill’s sustain- of RVH and Powell, and the subsequent ren- such as offices and seminar rooms, will con-
ability efforts. Design elements and vegetation ovation of Strathcona Anatomy and Dentistry, tinue to be part of this area.
will celebrate Indigenous cultures. repatriation of academic units into other areas
of campus will allow for lease consolidation in
the building.
19
UPPER CAMPUS
EAST
Upper Campus East covers the area from Upper Campus East transformation • Dedicated and reduced delivery entrance
Milton Gate to Dr. Penfield Avenue. With the characteristics: and circulation areas.
new pavilion for Sustainability Systems and • A new pavilion for Sustainability Systems
• Increased student services in buildings

Public Policy, this area of the campus reaches and Public Policy on the site of the former repurposed after the relocation of selected
across Pine Avenue and links the campus Royal Victoria Hospital. units into new developments including
towards the Campus North neighbourhood,
the former RVH and Powell.
the mountain and the Plateau Neighbourhood. • A renovated Wilson Hall, with a new
entrance from within the campus.
Wilson Hall is strategically located at a pedes-
trianized Milton Gate. It will be renovated, • A new student corridor along Tomlinson
opened and reoriented towards the campus. lane, connecting lower campus through
and around Strathcona Anatomy and
A new green corridor will enhance this major Dentistry with the new pavilion of Sus-
pedestrian link between Milton Gate and the tainability Systems and Public Policy
new research and teaching hub on the former (former RVH).
RVH site.
• New east-west pedestrian links to better
02
connect towards Dr. Penfield Avenue

towards the reservoir and towards New
Residence and the Sim Centre on Park
Avenue.
20 Upper C a m p u s E a st
D-12
A NEW DESTINATION FOR

HERITAGE AS PART OF THE

BETTER CONNECTED NEW CAMPUS
GREEN SPACES
D-14
A NEW
TEACHING HUB
A NEW STUDENT BETTER CONNECTION

CORRIDOR TOWARDS NEW RESIDENCE HALL
AND THE SIM CENTRE
D-17
D-15
REDUCE VEHICLE TRAFFIC
NEW DEVELOPMENTS AND MAJOR

TRANSFORMATIONS PEDESTRIANS AS
BETTER CONNECTED
PRIMARY USERS
TRANSFORMATION OF NEIGHBOURHOODS
EXISTING BUILDINGS
INTERVENTIONS RESEARCH AND TEACHING

D-13
STUDENT LIFE BETTER CONNECTION
D-16 TO THE CITY
RESEARCH + TEACHING
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 iconic building. State-of-the-art dry research
front of the James Building as well as student
the site of the former Royal Victoria Hospital and teaching spaces as well as a food venue
life promoting spaces on the near-ground
will give a home to Sustainability Systems and will make this building a student destination at
levels to seize the building’s prominent loca-
Public Policy. These are two anchors that will a strategic hinge on campus. A new entrance
tion at Milton Gate, the campus’ main entry
feature spaces for state-of-the-art research, from Tomlinson Lane will lead students into
point from the East. New spaces for teaching,
events, quiet and group study, as well as a and through the building and will act as a
learning and student life, including a food
major classroom hub, teaching labs, and gateway towards the new pavilion on the
venue, will be included in the renovated build-
a food venue. The new spaces will address former RVH site.
ing.
the University’s critical need for space while
expanding the campus towards the mountain
02
and the Plateau Neighbourhood.
22 Upper C a m p u s E a st I n t er ven t i o n s
D-15 Improved spaces for research, D-16 Embrace the Milton Gate as the D-17 A new green corridor from
teaching and student life in repurposed primary entrance for pedestrians and Milton 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
campus through better access from the lane
and landscaping that will anchor these build-
ings towards the campus.
23
CAMPUS
NORTH
At present,the area is separated from the rest Campus North transformation
of the campus a new pavilion on the former characteristics:
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 spaces
• Improve accessibility to athletics and to
for research will be improved to allow for
Upper Residences.
state-of-the-art flexible and interdisciplinary
research laboratories. Rerouting and the • Embrace Campus North as McGill's health
pedestrianization of existing links towards and wellness destination.
Upper Residences and the mountain will allow
for better student flow towards the campus
and through this neighbourhood. To reinvig-
orate Campus North as McGill's health and
02
wellness destination, better links towards

athletics and improvement of services are part
of the plan for this neighbourhood.
24 C a mp u s No r t h
A NEW ENTRANCE TO THE
D-20 CAMPUS FROM THE NORTH
BETTER CONNECTION
D-20
D-20
BETTER CONNECTION BETTER CONNECTION
TOWARDS UPPER RESIDENCES TOWARDS THE CITY
D-20

TRANSFORMATIONS D-19
TRANSFORMATION OF
EXISTING BUILDINGS HEALTH AND WELLNESS AS
D-12 A DEFINING FEATURE OF
D-18 CAMPUS NORTH
INTERVENTIONS
D-21
HERITAGE AS PART OF THE

STUDENT LIFE
NEW CAMPUS
RESEARCH + TEACHING
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
Neighbourhood.
02
26 C a mp u s No r t h I n t er ven t i o n s
D-21 Embrace Campus North as
McGill's health and wellness destina-
tion
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.
• State-of-the-art, flexible spaces for

research that connect across disciplines.
02
• A new hub for research and teaching on

the Powell site.
28 Upper C a m p u s West
BETTER CONNECTION
NEW NEIGHBOURS AS PART

OF UPPER CAMPUS WEST
D-26 BETTER CONNECTED
NEIGHBOURHOODS
BETTER USE
INTERSTITIAL SPACES D-24

D-23

TRANSFORMATIONS D-25
TRANSFORMATION OF D-22
EXISTING BUILDINGS
BETTER ACCESS TO AND WITHIN
THE NEIGHBOURHOOD D-07
INTERVENTIONS
A NEW LINK TO LOWER
ACTIVE GREEN NETWORK CAMPUS
STUDENT LIFE
RESEARCH + TEACHING
29
UPPER CAMPUS WEST
INTERVENTIONS
D-22 Powell as a gateway and D-23 Stewart Biology as a new edge D-24 A green structuring axis for
research and student hub The renovated Stewart Biology building will
the neighbourhood
New spaces for research, teaching and be a major hub for research and teaching. McIntyre lane is one of the main access points
student life, including a food venue, in a new Improved connections of the existing courtyard to this neighbourhood. The elimination of
pavilion that will redefine the entrance to towards the law atrium and the McIntyre and motorized vehicle through-traffic and the
Upper Campus West. The 3647 Peel Street Life Sciences buildings will link this complex creation of a separate access to the McIntyre
mansion will be renovated and incorporated of three blocks to a loop of pedestrian walk- garage will make McIntyre lane a safe, accessi-
into the project. The building’s implementa- ways that will tie together the Upper Campus ble and green pedestrian axis that will allow for
tion on the site will improve pedestrian flow West neighbourhood. State-of-the-art flexible student flow from the McTavish student corri-
from Lower to Upper Campus West, through research and teaching labs, active-learning dor towards the McIntyre building. Reaching
widened sidewalks and accessible entrances classrooms and auditoria, as well as a food from the Education Building across the neigh-
at several levels, improving accessibility in venue will be part of the renovation. bourhood towards William-Osler Drive, the
this area of the campus. lane links two edges of campus. A new space
for students between Stewart Biology and the
02
McIntyre Building is part of this intervention.
30 Upper C a m p u s West I n t er ven t i o n s

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
the corner of Dr. Penfield Avenue and Peel released from the academic inventory, rede-
Street. Large classrooms in the Upper West fining McIntyre lane as an edge of the campus,
Campus area generate high pedestrian traffic. with new neighbours as part of the neighbour-
The proposal is to improve pedestrian traffic hood.
along Peel Street 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 coherent 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
and Lakeshore. The plan emphasizes the opportunity to better connect the Mac-
importance of connecting the neighbour- donald and Downtown Campuses while
hoods in order to fully exploit the Macdonald also enhancing links locally.
campus' vast and beautiful spaces. The
future REM station that will be located not far • Create a new heart for the campus.
from the campus will offer a new connection
• Connect the campus to the lakeshore.
to downtown. Mac Lower Campus will be
transformed by new landscaping initiatives, • Improve student experience.
the improvement of existing spaces, a new
pavilion for research and innovation and, in the • Renew existing research and teaching
longer term, a new pavilion for student life. facilities and expand into new spaces.
The proposal also includes measures to better • Steward the campus' natural environ-
connect the campus to the lakeshore and to ments in a responsible way.
02
identify clear entrances and a campus core.

The rebalancing of the real estate portfolio • Naturalize areas of the lakeshore that
at Macdonald Campus will increase efficiency cannot be used for student life promoting
and allow for a more compact lower campus outdoor spaces.
area.
• 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 M a cdo n a l d C a m p u s
MAC CAMPUS
NORTH
PROTECTION OF
AGRICULTURAL LAND
CONNECTION TO
THE PROJECTED
REM STATION
BETTER DEFINED
ENTRANCE TO CAMPUS
FROM THE NORTH
MAC UPPER
CAMPUS REDUCE
THROUGH-TRAFFIC
BETTER CONNECTION TO THE

PROTECTION OF FARM AND ARBORETUM
AGRICULTURAL LAND
MAC LOWER
REDUCE VEHICLE
CAMPUS CREATE A MORE
EFFICIENT CAMPUS
TRAFFIC ON CAMPUS
MAPLE
BETTER DEFINED IMPROVE ACCESSIBILITY
ENTRANCE FROM THE TO AND AROUND CAMPUS
SOUTH
LAKESHORE
BETTER CONNECTION 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 facilities 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. Inter- new core.
ventions will also better define entrances to
the campus and the lakeshore will be recog- • Improve and locate student services
nized as an iconic natural feature that will be along an enhanced green corridor that
better connected and will bring activities that links research and teaching facilities to
promote student life the waterfront. Increased the waterfront.
and more diverse transit will better connect
• Create distinct and character defining
the campus to downtown.
entrances to campus from the north,
south and west.
• 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 M a c L ower + U p p er C a m p u s
ALTERNATIVE AND SAFE
TRANSPORTATION ACROSS
MAC UPPER CAMPUS NEIGHBOURHOODS
M-03 CAMPUS
SHUTTLE TO REM AND
TOWARDS THE FARM
IMPROVED
RESEARCH FACILITIES M-06
BETTER CONNECT WITH
THE COMMUNITY
A SAFE AND ACCESSIBLE

CAMPUS
BETTER USE OF
EXISTING BUILDINGS
FACILITIES AND
CONSOLIDATED PARKING
MAC LOWER
CAMPUS
INCREASE SERVICES
FOR STUDENTS
M-01
MAPLE M-04
AND TEACHING
ENHANCED LINKS
TO JAC
CONSILIDATE
NEW DEVELOPMENTS AND
MAJOR TRANSFORMATIONS REDEFINE THE SURFACE PARKING
CAMPUS EDGES
TRANSFORMATION OF
EXISTING BUILDINGS BETTER DEFINED
M-02 ENTRANCE TO CAMPUS
TO PEDESTRIANIZE
CONNECTIONS TOWARDS JAC
M-05
LAKESHORE
INTERVENTIONS

BETTER CONNECTION
MACDONALD CAMPUS AS TO THE
STUDENT LIFE
A HEALTH AND WELLNESS WATERFRONT
DESTINATION
RESEARCH + TEACHING
35
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 Key student-life functions will be included in A new community engagement centre will
will be strategically located on an enhanced the new research and innovation pavilion. In draw visitors to the farm. The consolidation
research 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. near the south edge of campus, the new pavil-
This will allow for improvements to research ion will strengthen the campus’ presence on
spaces in existing buildings throughout the Lakeshore Road.
campus.
02
36 M a cdo n a l d C a m p u s I n t er ven t i o n s
M-4 A new public hub for the campus M-5 Waterfront improvements M-6 Better links between the Mac-
Creating a new entrance to campus from
donald and Downtown Campuses
Waterfront walkways, greening and the intro-
the west, a new square Laird Hall and the The Sainte-Anne-de-Bellevue REM station
duction of new and relocated sports activities
greenhouses will host Mac Market and other will be located at short distance from the Mac-
will reinvent the Macdonald Campus central
campus-defining functions. The new square donald Campus. A new REM shuttle will play
lakeshore area and will bring student life
will anchor Laird Hall towards the campus and an important role in connecting the two cam-
activities into this bucolic area of the campus.
connect the green corridor to the consolidated puses. These public transportation enhance-
Naturalized areas of the lakeshore will return
public and shuttle transport stop located ments will further increase transportation
sections of the shore to its natural state, with
between the Macdonald and John Abbott options, and traveling between the two McGill
aquatic research as a vital part of the activities.
College campuses. campuses will be transformed. In addition, a
The lakeshore neighbourhood will emphasize
new overpass towards the farm will allow for
the natural beauty of Macdonald Campus and
safe lanes for pedestrians and bicycles.
become a new leisure and research destination.
M-7 Rebalance real estate to better

serve academic functions
Academic functions on 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
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
A The Principal’s Priorities

bove all else, the Master Plan seeks to 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:
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
PLANNING FRAMEWORK
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:
In fulfilling its mission, McGill University including campus expansion, respecting our
Laying the foundation for McGill to excel in the
embraces 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 environ-
research environment.
03
ness. ment for students, staff, faculty and research-

Community Partnerships: Making McGill a ers. Furthermore, the plan supports the
responsive and dynamic collaborator with specific projects of articulating a campus space
a wide range of communities and partners, plan, greening the campus and supporting the
locally, nationally and globally. upgrading of classrooms and teaching labs.
My Healthy Workplace: Turning McGill into

a true learning organization, where staff are
40 A Visi o n f o r McG i l l ' s C a m p u ses

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 com-
is built on a set of three core ideas for a uni- mitments and four strategic objectives. The
versity that is open, connected, and purpose- master plan seeks to ensure that McGill’s
ful. Such a university is: research mission is supported through
enhancing and revitalizing research facilities
Open to new ideas, other ways of looking at the
and infrastructure while also ensuring that
world; open to cultural and human diversity;
these facilities support new ways of conduc-
open to new ways of doing things; connected
ing research and allowing researchers to col-
to its local and global community; connected
laborate, interact and innovate in a dynamic
across disciplines, boundaries of geography
environment.
and sectors; and imbued with a clear sense
of purpose, because what we do – learning, In order to achieve the vision articulated by
using and advancing knowledge, exploring the aforementioned strategic documents, the
new paths in knowledge – has never mattered plan defines nine specific guiding principles
more to our community and our world. that describe, in greater detail, how the plan
translates the broader vision into specific
This vision is translated into five key objec-
intentions for McGill’s campuses.
tives:
Be open to the world

Expand diversity
Lead innovation
Connect across disciplines and sectors
Connect with our communities
41
GUIDING
PRINCIPLES
01. Foster a Dynamic Academic 02. Support Sustainability Through 03. Strategically Manage Physical
Community Governance Assets
Create high-quality campuses that foster Establish practices, processes and gover- Holistically manage real estate and land-
close relationships between research, teach- nance structures that support the long-term scape assets to ensure that there is sufficient
PLANNING FRAMEWORK
ing and learning with an emphasis on spaces viability of McGill’s campuses by developing high-quality interior and exterior spaces that
that prioritize interdisciplinary and experien- the capacity to implement the plan in a way support the mission of the university. This
tial activities as well as spontaneous inter- that is economically, socially and environ- includes the development, adaptive reuse
actions. New facilities should be developed mentally sustainable. Define evidence-based and acquisition of these assets as well as the
around academic and research themes that interventions that seize opportunities, are careful release of properties that are not well
are shared by multiple faculties, departments appropriately scaled and are prioritized to suited for academic functions.
and institutes while allowing for flexibility over maximize feasibility while actively monitor-
time. Spaces must be designed to support a ing the implementation of the plan through
mix of formal and informal activities. well-defined targets.
03
42 Gu idi n g P r i n ci p l es
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
PLANNING FRAMEWORK
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
and the negative impacts of vehicular circula-
tion.
03
44 Gu idin g P r i n ci p l es
45
STAKEHOLDER
ENGAGEMENT Objectives
From January 16th through February 15th,
2019, a series of activities were conducted on
6 250+ individual exchanges

2 sessions both of McGill’s campuses with the following
objectives in mind:
01. Inform and raise awareness about

campus planning exercises, including the
PLANNING FRAMEWORK
master plan and the objectives they seek
1 At Macdonald Campus 3 43 participants

02.
to achieve.
Obtain broad and diverse input on dif-
ferent aspects of campus planning.
03. Provide platforms for the community to

ask questions and seek clarification.
1 144 individual responses 2 20 participants 04. Build capacity among stakeholders to

participate in ongoing engagement dia-
logues.
03
Over 480
Direct Engagements
46 Sta ke h o l d er E n g a g em en t
The information gathered through these exer- Process of Engagement solicited input from faculty and staff members
cises both enriched and validated the content over a set of three, half-day, work sessions.
The methodology that was adopted used
of the master plan. This iterative community The key takeaways from each session were
diverse platforms to share information and
engagement process maintains a continuity validated through a second follow-up presen-
solicit input in order to reach a broad range of
with past efforts and serves as a foundation tation.
stakeholders within the McGill community:
for future initiatives.
Building upon the key takeaways from the the-
Online Survey
matic working groups, members of McGill’s
The Stakeholders A bilingual online survey was conducted using Indigenous community (primarily students)
As the impact of the master plan is mainly open-ended questions from January 16th to were also engaged to solicit their input on each
self-contained to McGill University's cam- February 6th, 2019. The goal of this survey theme in addition to other Indigenous-related
puses, the engagement process focused on was to elicit opinions pertaining to individual topics.
internal stakeholders: students, staff and space preference and sustainability and the
faculty members. results were reviewed using qualitative anal- Mobile Displays
ysis. The survey was made available to the In order to reach as many students as pos-
Engagement with these different groups was McGill community at large. sible, seven large panels about the master
coordinated in collaboration with the following
plan were displayed in high-traffic areas in
units within the university: Communications Thematic Working Groups
six venues across campus, including Bishop
and External Relations, Indigenous Initiatives, Individual Working Groups were established to Mountain Dining Hall for students living in
First Peoples’ House, Teaching and Learning examine the themes of sustainability, teach-
Services, Office of Sustainability, Library Ser- ing and learning space as well as communal
vices, Office for Students with Disabilities. space and accessibility. These working groups
47
STAKEHOLDER
ENGAGEMENT (CONTINUED)
residence. The panels were accompanied by Open House Working Sessions
members of the planning team to solicit open- Annual open houses are held at McGill, alter- In addition to the community engagement
ended feedback and answer questions. nating their venues between the two cam- activities listed above, several work sessions
Community Briefings puses. As the last open house in 2017 was took place with different university units in dif-
held on the downtown campus, the 2019 open ferent spheres of responsibility. This included
Two public information sessions were held on
house took place at Macdonald Campus in sessions related to design, sustainability,
PLANNING FRAMEWORK
both campuses. A presentation on the master

February 2019. It focused on the master plan teaching and learning, accessibility and,
plan was made by the Campus Planning and
and its key initiatives. student services. These exchanges allowed
Development Office which was then followed
for a better understanding of their specific
by a question period. A video recording of the
priorities and preoccupations which helped
full briefing was made available online.
identity how the master plan can respond to
their needs.
03
48 Sta ke h o l d er E n g a g em en t
Communication Tools
The McGill University community was informed
about the engagement activities through
several 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 orientations in potentially sensitive areas or
of the Downtown and Macdonald Campuses. for locations where particular outcomes are
The plan is primarily concerned with the physi- desired.
cal spaces and assets of the university however,
PLANNING FRAMEWORK
The plan also recognizes that McGill’s cam-

in order to provide feasible and actionable direc-
puses must not be considered in isolation and
tions, it also examines how these spaces and
they interact with their surroundings both phys-
assets are used. In this way the plan considers
ically and administratively. In this way, the plan
operational and administrative dimensions but
makes proposals for interventions to areas that
it does not prescribe specific actions at that
are outside of McGill’s direct administration
level.
and control, such as municipal roadways and
The master plan acts as a framework through as will be discussed later, the plan is subject to
which interventions and orientations are put regulatory framework and approval processes
forward and from which projects can be gener- at the municipal, provincial and federal levels.
03
ated. As such, it does not provide specific design Therefore, in these areas, the plan articulates
directives nor does it provide detailed scopes or specific intentions and it will serve an important
costs. The plan does however provide specific starting point for discussions with the relevant
external stakeholders, regulators and service
providers.
50 Sc o pe + R ea ch
51
OUR CAMPUSES IN
A REGIONAL CONTEXT
McGill University is much more than a down- tum, farm and sports facilities at Macdonald functions. The reserve is unique in that it con-
town campus and it plays an important role in Campus all play an important role for the local sists of two distinct sectors. The Preservation
a regional context. Since the establishment of and regional communities. Sector is the only unmanaged old-growth
the downtown campus in 1821 and Macdonald forest in the region, which protects biodiver-
Complementing McGill’s campuses but not
Campus in 1907 the regional metropolitan sity. The Public Sector includes a series of
PLANNING FRAMEWORK
directly addressed in the plan is the Gault

area of Montreal has grown and the campuses trails open to use by the community while also
Nature Reserve. The reserve serves a mix of
now form an integral part of the Montreal Met- supporting a range of research activities.
academic, research, teaching and preservation
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-
ment of the city core and the natural landscape
of the mountain. The campus also rests almost
N
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 Ou r C a m p u ses i n a R eg i o n a l C o n t ext
REGULATORY +
ZONING FRAMEWORK
McGill’s campuses are located in a number of dif- Permanent Agricultural Zone is regulated by Sainte-Anne-de-Bellevue and Sen-
ferent jurisdictions and they are subject to different neville. The Gault Nature Reserve is located almost
The Act to Preserve Agricultural Land and Agricul-
regulatory and planning requirements. In addition to exclusively within the City of Mont-Saint-Hillaire.
tural Activities established the Permanent Agriculture
conforming to regulations that govern the physical
Zone with the intent to protect the agricultural land of
campuses, it is also important to align the master 1995 Programme de développement
Quebec. This zone covers a total of 2,000 hectares on
plan with the strategic orientations of the province
the island of Montreal, of which a significant amount In 1995, McGill University concluded an agreement
and the municipalities in which they are located.
rests within the boundaries of Macdonald Campus. with the City of Montreal that provided the framework
This includes both the Morgan Arboretum as well as for the global development strategy of the downtown
The Mount Royal Heritage Site the farm. Within this zone, farming activities must be campus. The agreement was adopted by Council as
In 2005, the Quebec government designated Mount prioritized and, with limited exception, it is prohibited a by-law and set specific requirements and inter-
Royal and its surroundings as a Historic and Natural to remove top soil or use the land for any non-agri- pretations for building height, density and land use.
District. This represents a strong intention to protect cultural purpose. This agreement served an important role in guiding
the natural environment, recognize the archeological the evolution of the campus. Although the 1995 Pro-
significance for Indigenous and European-Quebecois Municipal by Laws gramme de développement is still active as a by-law,
populations while also featuring the large institu- the accompanying framework agreement document
McGill’s campuses are located within five municipal
tional properties of historical significance, of which is no longer in effect.
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.
53
54
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
P
hysical heritage is one of the defining to the Scottish heritage of Montreal and the The stewardship of these built heritage
H I S T O RY + P H Y S I C A L H E R I TA G E
features of McGill University and its growth of the campus with majestic buildings resources is not without its challenges. Bal-
cultural and physical legacy is unique. around a central green quadrangle is a defining ancing 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
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-
04
predates the park, cemeteries and colleges. ings are no longer a part of the McGill campus, tection and it puts forward a comprehensive
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 Im p o r t a n ce + C h a l l en g es o f B u l t He r i t a ge
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:ka
tics and is a unique chapter in McGill’s history. serves as the starting point for future phases.
Nation and served as a meeting place for the
These phases responded to specific conditions These phases represent an opportunity to
Haudenosaunee and Anishinaabeg peoples
and challenges. It is the sum of these phases continuously recognize and strengthen the
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’ke-
hà:ka Nation.
04
58 E vo lut i o n o f D own t own C a m p u s

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 campus
a rural setting with the construction of the the campus that was driven by donor-funded experienced a period of slow growth result-
Arts Building and Dawson Hall. Development buildings. These buildings shared a common ing from the disruption caused by the First
occurred slowly during this period as enrol- architectural style and were conceived as a and Second World Wars. Nevertheless, the
ment numbers were limited. The iconic Arts comprehensive assembly of pavilions on a 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 Driven by the baby boom, the campus grew This period saw slowing population growth
driven by increasing enrolment and new pro- substantially and developed most of its and added financial pressures on public insti-
grams. Increased demand resulted in substan- remaining vacant land. The upper campus saw tutions. Consequently, this period was defined
tial development in the areas of engineering, significant growth to accommodate Medicine, by a retraction into existing properties and
science and medicine as well as new student Law and Education. The development that favored renovating existing spaces over con-
service buildings and residences to the north. occurred during this period also represented structing new pavilions. It was also defined by
This represented a substantial growth in new a continued growth of laboratory space on the increased leasing of space and the occu-
laboratory infrastructure. During this period campus and reflected new construction pation of office towers south of Sherbrooke
the eastern edge of the campus became well methods and standards. These new construc- Street. It is from this position that McGill is
defined, accompanied by westward growth into tions tended to use lower-quality materials now embarking on a new phase of renewal to
mansions and row houses acquired through and focused on functional specificity. meet new challenges for the future.
purchase and donation.
04
60 E vo lut i o n o f D own t own C a m p u s

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
acres of farmland. The campus began as a increase in the amount of teaching space, labs significantly fractured the campus and left the
small ensemble of buildings that started to as well as investment in services and student remaining Macdonald Campus with a signifi-
take shape around the central oval of what is residences. This period also saw increased cant lack of structuring or defining features. It
currently John Abbott College. It was during development in the farm with new buildings to was also during this time the Faculty of Edu-
this initial period that some small residences support expanding agricultural research. cation was moved to the Downtown Campus,
were constructed on the campus. which further reduced the population and
rendered it a single-faculty campus.
61
62
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 spe-
O U R S TA R T I N G P O I N T
honour, recognize and respect these nations, cific 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
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
05
future.” The TRC defined a set of calls to action peoples and Indigeneity must be imbedded
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 Indig en ei t y + O u r C a m p u ses
This plan provides a unique opportunity to articulate a
clear vision for Indigenous representation on campus
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 his-
torical perspective of the campus as well as the inter-
ventions that are put forward. Most notably, Section 6
opens with a part entitled Onkwehonwenéha tsi ion-
teriwaionstahkwakó:wa, The Way of Original People.
This part of the plan puts forth specific orientations
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 short-term solutions have become the norm.
campuses has not been constant and certain for research and teaching. These spaces rep- Over the fifteen-year period from 2003 to 2018
periods have been defined by slow growth resent a significant requirement for renewal there was nearly a five-fold increase in the
while others were very rapid. For its first 100 and they must be adapted to meet current amount of leased space occupied by McGill.
years the campus remained relatively small standards for efficiency and energy usage. The increasing occupation of rented spaces
and grew slowly over time. Many of the cam- has created several issues. In particular, they
More recently, enrolment has outpaced the
pus’s iconic buildings were constructed during are not eligible for government subsidies, they
growth of campus space. This is particularly
this period and approximately 13 percent of represent no return on investment, they are
evident in the period from 1980 to 2015
the campus space is over 100 years old, which subject to taxation and the average cost of rent
when enrolment increased approximately
makes McGill unique among peer institutions. has steadily increased over the past several
114 percent and campus space only grew 28
While these older buildings are a defining decades. Moreover, these rented spaces are
percent over the same period. At the same
feature of the campuses, they do represent often poorly suited to accept academic and
time, the modernization of certain facilities
significant challenges for maintenance and research functions such as classrooms and
has also required more space to meet stan-
usability. This is particularly the case with laboratories. As such, it is the intention of the
dards and facilitate new ways of teaching and
05
former residential buildings that cannot be plan to substantially reduce the amount of
learning. This misalignment has put pressure
effectively renovated to meet the necessary leased space occupied by the university.
on space and has meant that the use of ineffi-
space or energy efficiencies required of
cient buildings, often adapted from other uses
modern academic and research facilities.
(such as residential), no longer meet the real
It was during the period from late 1940s estate needs of the university.
through to the mid 1980s that the campuses
Recently, the university has become increas-
grew dramatically and the space that was
ingly reliant on rental space in order to address
added during that time represents over 50
urgent space pressures. However, as space
percent of McGill’s current campuses. Many of
pressures have continued to grow, these
66 Grow t h o f t h e C a m p u ses
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
renting 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 On the downtown campus food and lounge campus. These types of spaces also highlight
decisions regarding the allocation of space space only accounts for 4 percent of the total the important role of research within the Faculty
resources it is critical to understand the current campus space. It is the intention of the plan to of Agriculture and Environmental Science as
state of 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 teaching space is indicative of a campus that
account for just over 30 percent of McGill’s Macdonald Campus
is primarily focused on research. These class-
space. These spaces directly support the core Residences account for 36 percent of the space rooms tend to be smaller and do not exceed a
mission of the university and highlight McGill’s at Macdonald campus. Student residences are capacity of 180 seats. These limited teaching
vocation as a research university. an important part of the campus as it is located resources are currently not meeting the need
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.
05
space. This is split almost evenly between aca-

residences for staff in the form of small cot-
demic and administrative offices. Food and lounges represent under 4 percent
tages. These cottages are one of the defining
features of the campus. of the indoor space on campus. The limited
Residences account for approximately 19
amount of this type of communal and informal
percent 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 Spa ce o n o u r C a m p u ses
Downtown
Downtown
CampusCampus Macdonald
Macdonald
CampusCampus
Maintenance + Maintenance
Other + Other Maintenance + Maintenance
Other + Other
5.6 % 5.6 % 5.3 % 5.3 %
Athletics + Communal
Athletics + Communal Athletics + Communal
Athletics + Communal
9.8 % 9.8 % 9.3 % 9.3 %
Office Office
27.4 % 27.4 %
+ +
+ +
Teaching + Libraries
8.6 % 8.6 %
Residences Residences
+ + 36.4 % 36.4 %
Office Office
8.6 % 8.6 %
Research Labs Research Labs
17.0 % 17.0 %
+ +
Farm Space Farm Space

Teaching + Libraries 15.2 % 15.2 %
Residences Residences 21.7 % 21.7 % Research Labs Research 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 mission. standard of 2m² (net) per student. This not
However, teaching and learning spaces face only limits the potential of classrooms to be
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 The location and concentration of larger class-
ing labs are located on the periphery of the
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
growth. Approaches to teaching have shifted
substantially and new technologies and effi-
05
ciency standards have also emerged. It is the

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 reflec-

tive of current standards for teaching and
learning. This is particularly evident in the
fact that the seating density of many class-
70 Tea ch i n g + L ea r n i n g Sp a ce
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 capac-

ity 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 The plan intends to address these challenges researchers and allow McGill to continue the
in buildings that were built during the post- by building several new, state-of-the-art pursuit of research excellence over the long
war construction boom on campus. The age research facilities on the Downtown and term.
of these labs means that they do not support Macdonald campus while also taking the
current approaches to research and they are opportunity to renew existing infrastructure.
configured in such a way that they limit cre- These spaces will embrace new interdisciplin-
ativity and innovation. ary approaches, maximize interaction among The location and concentration of wet research
facilities on the Downtown and Macdonald Cam-
Over the past several decades, many research puses. WET RES
activities at the Downtown and Macdonald

Campuses have become more infrastructure
and resource intensive. These requirements
have been further compounded by increas-
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
associated with renovations and new equip-
ment installation in older and heritage build-
ings.
72 Resea rch + L a b o ra t o r i es
INFORMAL +
COMMUNAL SPACE
Informal study spaces and communal spaces are In addition to an overall lack of communal and infor- to social interaction and collaboration. In particular
areas of the campus where contact between disci- mal spaces, many of the existing spaces are not well this includes the provision of accessible food loca-
plines, communities and visitors can be maximized. distributed on the campus. tions that will enhance the overall campus experi-
It has been increasingly recognized that a vibrant ence and allow users to comfortably use the campus
To support a vibrant intellectual community, the
intellectual life is supported on the one hand by for longer periods.
plan aims to compliment formal study and research
formal academic and research programs, but also by
spaces with a variety of different spaces that accom-
the presence of spaces promoting the informal inter- The location and concentration of communal and
modate different users' needs and range from food services on the Downtown and Macdonald
action between all community members. Moreover,
immersive and solitary to those that are conducive Campuses. FOOD AND LOUNGE
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.
73
CIRCULATION +
MOBILITY
Transportation has a significant impact on the ented features. As a result of its urban context Public transit
daily lives of all campus users and on how the campus has a number of public roadways
The Downtown Campus is highly accessible by
people experience the campus. that intersect it. These roadways act as barriers
public transportation and it is well served by
to movement.
metro and by bus. This level of accessibility is
Walking + Cycling
Macdonald Campus remains very much a car reflected in the fact that over 50% of campus
Walking and cycling are very common modes oriented campus and there is limited pedestrian users arrive by public transit. This mode will be
of transportation used by the McGill community and cycling infrastructure available. In par- further supported by the future Réseau express
and they account for approximately 35 percent ticular, access from the southern areas of the métropolitain (REM). This light rail system
of all trips to campus. It is also true that all campus to the farm and arboretum is extremely will have a station less than 200 meters from
trips start or end as a pedestrian. Therefore, limited. the Roddick Gates and will effectively serve a
it is critically important that the campus eases regional population.
movement for pedestrians and promotes active It is the intention of the plan to support the
ongoing transition to pedestrian-oriented cam- It is anticipated that this new system will also
modes of transportation.
puses that are also supportive of cycling. In this have a significant impact on the accessibility
05
On the downtown campus, Milton Gate is the way the plan seeks to increase the permeability of Macdonald Campus as it will be in close
primary entrance for active transportation of the campuses, consolidate and limit vehic- proximity to the Sainte-Anne-de-Bellevue REM
users and it is the entrance closest to the rental ular traffic while also improving pedestrian station. To ease connection between the two
units directly east of the campus and the Plateau movement on campuses and providing addi- campuses, a shuttle bus is currently offered to
Neighbourhood. Nevertheless, this area and tional bike parking. students and staff needing access to or from
others on lower campus still retain vehicle-ori- the Macdonald campus.
74 C irc u l a t i o n + Mo b i l i t y
The intention of the plan is to continue encouraging
the use of public transportation in order to meet
McGill's Modal Split
the university’s sustainability targets. This includes
ensuring that transit services can be easily accessed
and our campuses are well connected to each other
Private Vehicle
and to the greater metropolitan region.
9%
Vehicular Circulation and Parking
In the past, large institutions managed their trans-

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 Public Transit
continually-declining proportion of private vehicle 50%
users, the legacy of automobiles is still visible on the
campus and paved roads, sidewalks, parking lots and
delivery zones remain prominent.
Walking + Cycling
It is the intention of the plan to mitigate the negative 41%
impacts of vehicular traffic on both the Downtown
and Macdonald Campuses and to reclaim more space
that prioritizes pedestrians and active modes of
transportation.
The urban nature of the downtown campus
supports sustainable modes of transportation
over private vehicle use.
75
ACCESSIBILITY +
WAYFINDING
Accessibility and wayfinding are important ect-by-project basis for the construction and
factors for how people experience the campus. renovation of buildings. In this way, the master
In particular, it is essential that the built envi- plan plays an important role by identifying spe-
ronment be accessible to all people, regardless cific interventions and orientations that foster
of 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
mitigating these barriers without adding new
ones, while also opening the campuses to the
05
widest variety of users possible.
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 Ac ces si b i l i t y + Wa y f i n d i n g
77
78
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
THHI SET PO LRYA N+ B U I LT H E R I TA G E
06
80 The P l a n D own t own C a m p u s

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
THE PLAN
collaborate with Indigenous communities to

identify, explore and advance ideas and ini-
tiatives that embed Indigeneity in the life and
activities of the University, while also enhanc-
06
ing the presence and success of Indigenous

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 Onkweh o n wen éh a t si i o n t er i wa i o n st ah k w a kó: w a

83
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-
08.
THE PLAN
tional function. Name specific buildings, interior spaces

and exterior spaces on campus to recog-
03. Create a water retention element that nize and celebrate Indigenous cultures,
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 Hochelaga 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 Indigenous events.
Indigenous communities.

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 suf-
a dynamic community that will allow students, ficient flexible informal space to support
staff and faculty to access local amenities and gathering, studying and interaction
interact with each other more effectively. between students, faculty and staff.
03. Neighbourhoods should be well con-

THE PLAN
nected to enhance accessibility on

campus.
06
86 Neig h b o u r h o o d s
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 Lyman Duff, Stewart Biology, Strathcona
estate plan identified multiple existing build- Anatomy and Dentistry, the Macdonald
ings 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
THE PLAN
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
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
06
unrecognized space. to about 78 percent through the release of

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 Rea l E st a t e St ra t eg y
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 RVH site and the Powell site, creating a
01. Increase the total amount of space by
assets 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 10. Create major transformations at the
facilities by prioritizing wet labs and large McLennan and Redpath Library build-
02. Release the Davis House and annex,
teaching spaces in new developments ings, 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
THE PLAN
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, Otto-
546, Purvis Hall, Rabinovitch House and buildings. Maas, Peel 3647, Peterson Hall, Pine
University 3661. Where close to campus, 501, 505, 509, 515, 523, 527, Sherbrooke
prioritize functions associated to McGill 08. Create sufficient space to minimize
680, Strathcona Anatomy and Dentistry,
06
in the reuse of these buildings. rentals. Any remaining rental space

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
New developments and
major transformations
Transformations of
existing buildings
Releases - owned space
Releases - rentals
91
TEACHING +
CLASSROOMS
Classrooms and teaching labs are the core of these facilities are due for renewal and must
platforms on which the university pursues be adapted to respond to current approaches
its teaching mission. The centrally sched- to teaching.
uled classroom system allows classrooms
The plan seeks to ensure that a sufficient
to be used by all faculties. However, many
number of appropriately sized classrooms
classrooms were constructed in the 1960s
are available on the downtown campus. At
and require renovation and adaptation to
the same time, it seeks to ensure that these
support current approaches to teaching, such
classrooms are located in areas that are easily
as active learning. Additionally, it has been
accessible in order to facilitate the movement
demonstrated that demand for larger class-
of students between classes. The plan also
rooms has been exceeding supply while at
calls for the revitalization of key teaching
THE PLAN
the same time, the average utilization rates

laboratories focusing on promoting interdisci-
for smaller classrooms is low. The locations
plinary teaching and learning.
of larger classrooms has also been identified
as an issue as many of these larger spaces
are located on the periphery of the campus,
06
extending travel time between classes.
Teaching labs currently face several chal-

lenges. Many of these labs are overspecialized
and are accessible only to individual depart-
ments and faculties. At the same time, many
92 Tea ch i n g + C l a ssro o m s
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 07. Rebalance the classroom offering to
classrooms.
the McGill community. better align with usage. Eliminate
02. Increase teaching capacity with new

smaller, underutilized classrooms below 12. Create adequate accessible spaces dedi-
50 seats and prioritize the creation and cated to alternative exam purposes.
flexible interdisciplinary wet teaching
renovation of new classrooms with
labs in Otto Maass, Stewart Biology
capacities over 100 seats. 13. Create 1,200 new classroom seats at a
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
14.
THE PLAN
facilities that can be used by multiple Create 740 new classroom seats at a
by eliminating low-quality rooms and
faculties and disciplines. new pavilion on the Powell Site.
prioritizing accessible locations with
access to daylight for new and renovated
03. Provide a wide offering of classroom 15. Over the long term, Stewart Biology
teaching spaces. North and South blocks should offer one
types to reflect changing pedagogical
06
methods. 80 seat, one 90 seat and one 120 seat

09. Promote classroom designs that are
active-learning classroom.
flexible to allow for multiple uses
04. Classrooms must provide a minimum
including exams and conferences.
of 2 m² per student to ensure that the
Employ technology that supports cou-
quality of teaching and learning environ-
pling of rooms for larger uses.
ments is maintained.
05. Site new classrooms in central locations 10. Leverage large classrooms by colo-
cating smaller rooms to accommodate
and under-served areas to maximize
breakout sessions.
accessibility and limit travel time for
students.
95
RESEARCH +
LABORATORIES
Research is a large part of McGill’s core Orientations:
mission and it is critical that the university
01. Laboratories will be flexible and allow
maintains a sufficient amount of space to
rapid reconfiguration based on changing
support cutting-edge research. At the same
scientific needs and new technologies.
time, it 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
in research. The movement of activities into 03. Promote the creation of core facilities
in central locations to ease access,
these new buildings will be the catalysts for
leverage investment and create opera-
THE PLAN
the revitalization of many existing facilities.

tional efficiencies.
In this way, the plan will enhance research
capacity and enable researchers and scien- 04. Prioritize wet research functions in new
tists to collaborate, interact and innovate in a constructions over retrofitting.
dynamic environment.
06
05. Create a major inter-disciplinary

research 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.
97
COMMUNAL +
INFORMAL SPACE
Communal and informal spaces are important Orientations: 05. Provide new food service locations along
functions that promote better leaning and McTavish Street, Wilson Hall, Powell site,
enhance the overall experience of students 01. Ensure each neighbourhood has an RHV, Strathcona Anatomy and Dentistry,
and other campus users. These common appropriate amount of informal and Burnside Hall and Stewart Biology.
spaces facilitate the exchange of ideas and communal space. Focus on providing
they can take many forms, ranging from food this type of space in buildings that are 06. Recognize the strategic location of Burn-
repurposed. side Hall by adding communal spaces to
and eating areas to quiet study spaces. They
the ground floor, which relate directly to
can also vary in size from large open areas to
02. If a communal, informal or food space is the surrounding terrace.
smaller more intimate environments. removed it must be replaced with a new
The plan also recognizes access to nutritious space of equal or greater quality in the 07. Create a new interior event space to
same neighbourhood. support large events at RVH.
food on campus enhances communal and
THE PLAN
informal spaces on campus and it is strongly

03. Include common amenities, which 08. Create a new demountable structure
linked to effective learning. Staff and faculty are technologically equipped, such as to support large seasonal events up to
also benefit from an abundance of high-quality informal lounge, meeting, and study 3,000 people on the lower west field.
food on campus as it contributes to a healthy space in new buildings and in major ren-
09.
06
work environment. Create a new informal study space

ovations of existing facilities.
between the west block of Stewart
It is the intention of the plan to protect and
04. Reimagine the McLennan and Redpath Biology 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 informal
seeks to increase the overall amount of com- spaces. Include accessible food locations
munal and informal spaces, including those in strategic areas to enhance the learning
that allow for the provision of food services, and social experience for campus users.
to support a vibrant intellectual community
and create a comfortable environment for all
campus users.
98 C o mm u n a l + I n f o r m a l Sp a ce
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
campus to reach students where they live, 03. Maintain access to daycare services on
or adjacent to the downtown campus.
learn and study.
04. Support a hub-and-spoke model by cre-

THE PLAN
ating spaces for local service provision

in strategic locations in each neighbour-
hood.
05. Create a centre for international student

06
services.
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 Servi ces + St u d en t A sso ci a t i o n s

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. There- students and better respond to market
THE PLAN
fore, it is the intention of the plan to maintain conditions.

student residences as a key part of the univer-
sity, while streamlining the spaces that they 04. Maintain residence spaces specifically
for Indigenous students.
occupy.
06
05. Improve the efficiency of the residences

portfolio by no longer operating small
and inefficient assets as residences.
102 Stu de n t R esi d en ces

103
GATEWAYS +
ENTRANCES
Gateways play an important role as visible Orientations: 05. Develop the Powell site as a critical
entrances to the university, connecting the link between upper and lower campus.
01. All gateways must prioritize pedestrians
campuses to their surroundings. They can Ensure that the gateway facilitates
over vehicles, be accessible and provide
take many forms including gates, archways or pedestrian traffic across Dr. Penfield
a distinctive sense of arrival, place and
passages and they serve as visual focal points Avenue and integrates with the McTavish
act as a clear point of transition to the
that draw people into the campus. In this way, Street pedestrian corridor.
campus from its surroundings.
they define the first impression for visitors
and as such, they provide a distinctive sense 02. Recognize Roddick Gates as the 06. Establish a new gateway on the south-
east corner of lower campus to facilitate
of arrival, place and a clear point of transition. emblematic main entrance to the down-
the entry of pedestrians from the city
town campus and as such, it must inter-
and ease movement to and from 680
face strongly with McGill College Avenue
Sherbrooke, across Sherbrooke Street.
THE PLAN
and Sherbrooke Street.
03. Enhance Milton Gate and seize the ren- 07. Establish a new gateway on the south
end of McTavish Street that facilitates
ovation of Wilson Hall as an opportunity
entry to lower campus through the
to redefine it. Prioritize this gateway as
McLennan building and acts as a signif-
06
an entrance for pedestrians and cyclists

icant and legible link to upper campus.
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.
104 Ga tewa y s + E n t ra n ces

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 com-
municate effectively with the surroundings
THE PLAN
of the campus. Furthermore, given that the

majority of McGill’s academic year is in the
winter months, it is critical that the exterior
and green space network include comfortable
spaces that are accessible and useable all year
06
round.
106 E x ter i o r + G reen Sp a ce Net wo r k

107
NETWORK (CONTINUED)
Orientations: 07. Reimagine Burnside Terrace, Otto Mass 11. Encourage the informal occupancy and
Court and the south side of Macdonald animation of lower McTavish Street with
01. Exterior spaces should be inclusive, safe
Stewart as a comprehensive ensemble events, activities and installations.
and accessible, ensuring that they will be
that increases physical and visual per-
enjoyed in a dignified and similar manner
meability through Burnside Hall and its 12. Reimagine main road, as a pedestrian
by the widest variety of users possible. plaza, providing space for congregation,
edicule. Include a strong emphasis on
socialization and events.
02. Reduce the amount and impact of hard urban agriculture in this area.
surfaces on campus by increasing green
08. Give lower east field a specific character 13. Remove parking functions from the area
space, using porous ground cover mate- adjacent to the University Centre and
by integrating a water retention element
rials and increasing tree canopy cover. redevelop the space as a community
that maintains pedestrian links that
focal point where events and social
03. Always consider and include features connect strategic points along the main
THE PLAN
interaction can occur.

that will maximize and encourage the road and campus pavilions.
utilization of exterior spaces in winter.
09. Maintain the Three Bares area as a con- 14. Reorganize the area in front of the music
buildings to make the spaces more func-
04. Eliminate vehicle-centric features and gregating space and improve usability
tional and appealing.
elevate the status of pedestrians on and accessibility by addressing drainage
06
campus. issues.
05. West Field must accommodate large and 10. Reimagine the full corridor from Milton
small formal events, formal and informal Gate to the Strathcona Anatomy and
sports, as well as ceremonial activities. Dentistry Building. This includes the
creation of a new public square behind
06. Create a new demountable structure on
James Building that emphasizes east-
the west field to accommodate larger
west linkages and eliminates parking.
ceremonial events. A permanent and
durable groundcover must be main-
tained when the structure is not in place.

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, effec-
tive rainwater management represents an 03. Prioritize rainwater management tech-
niques that are sustainable, natural and
THE PLAN
important climate change mitigation measure

plant-based over more cost-intensive
as the potential for rainfall increases.
concrete and plastic basins.
Provincial and municipal governments have
both recognized the importance of rainwater 04. Employ methods that are intentionally
visible to increase awareness where
06
management and have instituted require-

appropriate.
ments in this respect. Consequently, all
new construction and specific renovations 05. Wherever possible, proactively exceed
must include water retention measures that the minimum requirements for rainwater
support a broader rainwater management retention to address future changes
strategy. The plan proposes specific measures in climate as well as more restrictive
to support the mitigation efforts. municipal and provincial policies and
regulations.
110 Ra inw a t er Ma n a g em en t
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 must be respectful of their context and
respectful of built heritage. Any visible
beyond the spaces and buildings themselves. consider landscape and views. In partic-
modifications must be subject to a
In this way, the plan recognizes the campus as ular, building height, width, frontage and
rigorous review process that places an
a comprehensive ensemble, which represents orientation must be evaluated.
emphasis on elevating the quality of the
a significant value that is greater than the sum
landscape and built environment.
of its individual parts. It is the entirety of the 05. Interior spaces with heritage signifi-
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
THE PLAN
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 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
06
identity. Changes in elevation associated with

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 Stew a rd sh i p o f B u i l t H er i t a g e
113
PEDESTRIAN NETWORK +
ACCESSIBILITY
Promoting accessibility and mobility for Orientations: spaces as opposed to vehicles or deliv-
pedestrians 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
and wellness for the McGill community and 06. Create new pedestrian links at key
pedestrian network that is safe, acces- gateways along Sherbrooke Street at
all campus users. Given that all trips start and
sible and leads to the main accessible University and McTavish streets.
finish on foot, it is imperative that the pedes-
entrances of buildings.
trian experience be the best that it possibly 07. Create a new strong pedestrian link from
can. 02. The plan recognizes that the interior of Lower Campus to Upper Campus West
buildings are a critical part of the pedes- across the Powell Site.
The downtown campus faces several chal-
trian network. As such, accessibility
lenges associated with topography and
must extend beyond the entrances of 08. Create strong pedestrian links through
barriers. The plan seeks to overcome these
THE PLAN
buildings and include interior spaces. Strathcona Anatomy and Dentistry to the
challenges by creating new links that facilitate RVH and Mount Royal Park beyond.
better pedestrian access to and across the 03. When the main entrance of a building is
campus. 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
06
The second entrance must receive equal cyclists to the downtown campus.
consideration and attention as the main
10. Create a strengthened east-west pedes-
entrance.
trian link north of Education and link it to
McIntyre lane. Redesign McIntyre lane to
04. Facilitate accessible wayfinding strate-
gies on campus to support accessibility prioritize pedestrians.
and inclusion.
11. Create a new pedestrian access point
through the library that links the west
05. Apply a peoples-first approach to the
pedestrian network that recognizes that field to McTavish and Sherbrook Streets.
persons are the main users of these
114 Pedes t r i a n N et wo r k + A ccessi b i l i t y

115
CYCLING NETWORK +
BIKE PARKING
Cycling is an important part of McGill’s trans- The plan seeks to address these challenges 04. Strategically place bike parking at
portation mix and it is estimated that between and support cycling as a viable and desirable primary arrival locations and common
11 and 16 percent of the McGill community mode of transportation that is sustainable destinations for cyclists.
uses bicycles as their primary mode of trans- and supports the health and wellness of the
portation when travelling to the downtown community. 05. Implement bike parking solutions that
are visually appealing, durable, crime
campus during temperate seasons. This
resistant, weather resistant and cost
number is further increased by occasional Orientations: effective. This includes parking that is
cyclists.
01. Maintain the shared space policy for the sheltered, indoor and/or access con-
Separated bike paths along De Maisonneuve campus circulation network by priori- trolled.
Boulevard, Robert Bourassa Boulevard and tizing cycling second only to pedestrians.
University Street as well as bike lanes on Milton 06. Provide amenities on campus to support
THE PLAN
and Prince Arthur Streets provide access to

02. Install speed mitigation measures as cyclists including showers and lockers.
needed in locations where a high risk
the campus by bicycle. Of these, the Milton
of conflict exists. This includes careful 07. Target under-utilized parking garages as
entrance serves as the primary entrance to the significant indoor bicycle parking areas.
consideration of pathway width, surface
campus for cyclists. The circulation network Prioritize the Burnside Hall parking
treatment and positioning of outdoor
06
on campus is treated as a shared space where garage for this purpose.

furniture.
pedestrians are prioritized but cyclists and
other modes of transportation are able to 03. Increase the amount of bike parking on
freely circulate while maintaining safe speeds. the Downtown Campus by approximately
28 percent to 2,300 spaces. Continuously
Proper bicycle parking is a critical element in
increase bike parking to support the
supporting and promoting cycling as a viable
ongoing adoption of cycling as a mode of
form of transportation for campus users and
transportation for commuting.
a lack of parking and amenities has been cited
as one of the primary barriers to adoption.
116 C yc lin g N et wo r k + B i ke P a r k i n g
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
THE PLAN
McGill’s carbon neutrality goals.
The plan sees parking as a part of the overall

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
deliveries and operations as well as permit
and accessible parking.
118 Vehicu l a r C i rcu l a t i o n + P a r k i n g

119
PARKING (CONTINUED)
Orientations: indoor spaces to other uses such as bike 10. Enhance the aesthetics and reduce the
parking or parking for electric fleet vehi- environmental impact of remaining
01. Support a shared space approach for
cles. The conversion of parking spaces in paved areas that support vehicular
Lower Campus and McIntyre lane by
the Burnside Hall parking garage should circulation. This includes but is not
restricting all vehicular traffic.
be prioritized for these purposes. limited to using permeable surfaces and
02. Heavily restrict vehicular traffic through increasing the presence of vegetation
Milton Gate and limit access to McGill 06. Permit parking for staff and students
and tree canopy.
must be reduced over time to reflect
fleet vehicles and specific delivery vehi-
cles only.
changing commuting patterns and 11. Electric vehicle charging infrastructure
support a shift to active and sustainable must be deployed to support the tran-
03. Open the lane next to the Rutherford modes of transportation. sition of McGill’s vehicle fleet to electric.
Building as a point of vehicular access
THE PLAN
to support deliveries to Upper Campus 07. Eliminate all surface parking on the 12. The number of parking spaces for elec-
downtown campus with the exception tric vehicles and charging stations for
East.
of the current provision of accessible staff and students must be continually
04. Redesign McIntyre lane to eliminate parking for persons with disabilities and increased in line with provincial targets
vehicular through-traffic while still the parking lots that support Athletics for EV adoption and market demand.
06
allowing for access to the McIntyre and Residences in Campus North. EV spaces must be visible, have clear
parking garage and large delivery vehi- signage and be prioritized second only
cles. 08. Concentrate permit and visitor parking
to accessible parking spaces. EV parking
in existing parking structures located on
infrastructure should be installed in
05. The total amount of parking on the the periphery of the campus.
indoor locations and be clustered to
downtown campus should be capped
enhance accessibility and minimize
at 1000 spaces. If new parking is con- 09. Identify and provide specific short-term
parking locations for deliveries and fleet infrastructure costs.
structed or acquired, the cap must be
vehicles in locations that do not compro-
maintained through the elimination
mise pedestrian movement.
of surface parking and by converting

121
THE PLAN
MACDONALD CAMPUS
THHI SET PO LRYA N+ B U I LT H E R I TA G E
06
122 The P l a n Ma cd o n a l d C a m p u s
123
INDIGENOUS REPRESENTATION
The plan acknowledges that Macdonald Orientations: 07. Provide indoor space at Macdonald
Campus is located on land which has long Campus to support cultural practices
01. Provide year-round access to medicinal
served as a site of meeting and exchange such as smudging.
and culturally-significant plants through
amongst Indigenous peoples. It is the intention
a greenhouse that serves a prominent
of the plan to honour, recognize and respect
educational function.
these nations as the traditional stewards of
the lands and waters on which the campus 02. Leverage the presence of the Centre of
is located. The plan supports the intentions, Indigenous Peoples’ Nutrition and Envi-
ideas and initiatives that embed Indigeneity ronment to increase Indigenous repre-
in the life and activities of the University while sentation on campus through visible
also enhancing the presence and success of changes to the landscape.
THE PLAN
Indigenous students, faculty and staff at Mac-

donald Campus. 03. Display Indigenous art and culture within
new projects and public spaces.
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.

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 suf-
Additionally, these neighbourhoods will create
ficient flexible informal space to support
a dynamic community that will allow students,
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
THE PLAN
neighbourhoods to enhance accessibility

on campus.
06
126 Neig h b o u r h o o d s
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

THE PLAN
and student Life will provide for about 16,000

gross m2 of custom-built space for research,
teaching and student life. Many buildings will
be touched by renovations such as Macdon-
06
ald-Stewart, Laird Hall and the South Power

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
129
REAL ESTATE
STRATEGY (CONTINUED)
Orientations: 06. Construct a new research pavilion that 13. Relocate the Macdonald market out
prioritizes wet labs and large teaching of the Horticultural Centre to a more
01. Increase the total amount of space by
spaces as well as a new pavilion for central and accessible location.
approximately 11 percent to achieve
student life.
a total campus size of approximately 14. Provide additional land for the expansion
120,000 gross m2 at Macdonald Campus. 07. Remove 1 and 7 Maple Street from the of the EcoMuseum.
academic inventory.
02. Channel development on Macdonald 15. Restrict construction within the pro-
campus into specific zones to enhance 08. Relocate facilities management from tected agricultural lands to functions that
connectivity while maintaining the char- 21300 Lakeshore Road to a more central directly support agricultural teaching
acter of the campus. location in the Lower or Upper Campus. and research.
03. Target the renewal of older facilities to 09. 16.

THE PLAN
Demolish the LARU, 21300 Lakeshore Explore opportunities with John Abbott
increase percentage of state-of-the-art Road and the Natural Resource Science College for shared services and athletics
facilities on our campuses. Barns. facilities.
04. Enhance the flexibility and efficiency of 10. Revitalize and expand the Cattle Complex 17. Maintain the East Cottages and Laird
space wherever possible to ensure the
06
and the Swine Research Complex. Hall as defining residential features of

long-term viability of the real estate the campus.
strategy and allow our real estate 11. Create a new Macdonald Farm Com-
assets to adapt to changing methods of munity Engagement Centre in Upper 18. Redefine the Eco Residence.
research. Campus.
05. Maintain or increase informal study 12. Give a new vocation to the South Power
space, food services, administrative House.
functions, student services and smaller
classrooms when retrofitting existing
buildings.
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
that support effective teaching and learning. 02. Provide a wide offering of classroom 07. Promote classroom designs that are
flexible to allow for multiple uses
types to reflect changing pedagogical
Therefore it is the intention of the plan to create including exams and conferences.
methods.
new larger classrooms in new buildings while Employ technology that supports cou-
also increasing the quality of older classrooms 03. Classrooms must provide a minimum pling of rooms for larger uses.
to meet modern teaching needs and methods. of 2 m2 per student to ensure that the
THE PLAN
quality of teaching and learning environ-

ments are maintained.
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.

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.
with respect to these facilities. In particular, 07. Strategically revitalize research spaces
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.
03. Create a new pavilion focused on
THE PLAN
in a dynamic environment.
research and innovation that prioritizes
wet laboratories.
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.

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 act as an important area for gathering
01. Ensure that the campus has an appro-
enhance the overall experience of students and unstructured activities.
priate amount of informal and com-
and other campus users. At Macdonald
munal space. Prioritize this type of space
Campus, communal spaces are limited and 08. Create a new public square that will act
in buildings that are repurposed. as a hub of informal interaction.
concentrated primarily on the Lower Campus
with a particular lack of these spaces in the 02. Enhance existing communal and
farm. It is the intention of the plan to increase informal spaces, particularly within
the amount and quality of these spaces on Macdonald-Stewart and the Centennial
the campus while ensuring that they are well Centre.
located to serve the local population.
03. If a communal, informal or food space is
THE PLAN
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
contributes to a healthy environment. As such, capacity.
the plan intends to maintain the availability of
04. Explore opportunities to collaborate
06
food on campus and maximize it wherever

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 C o mm u n a l + I n f o r m a l Sp a ce
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 athletics pavilion at Macdonald Campus.
01. Provide sufficient space to accommodate
enjoyable student experience. At Macdonald Maintain access to athletics services
the staff required to provide face-to-face
Campus, the spaces allocated for student ser- through strategic partnership with John
services on a rotating basis.
vices are inadequate for the current needs. The Abbot College and the broader commu-
plan supports a shared-space model whereby 02. Ensure that space for student services is nity.
a 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.
THE PLAN
date and will require investment in the coming

years. It is the intention of the plan to main- 04. Ensure that space meets the minimum
requirements for hosting health profes-
tain access to these athletics services while
sionals and counselors.
exploring opportunities for partnership to
06
maximize their quality. 05. Explore opportunities to collaborate with

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 Servi ces + St u d en t A sso ci a t i o n s

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-
year guarantee for undergraduate students. 03. Maintain Laird Hall as a student resi-
dence and remove administrative uses.
04. Renew the Eco Residence.

THE PLAN
06
140 Stu de n t R esi d en ces

141
GATEWAYS +
ENTRANCES
Gateways play an important role as visible Orientations:
entrances to the university connecting the
01. All gateways must provide a distinctive
campus to its surroundings. They define
sense of arrival, place and act as a clear
the first impression that visitors have of the
point of transition to the campus from its
campus and as such, it is important that these
surroundings.
entrances 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
THE PLAN
arrival.
03. Reorganize the northern entrance to 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 Ga tewa y s + E n t ra n ces

143
NETWORK
Exterior and green spaces are a one of the Orientations: 06. Improve landscaping at the community
most defining elements of a university’s engagement centre at the farm to define
01. Exterior spaces should be inclusive, safe
campus. They perform many important func- it as a point of arrival and make it condu-
and accessible, ensuring that they will be
tions as connectors, activity spaces and defin- cive to outdoor use.
enjoyed in a dignified and similar manner
ing structural features. Macdonald Campus
by the widest variety of users possible.
is unique in this respect and its exterior and 07. Rethink the main entrance as a visu-
ally appealing gateway that provides a
green space network is defined by an open 02. Reduce the amount and impact of hard
clear sense of arrival. Eliminate surface
landscape with bucolic features that dialogue materials, particularly in surface parking
parking in this area.
with the countryside. lots.
The master plan seeks to balance this natural 03. Recognize McEwen Field as the central 08. Develop and emphasize a landscaped,
structuring north-south axis that
and agricultural landscape, which is open and green space for the campus.
THE PLAN
runs from Macdonald-Stewart to the

expansive, with the need for connectivity,
mobility and accessibility. 04. Create a new public hub that will pri- waterfront. This corridor should include
oritize pedestrians and act as a central vegetation and features that protect
point for public transit. This hub must pedestrians in the winter season.
include specific attractors like the Mac
06
Market and it should interface with adja- 09. Convert remaining surface parking south
of Centennial Centre into a vegetated
cent greenhouses and Laird Hall.
green space.
05. Restructure the area North of Macdon-
ald-Stewart to prioritize pedestrian links 10. Reimagine the waterfront and create
a strong link to the campus. This area
and allow better connectivity to the Par-
should provide a mix of naturalized
asitology and CINE buildings. This space
areas as well as structured activity and
should include traffic calming measures
research spaces.
and the realignment of the road to slow
vehicular traffic while maintaining access
for fleet vehicles and deliveries.

145
RAINWATER
MANAGEMENT
Macdonald Campus does not have a great deal Orientations:
of built surface and buildings are not frequently
01. Minimize the amount of impermeable
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.
THE PLAN
03. Prioritize rainwater management tech-

niques that are sustainable, natural and
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 Ra inw a t er Ma n a g em en t
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
defined by a waterfront. This landscape is a ings are inserted. These modifications
associated rules and regulations. The
critical element of the brand of Macdonald must be respectful of their context and
same standards should be applied to all
Campus and it speaks to its heritage as an consider landscape and views. In partic-
land that is outside the protected zone
agricultural institution. This built and natural ular, building height, width, frontage and
but is 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 at Macdonald Campus should be limited
able for the enjoyment of future generations. landscapes must enhance and enrich in height.
the campus while being particularly
Macdonald Campus is one of the last remain- 05. Interior spaces with heritage signifi-
THE PLAN
respectful of natural and built heritage.

ing reserves of agricultural land and activity on cance must be protected and must be
Any visible modifications must be subject
the island of Montreal. Additionally the Arbo- maintained as part of any renovation or
to a rigorous review process that places
retum is a significant concentration of natural adaptive reuse.
an emphasis on elevating the quality of
forest ecosystems that play an important role
the landscape and built environment.
06
for researchers, educators and the general

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 Stew a rd sh i p o f B u i l t H er i t a g e
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
face several challenges because the campus 05. Create a new public square that priori-
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
is not compromised by the essential vehicle 02. Facilitate improved wayfinding strate-
central green and McEwen Field.
presence. gies on campus to support accessibility
and inclusion.
Another challenge facing pedestrians at 06. Create a strong structuring pedestrian
axis that connects the farm to the water-
Macdonald campus is the distance between 03. The plan recognizes that the interior of
THE PLAN
front.
buildings and amenities as well as barriers buildings are a critical part of the pedes-
such as the highway and rail line that separate trian network. As such, accessibility 07. Reorganize the intersection north of
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,
06
improve the quality, safety and connectivity of restricts vehicular access and eliminates
the pedestrian network. 04. Preserve connectivity between Mac-
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 Pedes t r i a n N et wo r k + A ccessi b i l i t y

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 Macdon-
the lower campus and the farm.
ald campus community and it represents one
of the most effective ways to move between 02. Encourage the presence of cyclists in
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
of transportation. As such the plan seeks to 03. Strategically place bike parking at
primary arrival locations and common
THE PLAN
ensure that there is sufficient bike parking in

destinations for cyclists.
key destinations.
04. Implement bike parking solutions that

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 C yc lin g N et wo r k + B i ke P a r k i n g
153
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
day-to-day operations of the farm require the 07. Maintain the current provision of acces-
maintaining access to John Abbott sible parking for persons with disabili-
use of specialized fleet vehicles. As such, it is
College. 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
THE PLAN
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
03. Restrict vehicular circulation through parking locations for deliveries and fleet
a new pedestrian plaza to eliminate vehicles in locations that do not compro-
06
through traffic on the west of campus. mise pedestrian circulation.
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
from Autoroute 20 and Autoroute 40. circulation. This includes but is not
limited to using permeable surfaces and
05. Facilitate access to the campus for
increasing the presence of vegetation
public transit and shuttle vehicles. Con-
and tree canopy in parking areas.
centrate embarking and disembarking
in a central, pedestrian-friendly location
such as the new public square.

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
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
T
he master plan is a framework that ar- capital project will be evaluated individually in tangible changes on McGill’s campuses. The
ticulates a clear direction for McGill’s accordance with existing University policy and implementation plan will also integrate emer-
campuses. As such, it will enable capital funding for each individual project will be iden- gent ideas and needs to maintain flexibility and
projects and other modifications to the cam- tified at the time of consideration. respond rapidly to shifting priorities. Internal
puses to be aligned in support of a common processes for the implementation and mon-
In order to inform the Board of Governors of the
vision. Nevertheless, the successful implemen- itoring 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
I M P L E M E N TAT I O N
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 and
Implementation + Monitoring Process
important programmatic elements. This will
McGill’s campuses are in a state of constant Implementation Plan allow for the cohesive and rationalized imple-
change and the master plan must be actively mentation of the plan over time. The detail
07
As a framework the master plan will require an

maintained to respond to these evolving con- included in the implementation plan will also
elaborated implementation plan that translates
ditions and remain relevant as an institutional facilitate precise monitoring and evaluation of
guiding principles, interventions and orienta-
plan. Given that the master plan includes a the plan’s implementation.
tions into defined projects. This implementation
vision and guiding principles for the devel-
plan will identify areas that must be studied in
opment of our campuses in the long-term,
greater detail and define the scopes, priorities
all capital projects will be considered in the
and sequencing required to affect positive
context of the master plan. In addition, each
158 P ro ce sses + G over n a n ce

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.
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 Interven t i o n s O ver Ti m e

161
INTERVENTIONS OVER TIME:
LOWER CAMPUS
Short term (5-year timeframe) field, the renovation of the Macdonald Stewart Field
Building and new entrances to campus from D-3 Otto Maas as a teaching hub and gateway
Over the first 5-year timeframe, the Lower
Sherbrooke Street. to campus
Campus neighbourhood will be transformed
by an array of greening projects, with new Interventions: D-11 Give a home to McGill-allied functions in
gateways from Sherbrooke Street, the prior- the Peel Street row houses
itization of the pedestrian as primary user on D-2 Embracing our core heritage buildings as
campus as well as the importance of events iconic features of the campus
as part of the Lower Campus' identity. Inter- D-6 Embracing the Main Road as a green
ventions include the redesign of the Main artery of the campus

Road, a bioretention garden on the east field, a
D-8 Embrace the west field as McGill's events
new seasonal structure for events on the west
destination
D-9 A clearly defined identity for the East
2019 2024
07
D-2 D-6 D-11 D-8 D-9 D-3 D-4
162 Interven t i o n s O ver Ti m e: L ower C a m p us

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 Univer-
sity Street will create improved pedestrian
Interventions:
links towards the buildings located in this
D-4 Opening the Burnside terrace area.Interventions:
D-1 A reinvented library

D-7 Leacock as a key strategic link
2029
D-1 D-10 D-7 D-4 D-5
163
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
neighbourhood in the 5-year timeframe entrance for pedestrians and cyclists 10-year timeframe, with the construction of
include the pedestrianization of Milton Gate, a 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.
2019 2024
07
D-16 D-13 D-17
164 Interven t i o n s O ver Ti m e: U p p er C a m pus E a s t

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
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 the
affected by renovations in Lyman Duff and the spaces that connect across disciplines in remaining floors of the new wing as well as
Neuro, increasing the offering of state-of-the- Lyman Duff portions of the older wings, once wet research
art research spaces in this area of campus. functions will be relocated to a new pavilion
The Pine Avenue row houses will be reno- D-19 The Neuro as a destination for neurosci- on the Powell site. Existing pedestrian links
vated, expanding health and wellness related ences research towards the mountain and the Plateau Neigh-
functions along Pine Avenue. bourhood will be improved and new links will
D-21 Embrace Campus North as McGill's

be created to embrace the Campus North
health and wellness destination
neighbourhood as a new gateway to campus
from the north.
2019 2024
07
D-18 D-19 D-21
166 Interven t i o n s O ver Ti m e: C a m p u s No r t h

This will include interventions to pedestrian Interventions: Long term (15-year timeframe)
walkways through and around the Athletics
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 Neighbourhood
2029
D-18 D-20
167
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 student
renovation initiates this complex' renewal and life in a new pavilion on the Powell site will
transformation into a major state-of-the-art D-24 A green structuring axis for the neigh- redefine the entrance to Upper Campus West
research and teaching destination in the Upper bourhood and will create a new research and teaching
Campus West neighbourhood. Easier access hub at the crossroads of Upper Campus West
D-25 Old Chancellor Day Hall landscaping
from the west will embrace this building's and Lower Campus. A new atrium between
gateway function. A new green link along Stewart Biology and the McIntyre Medical
McIntyre Lane and improving pedestrian links Building will create a new study space at a
along Dr. Penfield Avenue are part of the short strategic location.
term transformations.
2019 2024
07
D-23 D-24 D-25 D-22
168 Interven t i o n s O ver Ti m e: U p p er C a m pus We s t

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
MACDONALD CAMPUS
Short-term (5-year timeframe) Interventions: Medium term (10-year timeframe)
Interventions at Macdonald Campus in the M-1 Embracing research and innovation as Creating a new entrance to campus from the
defining features on campus
short term address the enhancement of the west, a new square north of Laird will host
farm and arboretum areas as defining features M-2 Reinvigorate student life at Mac Campus the food market (Mac Market), complemented
of the campus. A new research and innovation M-3 Embrace the farm and arboretum as by new dining services in the ground floor of
pavilion, efforts to implement new ways of defining areas of the campus Laird Hall. The square will connect the north-
accessing and navigating the campus, as M-5 Waterfront improvements east green corridor to the consolidated public
well as waterfront improvements will further M-6 Better links between the Macdonald and transportation stop located between the Mac-
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
academic functions
2019 2024
07
M-3 M-1 M-2 M-5 M-6
170 Interven t i o n s O ver Ti m e: Ma cd o n a l d Ca m pus

existing research facilities. The strategic Long term (15-year timeframe) presence on lakeshore. A bridge to better link
release of buildings will create efficiencies and the Macdonald Campus neighbourhoods will
A new pavilion for student life will address the
improve adjacencies. further enhance connectivity.
campus’ needs for improved student-centered
Interventions: activities including teaching labs, collaborative Interventions:
learning spaces, as well as a new home for
M-1 Embracing research and innovation as athletics. Strategically located near the south M-1 Embracing research and innovation as
defining features on campus defining features on campus
edge of campus, in proximity to the Centennial
M-4 A new public hub for the campus Centre and a reimagined South Power House, M-2 Reimagining student life at Mac Campus
M-7 Rebalance real estate to better serve the new complex will strengthen the campus’ M-6 Better links between the Macdonald and
academic functions downtown campuses
2029
M-1 M-4 M-7 M-2 M-1 M-6
171
ANNEX
Referenced Documents
ANNEX
172 Annex
Amendment Log
173

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DRA

Executive Director, McGill Teaching and Learning Services

Senior Campus Planners The Office of the Dean of Libraries

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

Manager, Special Projects and Planning: Geneviève Côté

Approved by the Board of Governors on May 23, 2019

Dear Members of the McGill Community,

The Master Plan will likewise enable engagement

The Master Plan accommodates the growth of

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

Regulatory + Zoning Framework..................................... 53 Teaching + Classrooms.................................................. 92

Informal + Communal Space.......................................... 73

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

principles of the plan. Finally, the master plan

The master plan document is the primary 3. Implementation Document (under

Following an introduction, transformative

The stakeholder engagement process, allocation of space on our campuses by func-

Studies and Plans ples, produced by Diamond Schmitt Architects,

ment process, stakeholders were asked to provide Research Plan on the

ongoing analysis and engagement with the

Stewardship of the master plan will be provided

Campus West. neighbourhood's character, improve spaces

transformations will ensure that each neigh-

BETTER CONNECTED HERITAGE AS PART OF

ACTIVE GREEN NETWORK

and Redpath Library buildings will offer large

vehicular space and parking to improve

NEW DEVELOPMENTS AND MAJOR A SAFE AND ACCESSIBLE

ACTIVE GREEN NETWORK

Reconfiguration of the McLennan and Redpath

• Increased student services in buildings

connect towards Dr. Penfield Avenue

A NEW DESTINATION FOR

HERITAGE AS PART OF THE

A NEW STUDENT BETTER CONNECTION

NEW DEVELOPMENTS AND MAJOR

INTERVENTIONS RESEARCH AND TEACHING

ACTIVE GREEN NETWORK

the mountain into a new destination Hall and Dentistry as a gateway

and the Plateau Neighbourhood.

wellness destination, better links towards

RESEARCH AND TEACHING

HERITAGE AS PART OF THE

The new pavilion on the former RVH site connects the

• State-of-the-art, flexible spaces for

• A new hub for research and teaching on

NEW NEIGHBOURS AS PART