T h e C a n a d i a n J o u r n a l of H i g h e r E d u c a t i o n La r e v u e c a n a d i e n n e d ' e n s e i g n e m e n t s u p é r i e u r V o l u m e XXVI-1,1996 SPECIAL FEATURE / CONTRIBUTION SPECIALE Integrating an Academic Plan and a Campus Master Plan: The Case of the University of Northern British Columbia GEOFFREY R. WELLER University of Northern British Columbia DAVID S. SOLEAU Earl R. Flansburgh & Associates Abstract The University new university to be built in C a n a d a of Northern British Columbia was the first in nearly thirty years. completely This article discusses the process b y w h i c h the A c a d e m i c P l a n for the university other considerations were given physical expression in the and campus M a s t e r P l a n . It b e g i n s w i t h a d e t a i l i n g o f the p l a n n i n g p r o c e s s u s e d . This is f o l l o w e d b y a d i s c u s s i o n o f t h e r e v i e w t h a t w a s c o n d u c t e d o f p r e v i o u s university planning models. This review was intended to determine w h i c h w e r e the m o s t applicable a n d to determine if a distinctive model f o r a n o r t h e r n u n i v e r s i t y c o u l d b e devised. T h e article t h e n analyses the A c a d e m i c P l a n influenced the campus M a s t e r P l a n in six k e y It then reviews community how non-academic considerations, and client considerations, site a n d c l i m a t i c how areas. regional considerations and were incorporated into the c a m p u s M a s t e r Plan. T h e article concludes b y not- ing that the process resulted in the creation o f a distinctive northern cam- pus design that has p r o v e n to be both popular and successful. 110 G. R. Weller & D. S. So lean Résumé L'université université trente de ans. la C o l o m b i e Britannique à fait nouvelle, tout construite Cet article a pour sujet du N o r d est au Canada la m é t h o d e par la première depuis environ laquelle le plan a c a d é m i q u e et d ' a u t r e s c o n s i d é r a t i o n s o n t i n s p i r é le p l a n a r c h i t e c t u r a l moyen de détaillant la stratégie le p r o c è s d'ensemble du campus. de planification conceptions universitaires déterminer les modèles utilisé, d'autrefois. les mieux L'article suivi Cette critique adaptés aux au commence d'une en critique de avait pour but de circonstances et de d é c o u v r i r s'il était possible d e c o n c e v o i r u n m o d è l e distinct p o u r le n o r d . L'article analyse en outre c o m m e n t stratégie d ' e n s e m b l e un aperçu des climatiques campus. du campus considérations qui étaient L'article le p l a n a c a d é m i q u e en six domaines régionales, incorporées se t e r m i n e socioculturelles, dans la stratégie indiquant que la ensuite physiques et d'ensemble le p r o c é d é du cité a pour r é s u l t a t u n e c r é a t i o n n o r d i q u e et d i s t i n c t e q u i f o n c t i o n n e b i e n p o u r ceux qui l'observent ou qui y en a influencé clés. Il d o n n e travaillent. Introduction In June 1990 a bill passed through the British Columbia ( U N B C ) Columbia, legislature creating the University (British 1990). A t o f the province o f Northern British that time U N B C was of Columbia the fourth p u b l i c l y f u n d e d u n i v e r s i t y in B r i t i s h C o l u m b i a a n d the first to b e built the northern part o f the province. also the first c o m p l e t e l y new university to be created in C a n a d a in nearly thirty years. T h e Q u e e n offi- cially o p e n e d the Prince 1994 George It w a s in George campus on August a n d the first large b l o c k o f students ( 1 , 4 0 0 ) w a s a d m i t t e d in 1994. The Prince George 2,000 acre reserve w a s b u i l t o n a 5 0 0 acre site w i t h i n was The lion, The consists of Prince o f seven buildings cost o f the initial buildings slightly less t h a n o n e n e w Boeing George. capable All a o f the land dents. City September C r o w n L a n d granted to the university b y the provincial g o v e r n m e n t . core campus in the campus 17th of holding 2,500 and equipment was 747; however, mil- this f i g u r e does n o t f u l l y r e f l e c t t h e total c o s t o f t h e p r o j e c t as t h e l a n d u p o n w h i c h Canadian Journal of Higher Education Vol. XXVI-1,1996 stu- $137.5 the Integrating an Academic Plan and a Campus Master Plan c a m p u s w a s constructed w a s donated to the university b y the 111 provincial g o v e r n m e n t a n d t h e r o a d w o r k s n e e d e d to g e t to t h e site, w h i c h c o s t $16 m i l l i o n , w e r e cost shared b y the university, the city, the p r o v i n c i a l ernment and the federal gov- government. T h e reasons for creating the n e w university w e r e essentially F i r s t l y , all i n t e r e s t e d g r o u p s w a n t e d it b e c a u s e it w o u l d twofold. increase to university education in the province both generally a n d m o r e access particu- larly a m o n g northerners w h o had to o v e r c o m e a significant financial bar- rier to access since n o university w a s located in their region. T h i s barrier is p r o b a b l y school a good part o f the reason that the n u m b e r graduates g o i n g o n to university w a s o n l y 8 % 2 4 % in the Vancouver area. assist in the e c o n o m i c , underdeveloped Secondly, in the north c o m p a r e d the university was social a n d cultural d e v e l o p m e n t region (Davis & Hutton, 1989) F r a n c e w i t h a w i d e l y scattered population o f U N B C of high of a roughly fact, size 303,000. latest addition to a group o f universities k n o w n C i r c u m p o l a r Universities w h i c h h a v e their o w n cooperative similari- dual role o f b e i n g b o t h universities in their regions for access their regions for development purposes. established in the sixties, w i t h s o m e f o u n d e d e v e n All universities Most usually 1991). embody economic, great made change process were earlier. should try to ensure that their missions a dual role a n d are placed and in areas w h e r e cultural, climatic and environmental to d o purposes acade- University T h i s is e s p e c i a l l y t r u e o f t h e c i r c u m p o l a r o n e s as more problematic was same of them m i c plans are realized in built f o r m (Society for C o l l e g e a n d Planning, than elsewhere. this in the in an provincial concerns are This paper analyses h o w era o f severe economic university o f integrating the academic system. institutional physical planning somewhat an attempt retrenchment and It f o c u s e s the plan and the physical models. This they academic, on master for the university b y the investigation and use o f past academic and vious the organization 1 9 8 7 ) . M o s t o f t h e m are located in regions w i t h m a n y for is is, as ties to n o r t h e r n B r i t i s h C o l u m b i a a n d m o s t o f t h e m also h a v e the and of is b y n o m e a n s a l o n e i n b e i n g a u n i v e r s i t y l o c a t e d i n w h a t the (Weller, to relatively the o f t e n t h e s e d a y s r e f e r r e d to as a c i r c u m p o l a r n o r t h e r n r e g i o n . U N B C in to intended process plan pre- resulted in Canadian Journal ofHigher Education Vol. XXV1-1,1996 112 G. R. Weller & D. S. So lean the adaptation o f past m o d e l s and the d e v e l o p m e n t o f a plan suited to this n e w e s t C a n a d i a n university. Thus specifically the paper does not deal w i t h all o f the challenges e n c o u n t e r e d in putting the p l a n into effect only w i t h the planning process The paper begins by but itself. detailing the planning process used. It c o m p a r e s a n d contrasts a variety o f previous university planning then models to see w h i c h , or w h i c h parts, o f t h e m are m o s t applicable to n o r t h e r n cir- cumstances The and what modifications paper then indicates h o w Prince how George campus non-academic the academic master plan. considerations how the physical and plan was This were a n d contributed to the d e v e l o p m e n t describes or departures are advisable. incorporated is f o l l o w e d b y also incorporated of a new climatic model. features into the an analysis into the Finally, the of plan paper o f the location were factored into the planning process and contributed to the d e v e l o p m e n t a circumpolar planning of model. The Planning Process Since the physical plan o f the U N B C Prince George campus was intended to reflect the a c a d e m i c mission a n d intentions o f the university it w a s Academic Plan. clear that the first order o f business w a s Such documents are n o r m a l l y the to write the creation o f a Senate lengthy a n d detailed internal a n d external consultation process; when the U N B C President's appointment was announced o f the senior academic in O c t o b e r administrative positions a however, h a d n o Senate, n o senior academic administrators, and n o In fact, m o s t after 1990 faculty. were not filled for another eighteen m o n t h s . Since there w a s strong pressure to get t h e u n i v e r s i t y u p a n d r u n n i n g as s o o n as p o s s i b l e t h e t a s k o f w r i t i n g the Academic April of Plan 1991 fell to the President. and it w a s then The document approved by the Council (University of Northern British Columbia, The P l a n c o n t a i n e d the results o f considerable conducted by the Implementation Planning was completed Interim by Governing 1991). external Group (IPG) consultation that recom- m e n d e d to the g o v e r n m e n t the creation o f a university in northern British Columbia several (Implementation Planning Canadian Journal of Higher Education Vol. XXVI-1,1996 Group, 1989). In addition, Integrating an Academic Plan and a Campus Master Plan special consultative after the Council used first committees governing body (IGC), was in the Plan's in specific p r o g r a m o f the university, the Interim created and their reports w e r e preparation. This was areas w e r e ready supplemented 113 formed Governing in time to with be consulta- tions w i t h a w i d e variety o f professional groups a n d other interested parties. It w a s also helpful that t w o members o f the I G C were academics in the province, one o f w h o m had long been deeply in the planning o f the provincial educational system in various (Chapman & Hardwick, Rosehart, Canada United 1987; Weller, 1995) and the creation in the (Ross, 1991), capacities 1994). A t t e n t i o n w a s also paid to the creation the circumpolar universities (Weller, & senior involved the U n i t e d 1988a and b; of Weller 1960's o f n e w universities K i n g d o m (Perkins, 1992), and in the States. The main points o f the A c a d e m i c Plan were that U N B C should adopt a dual role o f being a university both in a n d for the north, offer degree c o m p l e t i o n t h r o u g h o u t a vast r e g i o n so that students c o u l d study closer to home and establish partnerships with other post-secondary e d u c a t i o n a l i n s t i t u t i o n s t o b e t t e r e n a b l e it to d o t h a t . I n a d d i t i o n , to conduct largely regionally student centred, adopt relevant research, the latest instructional it was be interdisciplinary, technologies, be introduce co-operative education option in every degree p r o g r a m , and generally to c o m b i n e the theoretical a n d the practical. M o r e o v e r , new integrative approach normal more for steady ( F T E ) separate or growth over it w a s t o t a k e to First N a t i o n s p r o g r a m m i n g ghettoized approach. a decade to about Finally, 6,000 Full rather than it w a s Time to a the allow Equivalent students. Outside observers o f U N B C Academic h a v e concentrated u p o n the fact that the Plan called for U N B C to try to break d o w n h a v e g r o w n u p b e t w e e n the disciplines and b e c o m e approach. programs To for this e n d each the university degree to be the barriers In addition, Moreover, some faculty degree Resources and Geography and Environmental were located in a Faculty Studies that adopted of in but were programs were placed in Faculties where they were not normally found. F o r Biology that interdisciplinary did not establish departments offered. appointed to Faculties not P r o g r a m s . ple, a try exam- Natural an integrated land Canadian Journal ofHigher Education Vol. XXV1-1,1996 114 G. R. Weller & D. S. So lean use m a n a g e m e n t approach throughout rather than in a F a c u l t y o f and a Faculty o f Social Science; however, while important, n a r i t y w a s n o t as critical as t h e d u a l n o r t h e r n Science interdiscipli- role. W h i l e the A c a d e m i c P l a n w a s being written the process o f selecting t h e M a s t e r P l a n n e r s f o r t h e c a m p u s p r o c e e d e d a p a c e . T h e s h o r t list sisted o f a variety o f the m o s t notable firms o n the continent. A f t e r deliberation the association with Musson, selected. soon as t h e y A s firm of Earl Flansburgh Cattell were and and Associates M a c k e y appointed conmuch of Boston of Vancouver in late M a r c h of in were 1991 they b e g a n w o r k o n f a m i l i a r i z i n g t h e m s e l v e s w i t h the d e s i g n a t e d site f o r Prince George appointment), universities. campus ( w h i c h h a d only been selected just prior to northern British Columbia, T w o aspects and the circumpolar o f this process were the their northern particularly notable. F i r s t l y , a trip w a s m a d e to n o r t h e r n S c a n d i n a v i a to see the universities Oulu, Rovaniemi, designers Umea, o f those Flansburgh & Lulea campuses and Tromso (Musson, Associates Inc., in a n d to talk to s o m e o f Cattell & Mackey, the and Earl 1991c). Secondly, there w e r e visits to R. var- ious locations across the region w i t h particular attention being g i v e n to native R. architectural Flansburgh & Since styles (Musson, Associates Inc., the time frame Cattell & Mackey, and Earl 1991b). for the completion o f the c a m p u s was very short (it h a d to b e r e a d y b y the F a l l o f 1 9 9 4 ) , the M a s t e r P l a n n e r s h a d work very quickly. They began in late M a r c h their M a s t e r P l a n o n A u g u s t 9th, Earl R. Flansburgh & 1991 Associates Inc., of (Musson, 1991 Cattell & and to submitted Mackey, and 1991a). T h e key link between the master planning t e a m a n d the university in terms o f the discussion o f the actual p r o g r a m m a t i c Academic Plan Earl Flansburgh c o n t e n t o f t h e M a s t e r P l a n a n d its m a t c h w i t h eventually became and Associates sight o f the master planning and the control out by the Council T h e approved of much C a m p u s one between the Vice-President and the President o f U N B C . process, the approval Committee of The over- o f the M a s t e r Plan, o f the actual construction process w a s Planning the o f the Interim carried Governing (IGC). committee was it i m m e d i a t e l y . m u c h They Canadian Journal of Higher Education Vol. XXVI-1,1996 impressed with the M a s t e r Plan then began the task o f selecting the and six Integrating an Academic Plan and a Campus Master Plan architectural teams that w e r e each to b e responsible for the 115 construction o f o n e o f the six m a j o r buildings a n d the student residences called for the M a s t e r P l a n . It s h o u l d b e n o t e d that a decision w a s m a d e early o n in not t o b u i l d o n e m o n o l i t h i c s t r u c t u r e i n c o r p o r a t i n g s e v e r a l f u n c t i o n s , s u c h as h a d o c c u r r e d at L e t h b r i d g e a n d C o n c o r d i a , b u t to h a v e s e v e r a l o f m o d e s t scale that b e t t e r s u i t e d the site a n d a l l o w e d f o r t h e o f regional buildings April construction firms bidding on them. The were rapidly produced and ground was plans broken buildings possibility for the 1 9 9 2 w i t h the target c o m p l e t i o n date, despite possibly severe ters, b e i n g T h u s the basic shape o f the university w a s put together in v e r y tors a n d faculty that one m i g h t n o r m a l l y academic might plan at a n already t h i n k that this w a s win- expect in the development established inappropriate short administra- institution. While it m e a n t t h a t t h e r e w a s of some a clear i n t e r n a l c o h e r e n c e t o t h e P l a n a n d t h a t it c o u l d b e p r o d u c e d q u i c k l y . addition it a v o i d e d experienced buildings in mid-1994. order a n d w i t h o u t s o m e o f the inputs f r o m senior academic an six o n the site when were development Presidents, the problems it w a s established. started before Chairs University Apparently an A c a d e m i c of an Academic Deans, that B o n d Plan in at B o n d was university developed. P l a n w a s not started until after the and senior faculty members In Australia were The Vice- hired. s e e m s it w a s t h e n n o t o n l y v e r y d i f f i c u l t t o o b t a i n a g r e e m e n t o n a It plan b u t t h a t w h e n it w a s e v e n t u a l l y p r o d u c e d it w a s n o t v e r y c o h e r e n t a n d it w a s f o u n d that the buildings that w e r e b y then c o m p l e t e d w e r e not w e l l suited to the very plan. A Circumpolar University Planning Model In developing the M a s t e r P l a n for the university there w a s an attempt develop model. what This became involved k n o w n analysing as a c i r c u m p o l a r previously university developed planning university plan- n i n g models in the light o f the A c a d e m i c Plan and in the light o f the cesses a n d f a i l u r e s o f t h e p l a n s a p p l i e d at the o t h e r u n i v e r s i t i e s English cloister m o d e l a n d the S o r b o n n e grid model. suc- located in the circumpolar north. T h e planning models analysed included the world to Later old 18th Canadian Journal of Higher Education Vol. XXV1-1,1996 116 G. R. Weller & D. S. So lean century N o r t h A m e r i c a n m o d e l s analysed included the edifice, the e m i c village a n d the t o w n planning acad- ones. T h e c l o i s t e r o r m o n a s t i c m o d e l , s u c h as t h a t t y p i f i e d b y O x f o r d initiated in 1 3 7 9 w i t h the f o u n d i n g o f N e w College, had some and relevance a n d appeal in that each college w a s a c o m p a c t unit w i t h a sense o f com- m u n i t y that w o u l d help advance the cause o f interdisciplinarity. T h e uni- versities b a s e d o n this m o d e l , h o w e v e r , w e r e a collection o f colleges, a s t h o s e a t T r e n t u n i v e r s i t y t e n d t o p h r a s e it as a ties, that w e r e The quadrangles. w a s to create o n e unit w i t h a sense o f community several. grid model, Sorbonne, cluster of c o m m u n i - each several small tight three or four sided T h e intent with U N B C rather than or tends to initiated in the lead to a dispersed w i t h a limited sense o f c o m m u n i t y . applications 17th o f the grid, however, century and typified by and departmentalized Some o f the northern have been quite the campus Scandinavian effective. T h e U n i v e r s i t y o f L u l e a i n n o r t h e r n S w e d e n is b a s e d u p o n w h a t is c a l l e d o p e n b l o c g r i d a n d is p e r h a p s t h e l e a s t s u c c e s s f u l o f t h i s t y p e . T h e versity o f T r o m s o an uni- is a l s o b a s e d u p o n a n o p e n g r i d b u t is m o r e l i n e a r f o r m t h a n L u l e a a n d is m o r e s u c c e s s f u l as a c o n s e q u e n c e . s e e m e d m o r e appropriate to U N B C ' s Closed situation. T h e closed grid in grids approach u s e d a t t h e u n i v e r s i t y o f O u l u is s u c h t h a t m o s t o f t h e u n i v e r s i t y is a c c e s sible b y interior connections. T h e design w a s intended to enhance disciplinarity and most o f the intended to be interchangeable. the U n i v e r s i t y U N B C ' s rior path social, of Lapland departmental The spaces were originally enclosed but linear grid system in R o v a n i e m i seemed the m o s t applicable s i t u a t i o n i n t h a t n o t o n l y w a s it e n c l o s e d b u t it d e f i n e d a n with services leading and administrative off from functions inter- were it. M o r e o v e r , the at to inte- academic, all v i s i b l e f r o m the enclosed p a t h . A l t h o u g h it c o u l d a c c o m m o d a t e e x p a n s i o n , t h e linear n a t u r e o f t h e grid m e a n t that the c a m p u s w o u l d not remain The North American fice, the A m e r i c a n institutional models compact. investigated w e r e the village, and the t o w n planning models. The edifice or megastructure buildings constructed b y n e w w o r l d included M a r y the first b u i l d i n g s at H a r v a r d in 1693, Y a l e College in Canadian Journal of Higher Education Vol. XXVI-1,1996 1701, College in 1636, edi- original institutions William a n d at P r i n c e t o n in 1 7 4 6 . All and four Integrating an Academic Plan and a Campus Master Plan 117 o f these colleges originally comprised a single institutional building. b o t h H a r v a r d a n d Y a l e these buildings w e r e the largest single b u i l t i n the c o l o n i e s at that t i m e . T h e y e x p r e s s e d a as d e s c r i b e d b y U N B C Mather, where Hall University Aspects building centrality was o f the edifice m o d e l at C o n c o r d i a of Lethbridge paramount. The interdepart- encouraged these goals. University are later e x a m p l e s structures collegiate w a y of living a c a d e m i c plan stressed centrality, interconnectivity a n d mentalization. H e n r y Cotton A t in M o n t r e a l The and the o f the edifice approach. A t t h e s e i n s t i t u t i o n s v i r t u a l l y e v e r y t h i n g is i n o n e v e r y l a r g e b l o c k i s h b u i l d i n g . W h i l e t h i s c a n a c h i e v e c e n t r a l i t y , i n t e r c o n n e c t i v i t y , a n d i n t e r d i s c i p l i n a r i t y it doesn't reflect outreach, or growth. Moreover, h a v e b e e n o n a n appropriate scale f o r the U N B C such a model site a n d would not community. Y e t another m o d e l that w a s considered w a s the a c a d e m i c village typified by and its Thomas companion University of Umea. Jefferson's from University a m o n g the of Virginia circumpolar (Wilson, as 1994) universities, the T h i s m o d e l can also p r o v i d e g o o d centrality a n d a c l e a r s e n s e o f p l a c e i f it is n o t t o o s p r e a d o u t b u t it is n o t r e a l l y s u i t e d t o the climate buildings o f northern were too British spread out, Columbia. The leading to n o University of Umea's clear sense o f place resulting in the n e e d for l o n g cold w a l k s b e t w e e n buildings in the A s a c o n s e q u e n c e t h e u n i v e r s i t y is n o w b u s y i n f i l l i n g t h e g a p s and winter. between its b u i l d i n g s as it g r o w s . The in N o r t h T o w n Planning Model, a model of German A m e r i c a b y the U n i v e r s i t y origin and o f British Columbia, typified is b a s e d o n g r a n d axis a n d intended for institutions that are likely to b e v e r y T h e scale o f such a m o d e l w a s not appropriate for U N B C was also most unlikely to p r o d u c e the None o f the a b o v e models sense a n d the o f place model or the seemed to be entirely suitable to the cir- desired f r a m e w o r k u p o n w h i c h to build desired interdisciplinarity. cumstances in w h i c h the U n i v e r s i t y o f N o r t h e r n British C o l u m b i a found itself. T h u s the search b e g a n f o r a n e w p l a n n i n g p a r a d i g m that w o u l d the situation. T h e M a s t e r Plan w a s influenced primarily b y the Plan but other non-academic nity concerns, a large. client considerations, regional a n d fit Academic commu- as w e l l as c l i m a t e a n d site c o n c e r n s a l s o h a d t o b e taken into account. E a c h o f these influences will n o w be dealt w i t h in turn. Canadian Journal of Higher Education Vol. XXV1-1,1996 118 G. R. Weller & D. S. So lean The Academic Plan and the Master Plan T h e academic plan w a s influential or instrumental in the creation o f Master Plan in six k e y 1. the areas. The Dual Role of the University T h e dual northern role o f the institution w a s reflected in the fact that campus was d i v i d e d into four quadrants. The quadrants were the delineated b y an interior road system. T h e in the north role, that o f b e i n g a university w i t h the normal instructional a n d research roles regular (but simply one located in the north) w a s reflected in the location o f the core instruc- tional a n d related research roles in just one o f the f o u r quadrants. T h e the north role w a s reflected in the assignment o f one o f the other rants for a research p a r k w h e r e facilities would be located. appropriate private and public It w a s efforts to p r o m o t e new research also reflected in the assignment incubator another quadrant for an industry enterprises area w h e r e would take active place as h a d 1991; Varjo occurred & in northern Hultenen, 1977 Scandinavia ). T h e fourth of practical that w o u l d intended to help diversify the e m p l o y m e n t base o f the regional much for quad- (Lakehead quadrant was be economy University, assigned to sports facilities a n d p l a y i n g fields that, w h i l e part o f the n o r m a l role o f university, w e r e also intended to be a c o m m u n i t y and regional a resource. T h e c o m m u n i t y a n d regional nature o f the university w a s also reflected in t h e f a c t t h a t a r e a s w e r e set a s i d e f o r c o m m u n i t y a n d r e g i o n a l facilities. A p r o p o s e d F i n e a n d P e r f o r m i n g A r t s Centre w a s intended to serve the i m m e d i a t e community posed Teknikens H u s (Cornerstone Planning (House of Technology) Group, 1992). largely A s u c h as that l o c a t e d o n c a m p u s o f the U n i v e r s i t y o f L u l e a in northern S w e d e n (Israelsson, and a First Nations House region-wide industry and 2. The were both pro- intended to b e the 1992) celebrations of society. The Sense of Place Academic would largely quickly Plan called acquire for the university a good a matter o f appropriate Canadian Journal of Higher Education Vol. XXVI-1,1996 academic to b e an institution reputation. While this staffing and policies the task could that was be Integrating an Academic Plan and a Campus Master Plan 119 assisted in p h y s i c a l w a y s . O n e o f the p h y s i c a l m e a n s e m p l o y e d at U N B C w a s to build a library o f sufficient size to clearly indicate that the institu- tion w a s truly a place o f learning a n d research a n d to locate the library t h a t it b e c a m e the focal point o f the campus. The U N B C so l i b r a r y is l a r g e s t b u i l d i n g o n t h e c a m p u s a n d is b u i l t t o h o l d a r e a s o n a b l e the research as w e l l as i n s t r u c t i o n a l c o l l e c t i o n i n a d d i t i o n to b e i n g c o n n e c t e d b y fibre optic c a b l i n g to m a j o r libraries e l s e w h e r e a n d to all b u i l d i n g s o n the cam- pus, including the student residences. s u c h t h a t its m a i n buildings when In addition, e n t r a n c e is r i g h t b e s i d e t h e coming f r o m the parking first t h e l i b r a r y is located point o f entry to lots or f r o m the bus the drop-off p o i n t . I n s h o r t , s i n c e a l i b r a r y is c e n t r a l a n d v i t a l f o r l e a r n i n g it h a d t o b e , a n d w a s m a d e a central a n d vital part o f the 3. The campus. Interdisciplinary desire expressed in the A c a d e m i c Plan for interdisciplinarity was reflected p h y s i c a l l y in m a n y w a y s . It w a s perhaps p r i m a r i l y reflected in the fact that generic buildings w e r e to be designed rather than discipline or faculty specific buildings. T h u s the plans called for an office building, a laboratory building, student services a classroom building, building. The desire a conference centre, and for interdisciplinarity reflected in the creation o f a centralized scientific instrument was also laboratory in the l a b o r a t o r y b u i l d i n g f o r the u s e o f all r e l e v a n t p r o g r a m s . It w a s ther reflected in the building o f a library o f sufficient fur- size to r e m a i n central library for the foreseeable future, thereby avoiding the creation d e p a r t m e n t a l or faculty libraries. M o r e o v e r , the designing o f the interlocking core service building i n t e r d i s c i p l i n a r i t y as w e l l as a sense o f 4. The was intended to a of campus s u c h t h a t it l a y o n s e v e r a l a x e s t h a t p u l l e d t h e p e o p l e i n e a c h b u i l d i n g a central a to enhance community. Interconnectivity and the Environment desire expressed in the A c a d e m i c P l a n to create a student institution w a s reflected in the design efforts to not o n l y integrate centred student related services but also, in so doing, to create a university w i t h a sense place. I n d e e d the intent w a s to create a p e o p l e place. The main of physical m a n i f e s t a t i o n o f this w a s the c r e a t i o n o f a b u i l d i n g that c o n n e c t e d all of Canadian Journal of Higher Education Vol. XXV1-1,1996 120 G. R. Weller & D. S. So lean the o t h e r b u i l d i n g s a n d w h i c h c o n t a i n e d all o f the h i g h a c t i v i t y a n d stu- dent related functions. was This was known as t h e A g o r a building. It g i v e n that title b e c a u s e the o r i g i n a l G r e e k m e a n i n g o f the t e r m i m p l i e s a public area g i v e n o v e r to a multiplicity o f c o m m u n a l functions o f b o t h a formal and an informal The U N B C nature. A g o r a building contains f o o d services, lounge areas, the bookstore, a general store, s o m e lecture halls, registrarial services a n d variety of other services. Moreover, this building functions as e n c l o s e d g r o u n d l e v e l c o n n e c t o r b e t w e e n all o t h e r b u i l d i n g s in the a the win- ter a n d its r o o f , b u i l t t o l o o k l i k e a n d act as a p l a z a , t h e e x t e r i o r connec- tor b e t w e e n all the o t h e r b u i l d i n g s . Y e t a n o t h e r f u n c t i o n o f the building is t o s e r v e as t h e m a i n p h y s i c a l s e r v i c e s ( w a t e r , e l e c t r i c a l a n d o t h e r ) con- nector between con- all the other b u i l d i n g s . This was accomplished by utilidor s t r u c t i n g at t h e r e a r o f t h e b u i l d i n g w h a t b e c a m e k n o w n as a carry all these services. Thus they are easily accessible but out o f a n d out o f the w a y o f the h i g h traffic areas o f the same to site building. T h e A g o r a b u i l d i n g is i t s e l f d i v i d e d i n t o a r e a s w h e r e s i m i l a r t y p e s services are concentrated. Thus all o f the registrarial and other of office student street. one-stop shopping t y p e o f student services are located in w h a t w a s called a T h e idea here w a s to be student centred b y creating a area for these types o f services for the convenience o f students. Similarly the f o o d service areas a n d l o u n g e areas are placed in close p r o x i m i t y to create a reasonably In extensive social or relaxation area for students. a d d i t i o n t h e r e w a s a d e l i b e r a t e a t t e m p t to create as m a n y l o u n g e areas areas for informal possible. This atmosphere was student interaction based not only in pleasant surroundings o n the desire to create an but also based o n the concept that learning w a s as or was amenable not some- t h i n g t h a t o c c u r r e d j u s t i n t h e c l a s s r o o m o r t h e l i b r a r y b u t a l s o as p a r t the general social interaction b e t w e e n students. A n o t h e r part o f the effort to establish a many not open or public explicitly fund places many people place as p o s s i b l e w h e n o f these w a s to c r e a t e as government as p a r t o f p r o g r a m m e d funding did space, and w h e n there w e r e also general budgetary constraints o n the project. was accomplished in a variety of ways. O n e o f these w a s This to create c a m p u s w h e r e buildings interconnected, thus m i n i m i z i n g corridor Canadian Journal of Higher Education Vol. XXVI-1,1996 of a space Integrating an Academic Plan and a Campus Master Plan in all b u t o n e o f the b u i l d i n g s , the A g o r a . A n o t h e r device w a s to u p o n the u s e o f space as i n the case o f the r o o f o f t h e A g o r a 121 double building w h i c h b e c a m e a h u g e p l a z a area that provides e n o r m o u s a m o u n t s o f varied open, but integrated, public spaces for s u m m e r use. A further device w a s to enclose interior a n d external spaces that m i g h t not otherwise been used in conventional c a m p u s plans. B y m a k i n g the A g o r a a U - s h a p e d c u r v e t h e m i d d l e p o r t i o n , a l t h o u g h n o t r o o f e d , is or enclosed b y the front o f the A g o r a building. This have building surrounded e f f e c t is enhanced b y the r o o f o f the A g o r a building being a plaza area and b y h a v i n g ferently d e s i g n e d steps leading d o w n f r o m the p l a z a level to the level. T h e result w a s the creation s o m e t h i n g out actually building one. buildings mainly Finally, to enhance like an amphitheatre the use o f atriums light values dif- ground with- in several o f in winter has the the additional effect o f creating a sense o f additional public space w h i l e also g i v i n g b u i l d i n g s a n air o f 5. the spaciousness. Outreach T h e A c a d e m i c P l a n called for the university to serve a vast region. o f this service to the r e g i o n w o u l d that w e r e campus. already The core campus w o u l d and the location copy spread around o f expensive be supplied f r o m college campuses the region rather than f r o m the s e r v e as t h e f o c u s f o r l i b r a r y pieces of equipment of which M u c h services only c o u l d b e afforded but otherwise the intent w a s to get degree p l e t i o n as close to home core one com- as p o s s i b l e b y c o - o p e r a t i n g w i t h t h e c o l l e g e s . It is i m p o r t a n t t h a t t h e P r i n c e G e o r g e c a m p u s b e c o n n e c t e d w i t h all o f t h e o t h e r c e n t r e s a r o u n d t h e r e g i o n s o it is w i r e d w i t h f i b r e o p t i c c a b l i n g . A s s o o n as o t h e r a g e n c i e s i n s t a l l c a b l i n g t h a t r e a c h e s all p a r t s o f t h e n o r t h it c a n b e f u l l y i n t e r a c t i v e w i t h sites across t h e r e g i o n . When fully linked across the region the limitations o f distance can relatively easily be c o m e a n d c o u r s e s c a n o r i g i n a t e f r o m a n y o n e site a n d b e sent t o others using high quality voice, video and data connections ously (University o f Northern British Columbia, One technologies available to several simultane- 1992). o f the objectives o f the A c a d e m i c P l a n w a s that U N B C latest t e a c h i n g over- it. I n p a r t t h i s w a s use so that the it c o u l d f u l f i l l its r e g i o n a l m i s s i o n as j u s t m e n t i o n e d ; it w a s a l s o s o t h a t t h e Canadian Journal of Higher Education Vol. XXV1-1,1996 122 G. R. Weller & D. S. So lean full r a n g e o f teaching technologies that are n o w available could also used o n the Prince G e o r g e C a m p u s . T h u s each o f the instructional is l i n k e d b y fibre optic cabling to a rack room in the library so instructors can call u p a variety o f p r e - p r o g r a m m e d m i x e d m e d i a be rooms that options f o r t h e i r c l a s s e s . T h e r e is a f i b r e o p t i c b a c k b o n e r u n n i n g t h r o u g h o u t c a m p u s that reaches not o n l y faculty and other offices but also the students r o o m s in the residences and m a n y other places. 6. Growth T h e A c a d e m i c P l a n anticipated that there w o u l d be steady g r o w t h in stud e n t n u m b e r s at U N B C . allow T h u s the M a s t e r P l a n h a d to be one that would for that g r o w t h w h i l e trying to m a i n t a i n a sense o f c a m p u s pleteness at all t i m e s . plished b y It w a s constructing decided that this c o u l d be best a central core building that w o u l d be com- accomcomplete a n d u n c h a n g i n g f r o m the outset a n d then h a v i n g the other buildings radi- ate out f r o m the c o r e o n several axes, w i t h e a c h axis b e i n g d e v o t e d to different type o f function. Expansion would then take place a p p r o p r i a t e a x e s r a d i a t i n g o u t f r o m t h e c o r e set o f b u i l d i n g s . A on ring road w a s placed close e n o u g h to the core buildings to enable t h e m to be viced from the outside in (thereby not intruding before tional the ring road w o u l d have ser- into the core) yet e n o u g h out to allow for a fair a m o u n t o f expansion on the several to be crossed to f i n d space for far axes addi- buildings. T h e A c a d e m i c P l a n called for the university to take full advantage the a c a d e m i c a t m o s p h e r e a n d other benefits that can result f r o m largely academic conference space a the o n the campus. centre had been m a d e it w a s grammed conferences very early instructional for fitness space on space and to separate combine a discrete h o l d i n g conferences o f u p to 350 hosting allowance for in the initial allocation o f b u d g e t decided to p r o d u c e Since no out some it w i t h t h e Conference o f the small Centre of a or pro- allowance capable of should be as people. Non-Academic Client Considerations It w a s decided physically that the Prince accessible as George possible. Canadian Journal of Higher Education Vol. XXVI-1,1996 campus Thus all of U N B C o f the buildings were Integrating an Academic Plan and a Campus Master Plan designed to be fully handicapped accessible C o l u m b i a building code requirements the core campus which was vehicles be excluded. to a ring road locating the parking accomplished by a n d to e x c e e d the in this regard. To British enhance access designed to be a pedestrian accessible space vehicular traffic w o u l d confining 123 lots o n This was from accomplished by that circled all o f the b u i l d i n g s the far side o f the ring road. and It w a s also d e s i g n i n g a c o m p a c t c o r e set o f b u i l d i n g s w h e r e there w o u l d b e short w a l k i n g distances b e t w e e n areas. A n o t h e r d e v i c e u s e d make the c a m p u s truly accessible w a s to l i n k all o f the b u i l d i n g s g r o u n d level connector, the A g o r a building, so that o n c e in the deliberately curved not only to enclose a buildings a p e r s o n c o u l d stay inside a n d reach all areas o f the c a m p u s . nector was by to This space but con- also to deliberately shorten the distance b e t w e e n either e n d a n d to a l l o w for an exterior short cut across the m i d point o f the curve. In short, the tages o f the grid system w e r e enhanced b y m a k i n g the campus advan- buildings radiate out o n several axes f r o m a curved or U - s h a p e d central core build- i n g . T h e r e s u l t is a m o r e c o m p a c t c a m p u s t h a n t h e n o r m a l g r i d o r linear grid systems A achieved. great deal o f attention w a s buildings Similar a n d services paid to the interconnections a n d to the limiting o f the m o v e m e n t services w e r e clustered, sense o f place but also to deliberately between functions of people. s u c h as registrarial s e r v i c e s i n t o a dent street, n o t j u s t to m e e t the A c a d e m i c movement between stu- Plan's objective o f creating limit needless m o v e m e n t . h a d to take place it w a s a W h e n decided that it s h o u l d b e p o s s i b l e t o d o it i n s i d e b e c a u s e o f t h e w e a t h e r i n w i n t e r and t h a t it s h o u l d b e p o s s i b l e t o d o it at g r o u n d l e v e l a n d n o t i n t u n n e l s . A s previously an stated, t h e A g o r a w a s u s e d as t h e i n t e r i o r c o n n e c t o r w i t h outer facing w a l l that w a s m a d e virtually entirely o f glass to light. It also immediately contained obvious a variety t h a t it w a s of functions a connector maximize s o t h a t it w o u l d not - t h a t is its f u n c t i o n be as corridor w a s disguised. T h e r o o f o f the same building w a s m a d e into exterior look connector like sloped a plaza, such but an this f u n c t i o n exercise that s o m e o n e was aided b y newly also the arriving disguised b y o n the campus at the it site plaza level w o u l d not i m m e d i a t e l y be a w a r e that they w e r e in fact w a l k i n g the r o o f o f a an making fact that the c a m p u s a on building. Canadian Journal of Higher Education Vol. XXV1-1,1996 124 G. R. Weller & D. S. So lean T h e planners o f the campus were well aware o f the most unfortunate rise in v i o l e n c e o n c a m p u s e s across N o r t h A m e r i c a a n d w a n t e d to design a c a m p u s that p r o d u c e d a safe a n d secure e n v i r o n m e n t f o r all w h o used it. T h e d e s i r e t o h a v e a c o m p a c t , w e l l p e o p l e d , a n d e a s i l y a c c e s s i b l e w a s d r i v e n , i n part, b y this desire for security. Specialist a d v i c e o n rity concerns ( R C M P ) was obtained from a n d others at a v e r y the R o y a l early Canadian Mounted stage to ensure that these w e r e factored into the design process f r o m the v e r y site secuPolice concerns outset. I n a d d i t i o n to the desire for a sense o f place that has already been discussed there w a s a desire to ensure that the c a m p u s h a d an air o f m a n e n c e a n d s o l i d i t y a b o u t it. T h i s w a s a c h i e v e d b y b u i l d i n g a o f such compactness t h a t it h a d a s i g n i f i c a n t appearance o f permanence. mass campus that g a v e the T h e sense o f p e r m a n e n c e w a s also clear enhanced b y t h e u s e o f m a t e r i a l s s u c h as s t o n e a n d r i v e r r o c k that g a v e t h e ture a v e r y solid appearance puses in northern that w a s Scandinavia, some n o t at all like of which per- some struc- o f the cam- a l m o s t l o o k e d as i f w e r e c o m p r i s e d entirely o f prefabricated sheet metal they structures. A n o t h e r m a j o r c o n c e r n w a s t o d e s i g n t h e c a m p u s s o t h a t it w o u l d an economical one to b o t h the planning o f U N B C atively u n c o m m o n operate and maintain. Those involved be with w e r e a w a r e that utilities m a s t e r p l a n n i n g w a s in a c a m p u s setting ( K n i p e , 1992). But in this such p l a n n i n g w a s dictated not o n l y b y the harsh w i n t e r climate but b y the clear need for e c o n o m y the desire for a compact in a p e r i o d o f fiscal restraint. H e r e site w a s supported by this n e e d for relcase also again economy a n d d u r a b i l i t y . T h e c o m p a c t site a l l o w e d f o r the c o n s t r u c t i o n o f a central p o w e r plant a n d for the construction vice connectors between A g o r a building where create a utilidor all sections of very o f the short and convenient campus. The ser- rear o f the it w a s b u i l t i n t o t h e s l o p e o f t h e l a n d w a s u s e for basic services that w a s both accessible a n d nient for maintenance purposes but physically to conve- separate a n d out o f sight o f the p e o p l e areas o f the s a m e building. T h e c o m p a c t nature o f the cam- pus also a l l o w e d for the construction o f a relatively short ring road from which with delivery little o r n o design features services would intrusion were come into the c a m p u s f r o m the into the people places o n the campus. augmented Canadian Journal of Higher Education Vol. XXVI-1,1996 by the use of energy outside These efficient and Integrating an Academic Plan and a Campus Master Plan 125 d u r a b l e l o w m a i n t e n a n c e m a t e r i a l s as f a r as w a s p o s s i b l e w i t h i n t h e fines o f the con- budget. Another o f the administrative concerns operations was that, as f a r as it w a s o f the university w o u l d possible, the b e visible to all who used the campus. A t m a n y universities the administrative operations s u c h s e r v i c e s as m a i l , p r i n t i n g , and a n d security are s e e m i n g l y h i d d e n from v i e w w i t h the result that e v e n m a n y faculty a n d students are not a w a r e the range o f functions that h a v e to be p e r f o r m e d to support t h e m . undoubtedly leads to the great divide, that can be observed and often unproductive on most campuses conflict, between the academic a d m i n i s t r a t i v e sides o f the o p e r a t i o n . It w a s h o p e d that i f the and the administra- tive operations w e r e accorded reasonable priority for space a n d that space w a s also used b y students and faculty then everyone w o u l d that realize t h e i n t e g r a t e d n a t u r e o f t h e o p e r a t i o n . It w o u l d m a k e it m o r e o b v i o u s those in administrative positions would make it m o r e support w a s vital to obvious that they w e r e to those w h o in support were of This roles and so supported that to it that them. The Region and the Community The University of Northern British Columbia serve a v e r y large and distinctive region province. This is a u n i v e r s i t y t h a t will the northern t w o thirds o f the is a r e g i o n t h a t is r e l a t i v e l y thinly populated b y diverse groups. T h i s population had certain expectations o f their many univer- sity. I n a d d i t i o n t h e p l a n n e r s o f t h e c o r e c a m p u s w a n t e d t o e n s u r e t h a t as f a r as p o s s i b l e t h e r e g i o n a l nature o f the u n i v e r s i t y w a s main reflected in its campus. One o f the v e r y that there h a d to be strong expectations appropriate o f the regional population architecture on the m a i n campus. p e o p l e in n o r t h e r n B r i t i s h C o l u m b i a felt that t h e y h a d c o n t i n u a l l y short c h a n g e d in this regard in relation to public buildings in the T h i s w a s m i x e d i n w i t h t h e f e e l i n g t h a t it h a d t o a r c h i t e c t u r a l l y that U N B C any way was a "sop" a university, A t been South. represent not a college or university-college or pork-barrel handout. was M a n y nor in the s a m e time there w a s suspicion that i f the buildings w e r e designed b y large architectural a firms Canadian Journal ofHigher Education Vol. XXV1-1,1996 126 G. R. Weller & D. S. So lean from the develop south they would a distinctive regional relevance designed b y not northern mix was different teams take account design. This achieved b y having Another o f the very would or try strong be used widely regional and the six buildings each up of was the campus. that For local example, m u c h pressure w a s b r o u g h t to bear o n the university b y the l u m b e r sec- tor to m a k e extensive use o f w o o d . T w o buildings, were built entirely wood. pus. Moreover, W o o d some was o f the wood was buildings and enhanced the local relevance Another featured prominently not the o n l y local material used. slate inlays in throughout River m a n y the rock o f the floors was also o f the expectations placed u p o n the university w a s that achieved the central by creating Agora a specially building. It w a s achieved by promote regional contractors sciously planned and and local c o m m u n i t y labour would area of campus. s h o r t t e r m , that is, i n t h e c o n s t r u c t i o n o f t h e c a m p u s . local peo- the use Y e t another o f the v e r y strong regional expectations w a s that the would its campus. designed First Nations also First N a t i o n s s y m b o l s in the decoration o f the versity on factor. core c a m p u s reflect the ethnic m i x o f the region. T h e First N a t i o n s within of cam- facing ples w e r e especially concerned that they be represented o n the This a architects. expectations throughout to quality o f architects w i t h each t e a m m a d e combination o f notable northern and southern materials o f the climate architectural not be used. enterprise The The university for several small but interconnected buildings r e g i o n a l f i r m s c o u l d at least b i d o n the b u i l d i n g s . The in fear w a s so longer term cerns related to the d e v e l o p m e n t effects o f the university w e r e unithe that conthat con- addressed m o r e i n t h e M a s t e r P l a n f o r t h e e n t i r e c a m p u s t h a n i n t h e first set o f c o r e buildings. as w a s p r e v i o u s l y p o i n t e d o u t , the role o f b e i n g a uni- v e r s i t y f o r t h e n o r t h ( w h i c h is w h a t t h e l o n g e r t e r m c o n c e r n s r e a l l y Here, rep- resented) quadrant was and mented by expressed in the a research park designation quadrant. o f an industry This, o f course, the regionally relevant p r o g r a m m i n g the A c a d e m i c was incubator comple- and research built O n e o f t h e m a j o r c o n c e r n s e x p r e s s e d b y all k i n d s o f g r o u p s a n d viduals in the into Plan. local Prince George Canadian Journal of Higher Education Vol. XXVI-1,1996 community and the w i d e r indi- northern Integrating an Academic Plan and a Campus Master Plan British C o l u m b i a region w a s that U N B C 127 should establish clear and close links w i t h the c o m m u n i t y and region. T h e connectedness w i t h and open- ness to the local Prince G e o r g e c o m m u n i t y w a s achieved in m a n y ways. achieved by placing t h e u n i v e r s i t y o n t h e e d g e o f t h e e s c a r p m e n t u p o n w h i c h it w a s In the located. This first instance a direct visual connection w a s made campus it c l e a r l y was observable from all parts o f the central city. also d e s i g n e d to b e o p e n to the c o m m u n i t y . For The example, c a m p u s f a c i l i t i e s s u c h as t h e l i b r a r y , t h e c o n f e r e n c e c e n t r e , a n d t h e c l a s s rooms c a n all b e u s e d b y the general population. This openness to p u b l i c is e n h a n c e d b y t h e f a c t t h a t t h e r o a d s y s t e m t h a t d i v i d e s t h e pus into four quadrants the cam- is m a d e u p o f p u b l i c r o a d s t h a t w i l l i n t i m e h e a v i l y used, t h e r e b y m a k i n g transit t h r o u g h the university a regular familiar occurrence. M o r e o v e r t h e c a m p u s is a d j a c e n t t o a m i x e d be and recre- a t i o n a l a n d i n s t r u c t i o n a l a r e a . I n s h o r t , t h e i n t e n t is t o m a k e t h e c a m p u s little l i k e a p u b l i c p a r k area. T h e local relatedness w a s also a c h i e v e d allowing for the construction of mixed university/civic facilities a and Performing Arts Centre run b y an independent non-profit corporation first by in p r i m e location o n the c a m p u s . I n fact, space w a s allocated for a F i n e be built alongside the a set o f p u r e l y u n i v e r s i t y b u i l d i n g s t o m a k e to the p o i n t a n d set t h e p a t t e r n . T h e c o n n e c t e d n e s s w i t h a n d o p e n n e s s to the r e g i o n w a s a c h i e v e d p l a n n i n g for several buildings o n the c a m p u s that w o u l d be a celebration o f r e g i o n - w i d e matters i n t e n d e d to attract n o t o n l y p e o p l e f r o m all the region but w h i c h w o u l d be tourist attractions for those f r o m the region. Centre Prime and examples are other. Another method diversity Museum. These Science one o f the regional and outside or facilities and Centre Hus over intended to be celebrations o f regional industry and enterprise in the instance a First Nations o f these are the T e k n i k e n s by o f First Nations peoples to be used to indicate that the Prince in George s i m p l y t h e c o r e o f a n e t w o r k o f r e g i o n a l a c t i v i t y is t o n a m e a r e a s o f the is the c a m p u s , roads a n d the like after places or things that e v o k e the regional identity. I n a d d i t i o n the art a n d d i s p l a y w o r k that w i l l b e p l a c e d through- out the c a m p u s will be used to represent and e v o k e the regionality o f the u n i v e r s i t y b y b e i n g f r o m a n d d e p i c t i n g all areas a n d p e o p l e s o f the n o r t h . Canadian Journal of Higher Education Vol. XXV1-1,1996 128 G. R. Weller & D. S. So lean The Site and Climate The nature o f t h e c l i m a t e a n d o f t h e site p l a c e d c e r t a i n i m p e r a t i v e s the design o f the Prince G e o r g e c a m p u s o f U N B C . Fortunately m a n y these imperatives coincided quite nicely w i t h the objectives for the versity embedded in the A c a d e m i c Prince George of uni- P l a n and s o m e o f the objectives t h e u n i v e r s i t y as e x p r e s s e d b y t h e l o c a l a n d r e g i o n a l The on s i t e is c h a r a c t e r i z e d by for community. cold, sometimes very cold, w i n t e r s w i t h substantial s n o w falls a n d h o t d r y s u m m e r s . The winters meant buildings that interior pedestrian connectors b e t w e e n all were considered imperative. out o f necessity b y making A s cold has already been seen virtue w a s made the connectors high activity, multiple func- tion, pleasant areas to b e in, a l m o s t to the point o f losing the sense o n e is i n a c o n n e c t o r . O t h e r climate related actions were to avoid that north f a c i n g s l o p e s as b u i l d i n g sites a n d c o n c e n t r a t e o n s o u t h f a c i n g o n e s w o u l d speed s n o w m e l t i n g in the S p r i n g and, i f sheltered, p r o v i d e o f relative w a r m t h in the that places winter. T h e P r i n c e G e o r g e site is a l s o c h a r a c t e r i z e d b y v e r y l o w s u n angles, l o w light values a n d short days in the w i n t e r a n d yet l o n g hot s u n n y in the s u m m e r . H e r e again that led to the imperative to a v o i d north structures a n d to m a x i m i z e many atriums open, brightly days facing the capturing o f light in w i n t e r b y h a v i n g a n d l i g h t c a t c h e r s as p o s s i b l e w h i l e also trying to a n d lightly c o l o u r e d a n d decorated interiors. create In the sum- m e r s the light values are h i g h a n d the days w a r m so the o b v i o u s thing d o w a s t o d e s i g n t h e c a m p u s s o t h a t it m a d e as m u c h u s e o f e x t e r i o r b u i l d i n g as a p l a z a a r e a a n d b y h a v i n g as m a n y a n d o t h e r o p e n a r e a s l e a d i n g o f f b u i l d i n g s as w a s T h e site o f t h e P r i n c e G e o r g e C a m p u s p r e s e n t e d b o t h constraints included. o f land o f some The topography 2,000 acres roof balconies practicable. c o n s i d e r a b l e o p p o r t u n i t i e s . T h e s i t e is a p r e v i o u s l y u n t o u c h e d shaped parcel to space as p o s s i b l e to t a k e a d v a n t a g e o f t h a t fact. T h i s w a s d o n e b y u s i n g t h e o f the A g o r a as extent if reserve and irregularly lands are o f t h e site is d o m i n a t e d b y its l o c a t i o n o n the edge o f the C r a n b r o o k H i l l escarpment w h i c h runs f r o m north-northwest t o s o u t h - s o u t h e a s t a t a n a v e r a g e h e i g h t t h a t is s e v e r a l h u n d r e d f e e t the core o f the city. T h i s elevation p r o d u c e s superb v i e w s n o t o n l y Canadian Journal of Higher Education Vol. XXVI-1,1996 above over Integrating an Academic the c i t y b u t all the w a y Plan and a Campus Master to the foothills o f the R o c k y Plan 129 Mountains to the east. C l e a r l y the l o c a t i o n o f the m a j o r b u i l d i n g s h a d to b e o n the e d g e of the escarpment not o n l y to p r o d u c e the connectivity to the city b y line of sight but site is a large area of also to take irregularly advantage o f the sloped so w h i l e this m a d e spectacular views. it d i f f i c u l t t o find The l e v e l l a n d it d i d a l l o w s h i f t s o f l e v e l t h a t c o u l d b e i n t e g r a t e d i n t o t h e s i t e to a c h i e v e n o t o n l y aesthetically pleasing results but also functional pur- poses. sub- The vast majority o f t h e site is c o v e r e d by montane and a l p i n e f o r e s t t y p i c a l o f t h e r e g i o n a n d t h i s m e a n t t h a t it w a s i m p o r t a n t keep the height o f the buildings modest to blend in w i t h the ings a n d yet substantial e n o u g h to obtain the v i e w s . t h e site w a s Dober T h e landscaping c o n s i d e r e d to b e i m p o r t a n t e l e m e n t in the overall plan. has pointed broadcast clues intent o f the location, both out "more so t h a n that locate a c a m p u s landscaping was architecture, ecologically" the in t e r m s o f the s l o p e o f the site a n d in t e r m s r o u n d i n g trees a n d an The with its o f the sur- shrubs. S i t e a c c e s s p r e s e n t e d s o m e t h i n g o f a p r o b l e m b e c a u s e o f its on can 1992). to try a n d integrate the c a m p u s of A s landscape (Dober, to surround- and b e c a u s e it w a s e v i d e n t t h a t r o a d a c c e s s w o u l d n o t b e f o r u n i v e r s i t y pur- only because it w a s but for the purpose a previously untouched location area, poses escarpment o f the city d e v e l o p i n g the b a c k e s c a r p m e n t as a large n e w integral part o f the c o m m u n i t y . T h e of university w a s c o n c e r n e d t h a t it n o t e n d u p b e i n g a t t h e e n d o f a d e a d e n d r o a d fortunately, this ment by fitted in w e l l w i t h the city's desire to d e v e l o p the n o t o n l y h a v i n g a n a c c e s s r o a d u p t o t h e t o p o f it b u t and, escarpanother r o a d t h a t w i l l e v e n t u a l l y r u n t h e l e n g t h o f it. T h i s c o n j u n c t i o n o f ests e v e n t u a l l y l e d to t h e u n i v e r s i t y , t h e city, t h e p r o v i n c i a l inter- government, a n d t h e f e d e r a l g o v e r n m e n t cost s h a r i n g t w o r o a d s to the site, o n e the south along the escarpment and one up the the escarpment from from the B o w l m e e t i n g at t h e c a m p u s a n d c r e a t i n g a l o o p . Conclusions The combination U N B C o f considerations taken into account in the design m i g h t b e s a i d t o h a v e r e s u l t e d i n a d e s i g n t h a t is d i f f e r e n t but which contains elements of, the previous design models of from, applied to Canadian Journal of Higher Education Vol. XXV1-1,1996 130 G. R. Weller & D. S. So lean universities. The radial axial design f r o m a central curved or U-shaped core or agora building w a s clearly based o n the enclosed linear grid the compact site w a s r e m i n i s c e n t o f t h e a c a d e m i c v i l l a g e m o d e l . These t w o aspects, h o w e v e r , along w i t h the widespread use o f atriums and catchers, as w e l l as the i n c o r p o r a t i o n o f local materials, w o u l d the sense o f place, the sense o f c o m m u n i t y , the basis for and light achieve interdisciplinar- ity, a n d the a l l o w a n c e f o r g r o w t h that w o u l d suite the particular circum- stances o f not regions only northern British Columbia throughout the circumpolar but also similar north. T h i s p a p e r has n o t dealt w i t h all o f the challenges that o c c u r r e d in the construction process or in putting the A c a d e m i c P l a n into practice. were certainly that deserve a great m a n y challenges and problems separate and detailed treatment. w i t h the integration o f the A c a d e m i c That process in both There processes This paper has o n l y P l a n i n t o it's p h y s i c a l resulted in the creation o f a c a m p u s dealt expression. design that has been w e l l r e c e i v e d a n d is e x t r e m e l y p o p u l a r w i t h a l l t h o s e w h o v i s i t t h e p h y s i cal e m a n a t i o n o f the plan, especially prospective students. M a n y a skeptical p o l i t i c i a n h a s c o m e a w a y f r o m t h e site e n t h u s e d a b o u t t h e p l a c e . Part o f t h e e f f e c t is c r e a t e d b e c a u s e t h e c a m p u s is j u s t w h a t p e o p l e namely the m o s t dramatic piece real architecture. I t is f a r a n d a w a y architecture in northern British C o l u m b i a a n d o n e o f the m o s t wanted, interesting i n t h e p r o v i n c e . A n o t h e r p a r t o f t h e e f f e c t is c r e a t e d b e c a u s e a s h o r t tour m a k e s it c l e a r t o a l l v i s i t o r s t h a t a g r e a t d e a l o f t h o u g h t h a s g o n e i n t o d e s i g n o f t h e c a m p u s t o m a k e it b o t h a f u n c t i o n a l a n d a n a p p e a l i n g A s f a r as t h o s e w h o w e r e i n v o l v e d i n its i n i t i a l d e s i g n t h e r e a l i t y exceeded expectations. ulty and staff w h o first students and the first the place. actually T h e y w e r e e s p e c i a l l y p l e a s e d t h a t it p a s s e d w a s t h e k e y test a n d p l e a s e d the of group of what fac- o c c u p i e d a n d u s e d the c a m p u s . 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