CAMPUS MASTER PLAN
table of contents BUILDING THE FUTURE
4-7
HISTORICAL CONTEXT
8-11
DEFINING PRIORITIES CONSTRUCT NEW LEARNING SPACES
12-49 14-21
RENOVATE EXISTING ACADEMIC SPACES
22-36
REFURBISH LIVING SPACES
37-39
ENHANCE STUDENT LIFE INFRASTRUCTURE
40-41
CONDUCT A STRUCTURAL ASSESSMENT
42-43
ENSURE SAFETY & SECURITY
44
REINFORCE UTILITIES INFRASTRUCTURE
45
ATTEND TO ENVIRONMENTAL SUSTAINABILITY
46
FACILITATE MOBILITY
47
ESTABLISH CAMPUS CHARACTER
48-49
IMPLEMENTATION PLAN
50-55
Appendices
56-63
CAMPUS MASTER PLAN
Building for the future For Woodstock to retain its position as a distinguished school, it would need to create a physical environment that supports our educational vision. Though full of historical character, a major part of Woodstock’s academic campus is now functionally outdated. The age of buildings combined with severe constraints on new construction in the Mussoorie area have forced us to a level of inflexibility that threatens to weaken the sense of community essential to the health of a school like ours, as well as impacting student learning. Woodstock continues to need a comprehensive strategy for development of its academic campus in the form of a phased uplift of facilities and services. This process needs to begin with the community’s evaluation of the academic campus environment with respect to its academic and strategic vision. The school’s commitment to “living responsibly” became essential when the Guiding Principles were affirmed by all
stakeholder groups. From this process needs to emerge a development strategy of renovation and reuse, new construction, and landscape design that collectively create moments for spontaneous interaction, showcase Woodstock’s unique pedagogy, create habitable outdoor areas, and better reflect the school’s academic and strategic vision. This urgently needed strategy also presents a powerful opportunity to more tangibly align all campus spaces and utilities within the same vision. The initiative will require extensive renovation of available academic infrastructure, enhancement of technology and increased flexibility, with an emphasis to embody the quality, character and inclusiveness that are distinguishing features of Woodstock. However, rather than a large-scale infrastructure upgradation program that involves complexities of governmental approvals and a massive infusion of financial capital, our revised vision is to address our needs through a
phased implementation plan, easing funding demands, limiting student interruption and providing a quick return on investment. We plan to achieve this outcome by upgrading the quality of our classrooms, common academic spaces, student life facilities and making investments in utility infrastructure. In summary, the renovation program would endeavour to build quality academic spaces, provide safety, promote interdisciplinary learning, integrate instruction and improve student outcomes. It should also set a precedent of restoration of the school’s attractive visual unity, while being harmonious with Woodstock’s prized natural environment. Of necessity through this extended process of renovation will be the setting of coherent, clear standards for aesthetics and all materials and equipment, so that the desired unity can be established and easily maintained.
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Building for the future This document is a restart of a planning process aimed at accurately defining the components covered under the renovation plan and creating a roadmap for us to achieve our goals. It is a working document that would be updated as these requirements become clearly articulated in consultations with our academic and student life teams, as well as with external consultants. The plan is to undertake significant due diligence in defining requirements, assessing internal capabilities, infrastructural gaps and funding options. It would be key for Woodstock to ensure that all of its stakeholders and supporters have a common understanding of the challenges we collectively face and the opportunities that lie before us. This revised renovation strategy will cover a large portion of projects identified under the original Campus Master Plan, with the following differences:
Scope: The original CMP included significant structural changes to existing buildings. Staff housing, campus paths and security were additional domains within the CMP. Our revised plan focuses entirely on student-centric spaces, with the academic area being the highest in terms of priority.
Scale: Unlike the original CMP, the new strategy proposes a lighter approach that involves minimal structural changes to our buildings. Priorities such as the expansion of Parker Hall and Vera Marley Library would need to be re-evaluated carefully in consultation with structural engineers.
Timeframe: To minimize the probability of academic disruption, the strategy calls for a program that occurs almost “mid-flight�. The plan would address facelift of academic spaces in blocks, starting with areas that offer the least complexity in terms of schedule and location.
Collaboration: The academic team needs to be the primary stakeholder of this exercise, and we would have them take a lead role in defining what is needed. This process has already been initiated as part of our requirements definition process for new classroom spaces.
The thought of a phased, smaller scale renovation plan is a fundamental shift from our previous strategy, not only since it involves a set of gradual and measured steps, but also since it provides Woodstock with full control over the scale of change. While still being capital intensive in nature, the pace of the revised plan could be calibrated depending on available funds, internal execution bandwidth and reasonable timeframes required for approvals. A controlled, phase-wise approach is proposed, allowing the team to plan and deliver results, elicit feedback and move to the next phase with a refined strategy to build something better. This new strategy allows us to apply current best practices around iterative cycles of design.
CAMPUS MASTER PLAN
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CAMPUS MASTER PLAN
Historical Context Woodstock School was organised by a group of English Women, members of the Society for Promoting Female Education. In 1854, hey held their first classes on a site below Library Bazaar. In 1856, two years later, it moved to its present location. The school was then shifted to Upper Woodstock and Woodstock Cottage (now Tafton) and was known as the Protestant Girl’s School. The name was changed in 1861 to Woodstock School. In 1872, Woodstock property was bought which includes Elementary, Middle and High School buildings. The Music cells and the top verandah where the Quad Library is now, were built between 1902 and 1907. 1906 – 1912: All the Quad buildings were added to the original building Admissions Office, Accounts Office, Principal’s Office and Dining Rooms 1911 – Midlands and the large estate which has now become Hostel, Ridgewood, and Alter Ridge were bought and the college was built for the education of women. Midlands’ large, well-lighted and airy assembly hall was given the name of Thorpe Hall. Mrs. Thorpe was for years the India Secretary of the Philadelphia Women’s Board of Foreign Mission. 1926 – Hostel was dedicated, and the Principal moved down there to be with the boys. 1929 – The High School building was ready and Standards 9 and 10 were moved up from the College. 1932 – Parker Hall was dedicated and the Class of ’32 had their commencement exercises there just before the school closed down for winter vacation. 1932-33 – Woodstock Cottage (Principal’s Residence) was built. 1933-34 – The old Woodstock Building was remodeled. The old building was demolished and new classrooms for KG and Grade 1 were made.
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1936-38 – Hanson Field was ready, but in winter there was a landslide taking the new pushtas and some trees with it. 1941 – Ridgewood was built for small boys. 1945 – Hanson Field was named after “Bob” Hanson, who had been the Best-All-Round-Athlete at Woodstock. During the 50’s Edgehill Villa was bought by the school and was renamed Woodstock Villa. 1952 – Midlands Duplex was built for staff 1954 – The Hindustani Church was built in the memory of Miss Edith Jones (1906 – 1943) 1962 – The extension of Ridgewood was built. 1963 – The old ‘ Horse Shoe’ and the old Oak tree at the end of Music cells gave way to a Chlorination Unit – a gift from the Ford and Rockefeller Foundations.
1966 – The New Recreational Center for students ‘Whispering Pine Lodge’ was built. It is among the Pines below Ashton Court. But due to the new motor road, activities there had to be stopped, consequently it was sold in the seventies. 1968 – The Hostel common room and recreational room on top were built 1970 – The Vera Marley Library was inaugurated.
1970’s – During this time, Palisades, Tafton, Tehri View, Upper Woodstock and Community Center were all given to the school by the United Presbyterian Mission. 1973 – The Methodist Church donated Eastwood Cottage, Hill Haven, Sunnywood, Doshisha and Bramleigh. 1982 – Alter Ridge was inaugurated. 1993 – Media Center was built.
1971 – The three-storey staff Duplex above Hostel was ready for use.
2004 - Midlands was renovated.
1977 – The new High School Office above the library and the Robert Fleming (Senior) Science Block were opened.
2010 - Win Mumby Gym was built.
1970 – Suncliff was bought by the school. 1972 – Oakville was given to the school by the United Church of Canada.
2010 - Hostel was renovated.
2012 - Alter Ridge was renovated. 2014 to 2018 – 15 staff homes were significantly upgraded. 2017 - Quad Dining Hall was renovated.
CAMPUS MASTER PLAN
The last 15 years have seen the Woodstock administration and board engaged in countless discussions on the scope and scale of the school’s comprehensive renovation. In the long time that the Campus Master Plan was discussed, the school administration had to painfully defer improvements to classrooms and other facilities in the hope of an impending, large-scale renovation. That period saw the school undertake upgradations to student and staff residences, as well as communal facilities such as the Gym and Quad Dining Hall. However, the three major academic facilities – Quad School, High School and Media Center were deferred and continued to decline.
FIRST PHASE
The CMP, as originally envisioned and discussed, was thought of as a bold, once-in-a-generation opportunity that would deliver a renewed, rejuvenated campus in a relatively short timeframe. In April 2017, the Woodstock administration presented to the Board of Directors the first narrative of the Master plan, with specific recommendations on looking at the CMP as a three phase strategy covering the following projects:
•
Quad Dining Hall Renovation
•
Art, Math and Design Facility at Tehri View
•
Media Centre as a Science Facility
•
Tafton as the Center for Imagination
•
Renovation of Edgehill as Staff Accommodation
SECOND PHASE •
Renovation of Quad School
•
Renovation of High School
•
Renovation of Midlands
The Board approved the sequencing laid out in the document and urged the administration to initiate a concerted planning process aimed at accomplishing the First Phase. However, in due course of time, the following two factors fundamentally changed the concept of the Master Plan:
In September 2017, a decision was taken by the Board to convert Tehri View into a Science facility. Certain funding realities emerged, which made a large scale, disruptive CMP process unviable.
THIRD PHASE •
Renovation of South Hill
•
Renovation of Hanson Field
•
Renovation of Woodstock Villa
•
Renovation of Alter Ridge Dining Hall
In late 2018, the administration restarted working on a modified version of the Campus Master Plan. This document represents the first draft emerging out of that process.
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Defining priorities CONSTRUCT NEW LEARNING SPACES RENOVATE EXISTING ACADEMIC SPACES REFURBISH LIVING SPACES ENHANCE STUDENT LIFE INFRASTRUCTURE CONDUCT A STRUCTURAL ASSESSMENT ENSURE SAFETY & SECURITY REINFORCE UTILITIES INFRASTRUCTURE ATTEND TO ENVIRONMENTAL SUSTAINABILITY FACILITATE MOBILITY ESTABLISH CAMPUS CHARACTER
CAMPUS MASTER PLAN
The core of our updated campus renovation strategy identifies certain facility upgrades needed within the next several years in order to provide the highest quality spaces for the important work of our students, faculty, and staff. Our classrooms, common areas, utility infrastructure and sports facilities require big changes as we prepare Woodstock for another phase of success. The components of our campus renovation program must include these priorities.
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prioritY: CONSTRUCT NEW LEARNING SPACES Apart from the Media Centre, which was funded by a grant from USAID and was unveiled in 1993, there has been no increase in academic space at Woodstock for several decades. Although no major changes in our student numbers are expected, newer pedagogical methods, changes in curriculum, the introduction of resource-heavy, STEM-related subjects such as Design, and the expansion of academic choices are putting extreme pressure on our existing learning spaces, forcing us to often make hasty, short term decisions to reconfigure spaces in response to new demands.
CAMPUS MASTER PLAN
Delivering the highest quality teaching and learning experience for our students requires constant evaluation and investment in creating high-performance buildings to accommodate newer teaching techniques and innovation in education. Woodstock already has two significant projects in the planning process to accomplish this priority.
SCIENCE FACILITY AT TEHRI VIEW The addition of the Science building at Tehri View provides us with an excellent opportunity to reorganize classrooms, instructional labs, along with research and support space to better match contemporary science teaching methods and demands of the IB curriculum. After significant deliberation, the Woodstock Board, in September 2017 approved the creation of a Science facility at Tehri View, formerly a staff home just above the Woodstock main campus. With the Board’s guidance and approval, a contract between Woodstock and Mars Enterprises & Hospitality Pvt. Ltd. for the construction of the new Science facility was signed on April 9, 2018. Discussions between the Woodstock Academic and Estates teams and architects from Mars began soon after, with teachers from the Science department engaging deeply in the process. After multiple rounds of conversations and several iterations, a proposed
plan for the new Science building emerged in May, 2018. The plan underwent revisions and a final version of the plan was presented to the Board in its September 2018 meeting. The plans, which included a main building an annexe with 12,100 sqft and 1,078 sqft of floor space respectively, were approved by the Board. Listed below are some of the key requirements for the new facility:
Laboratory Spaces •
One Chemistry Lab
•
One Physics Lab
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One Biology Lab
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Three multipurpose labs, each with provision of utilities such as gas and water
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A greenhouse in close proximity to the Biology lab for students to be able to prepare a “micro environment
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A small room/area for running long-term IB Diploma experiments/investigations.
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Good exhaust systems for Chemistry and Biology Labs
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Each laboratory would be equipped with adequate storage space for equipment.
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The laboratories would reflect the latest in STEM thinking and educational approach, with easy transitions between teacher centered instruction and student initiated experiments.
Prep Spaces •
Sufficiently sized Prep Rooms would be associated with labs, with adequate storage space
•
The Chemistry prep room would have a de-ionization unit to prepare the water for laboratory work and a dishwasher for the washing of glassware
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The Physics prep room would have secure cupboards for electronics equipment and fewer “wet” facilities
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Aerial View of Entrance of the Proposed Science Block at Tehri View
status update The Woodstock administration initiated the approvals process for the Science facility in early August 2018. As of March 2019, we have received an approval from the Mussoorie Municipal Board on a building area that would be larger than existing plinth area. The administration is now in the approvals process with the Mussoorie Dehradun Development Authority (MDDA). Estimated Cost: INR 10 crores Estimated Completion Date: June 2021
Other Spaces
Safety Considerations
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An open area at the entrance for displays of student work; exhibitions or student group meetings and meetings between students and staff
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The new design would have adequate safety facilities in labs and prep rooms.
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There would be a safe disposal system for chemical wastes.
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A central staff office with 8-10 workstations and adequate storage/filing cabinets, a sink, tea and coffee making facilities. Storage would be carved out for textbooks.
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There would be safe storage facilities for chemicals and acids
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Male toilet
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Female Toilet
•
Water Station
CAMPUS MASTER PLAN
Valley Side View of Main Building, Annexe and Greenhouse
17
Artist’s Impression of a Renovated Tafton Building from the South West Side
CAMPUS MASTER PLAN
Centre for Imagination at Tafton In 2014, the Board of Directors approved the establishment of a Centre for Imagination at Tafton as one of four key strategic pillars of planning and action in accomplishing the 2020 Vision first articulated in 2012. After two years of planning and training, the Centre opened in October 2016, when plans for the renovation of the building also began to take shape. Throughout the planning, we have followed a rigorous codesign process, engaging stakeholders in the collection of ideas. Renovation plans for the Centre for Imagination involve shaping both the inside space and the surrounding gardens and walkways into innovative, inspiring learning areas that blend with the now well-developed aesthetic that has informed renovations around the campus.
The Studio: Central to the building will be a large, airy Studio space. The space will be opened up through a new, double door entrance onto the wide verandah and through the addition of several skylights. This highly flexible space will allow for project work during the day, along with panel discussions, art shows, and film screenings in the evenings. In recent discussions with the architect, we are exploring the possibility of maximizing the space (and the high ceiling) by creating an internal balcony/mezzanine accessed by a spiral staircase. This would also allow the creation of effective, easily accessible storage spaces under the eaves. Storage has emerged as a vital need, given the wide range of events and projects already being explored and hosted.
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The Study: Off the Studio will be a small office for visiting scholars-in-residence, accessed through a quiet, well-equipped resource library designed to facilitate thoughtful reflection and research. This room will also visually connect the Centre to Woodstock and Tafton’s rich history.
The Hub: Next door to the Study and off the Studio will be a Hub to facilitate global connections and conversations. This will consist of a small conference room equipped for small groups or individuals to work online with schools and experts around the world. In addition, we envision creating a small, soundproofed recording studio as part of the Hub, from which we can launch an online Woodstock radio station to feature both music from students and storytelling podcasts.
The Sunroom: This well-lit, warm space will function as a meeting/brain-storming space, as well as the office. The Centre already hosts a number of small, strategic discussions for students around current events or possible student projects. This sp`ace would provide the appropriate, discussion-conducive seating and planning tools that we currently lack.
CAMPUS MASTER PLAN
The Verandah: We envision expanding the wrap-around verandah, which has already emerged as a critical space for individual study, discussions, and workshops. With its stunning, wide view, the verandah unfailingly attracts comments from visitors about how fitting the space is for a Centre for Imagination. We will add lighting so that the space is more usable for evening events, along with boxes of medicinal herbs and ferns, as well as a fire pit so that we can continue the tradition of events around bonfires that we have already begun.
Andrew Plonka
Surrounding Landscaping: In the space leading up to the building, we have worked with the architect and a landscape designer to shape a stone outdoor seating area that could seat a class, along with the possibility of a small rose garden. On the retaining wall to the north of the building, below Pine Rock, we envision a cascade of vines, as well as maintaining a space suitable, (with minimal risk) and equipped for students to practice rock climbing. On the west and north-west side, we will place picnic tables like those around the campus to blur the line between indoors and outdoors.
status update The Woodstock administration initiated the approvals process for the Centre for Imagination in February, 2019. Estimated Cost: INR 2.6 crores Estimated Completion Date: June, 2021
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PRIORITY:
RENOVATE EXISTING ACADEMIC SPACES
CAMPUS MASTER PLAN
It is a known fact that Woodstock’s image and identity are incongruent to the physical infrastructure that the school offers through its learning spaces. In the last 20 years, outstanding schools have come up all over India that now challenge Woodstock’s position in a market it has dominated for 165 years. Apart from a rigorous academic curriculum, these schools offer modern, world class infrastructure in terms of classrooms, sports facilities and student residences. Some of these schools charge tuition that is comparable to Woodstock’s fees, and some are even more expensive than us. These schools are riding India’s economic growth over the last two decades and are fully leveraging the capability of India’s middle and upper class to pay for quality education. Their formula for success has been to offer educational and infrastructural value that fully aligns with the fees.
Woodstock cannot rest on its past glory to attract parents looking for quality learning options for their children. Full fee-paying parents have little sympathy with the nostalgia of cold, uncomfortable classrooms, or the opportunity for their children to study in the foothills of the Himalayas. Parents are keen to survey our learning spaces, libraries and resource centers before making important decisions that impact the future of their children. That is where Woodstock’s weaknesses emerge. With that background, it is clear that renovation of our academic spaces needs to be a central theme. Our fundamental focus needs to be spaces that produce an aspirational environment for creativity, conducive to the collaborative learning that fits well with Woodstock’s external image as among the best international schools in Asia. Key objectives for this priority within the master plan include the following:
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Transform our classrooms into bright, engaging spaces that promote technology-enhanced teaching methods, collaborative learning and group interactions.
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Improve overall quality and consistency of classrooms, in accordance with the latest knowledge of successful learning environments.
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Identify needs of specialized teaching environments
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Ensure that the renovation program incorporates technology upgrades, furnishings, and environmental updates.
•
Develop collaborative spaces to encourage dialog across groups and disciplines.
•
Upgrade available resource centers, including Library and Student Support Offices.
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Create gallery areas devoted to telling the narrative of Woodstock, with exhibitions that demonstrate student work.
•
Identify and enhance informal learning spaces for collaboration and individual scholarly work.
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CAMPUS MASTER PLAN
Space Planning, Distribution, and Utilization Woodstock’s campus is a result of 165 years of evolution and organic growth, much of it reactive in nature. Little forward planning or organization has gone into building expansion projects. Exceptions include the Win Mumby Gym, which is an outstanding example of how a purpose built facility can assume great significance in a community such as Woodstock. The High School, Quad School and the Quad area have seen spaces constantly being repurposed, with classrooms, offices and recreation spaces constantly jostling with each other for significance. Adding to this complexity is a mindset that promotes large administrative offices occupying the central area within the Quad, adding further complexity to an already daunting challenge. The limited real estate available has meant near constant repurposing of spaces, which makes the spaces begin to feel arbitrary, along with feeding a perpetual cycle of additions and deletions, which invariably need be done in a short timeframe. Such work is temporary in nature, creates an “adhoc” environment that never settles, and seems far from the quality that Woodstock should accept as a standard.
The following themes would need to be carefully considered during our planning process: •
The vital first step for Woodstock is to examine existing square footage with a strong intent to enhance space utilization. Special focus needs to be given to the school’s academic vision, which would help us define future space needs and carefully evaluate options for us to consider. Specific areas that need thought and debate include:
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Consolidate office spaces, moving away from Rajera administrator offices with elaborate seating and entertainment arrangements
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Relocate Hospitality from first floor of Quad; repurposing current seating and attic space for academic use
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Move Development Office to a well designed spot within the former Health Center. Create a welcoming area for parents, alumni and guests by integrating the Admissions and Development Offices around the Tea Garden
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Reconsider location of current Quad library; explore idea of expanded, technology-enabled learning center.
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Explore possible relocation of the Daycare Center to a safe and accessible location downstairs.
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Relocate Design lab from the former Quad Auditorium to a better, purpose built space.
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Look at options to better utilize the current blacksmithy workshop
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Consider options to bring the MY and UY Art departments together to a better place within the campus
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Review options for a dining space for employees
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Consolidate areas occupied by Central Stores
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Relocate or renovate the kiln from the Media Center courtyard
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Create functional outdoor seating and learning spaces around the campus
Ritesh Farmer
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Classrooms Research shows that a direct correlation exists between the condition of a school’s classroom infrastructure and student achievement, student behaviour and teacher morale. Unfortunately, no substantive upgrades have been made to Woodstock classrooms since they were created, leading to decaying environmental conditions such as crumbling plaster, poor lighting, uneven or cracked flooring, ripped and stained carpets, inadequate storage, and lack of heating systems. Many safety exits from classrooms are either blocked or have been puzzlingly decommissioned over a period of time, making a major portion of the academic campus unsafe in case of an emergency. Furthermore, a centralized public address system is lacking, which complicates communication in times of need. Countless temporary spaces have been created over decades, reflecting poor, short-term thinking and often sub-par materials, which has resulted in a mishmash of spaces that do not collaborate or are not functionally aligned. In summary, our classrooms are dysfunctional and are a cause of major frustration for students and staff alike. They also cut a very poor image of the school when current and prospective parents and guests come to visit us. Classroom upgrades needs to be at the front and centre of our renovation planning. There are no infrastructural needs that are more urgent than those in our classrooms, and the returns of any work done in this area would be immediate. The proposed process includes the following aspects: •
Conduct a thorough audit/survey of existing classrooms, hallways and other common areas
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Develop a classroom utilization and mix analysis
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Identify common themes that define a Woodstock classroom of the future. This exercise has been concluded after many rounds of deliberations with the academic team and students, the results of which have informed our decision making and choices for the three classrooms that were renovated in the 2018/19 winter break.
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For each classroom, identify specific opportunities to improve overall quality and consistency, and to support updated instructional pedagogies
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Analyze the potential for flexible environments to accommodate development and exploration of innovative pedagogical methods
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Include research and planning for informal learning spaces
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Develop a comprehensive renovation/implementation program that incorporates technology upgrades, safety, furnishings and environmental updates
CAMPUS MASTER PLAN
The end goal is to have comfortable, insulated, ergonomic, multi-functional classrooms that are designed to support enhanced technological components including highquality projection devices, acoustic and public-address systems. Interiors should be tastefully done, with use of wood for panelling and crafting mid-century design furniture to reflect our commitment to create clean, minimalist learning spaces.
Light neutral colors are proposed to be used consistently throughout, leaving children and their materials to add natural vibrancy to spaces. Ceramic Steel-based whiteboards will be used as projection and writing surfaces. Rubberized pinboards will be installed at multiple places within the classroom to ensure conformity with IB’s rigorous demands around showcasing student work.
Tiling or Vinyl flooring would be installed to facilitate the overall comfort and cleanliness of the room. The table on the following page captures a summary of the requirements defined for classrooms, which was an outcome of a deeply engaging collaborative process between Woodstock’s Estates team, Faculty and Students.
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#
Item
Comments
1
Ceilings
Either a wooden false ceiling with concealed lights or wood-clad metal beams with hanging lights.
2
Flooring
Tile, vinyl , or carpet flooring.
3
Space Heating
Air-conditioning through heat pumps or water-based underfloor heating
4
Lighting
Warm white lights to be used in all classrooms
5
Classroom Doors
Wooden Classroom Doors. Need a toughened glass “window� in each door so that visibility of students is established from the hallway. A small wooden blind (or any other mechanism) is required to pull over the window in the event of a lockdown. Classroom doors to have spring-loaded self-closures. Need door stoppers
6
Safety Doors
Based on safety survey, open up safety doors that have been blocked. Create new safety exits from vulnerable areas within the school buildings. Safety doors should be fire proof with pushbars and alarms. Proper exit signage is required.
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Safety Stairwell
Create safety stairwells wherever required
8
Classroom furniture
No change
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Teacher furniture
An elevated lectern for teachers with a drawer in mid- century style.
10
Teacher Storage
Common storage to be given to all teachers incorporating stationery, paper and other material commonly used by all
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Student Storage
Open student shelving with laminate top and wooden legs.
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Other Storage
Wherever possible, old inbuilt cupboards to be changed to toughened glass shutters with wooden frame. Such cupboards should be lockable
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Surfaces
Whiteboards Will use Polyvision (Steelcase) ceramic steel boards in white Matte finish. There would be a large whiteboard on one side of the classroom that will act as both a writing and projection surface. The board should be clad with a wooden strip on the side There would be a whiteboard at the opposite end of the classroom as well, if there is space. Smaller whiteboards may be installed on the side walls, where space permits. All whiteboards need to have a wood tray at the base to store erasers and markers Magnets to allow paper to be stuck to whiteboards Tackboards There would be rubberized tackboards on the side wall(s).
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Audio System
A soundbar would be installed on top of whiteboards
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Public Address System
Provision for a central PA system will be made. This is a major gap at Woodstock since there is no way for administrators/security personnel to make all school announcements during an emergency or otherwise. At this stage, we plan to simply make provisions in the classroom so that a future implementation of a schoolwide PA system could be integrated.
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Windows
Existing windows that are not in good condition would be replaced by double-glazed aluminum-based Georgian windows or high-quality wooden frames.
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Blinds
Roman blinds will replace curtains.
CAMPUS MASTER PLAN
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Plug Points
Need 4 universal sockets (16 amp) and 12-18 universal sockets (6 amp), depending on the size of classroom A plug point needs to be installed behind the front whiteboard for a future installation of a screen
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Wooden skirting
A Sheesham wood skirting would run all around the classroom
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Phone Jack
Provision needs to be there for a phone connection. No phone needs to be installed right now.
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Hook Strips
Two hook strips with six hooks each to be installed inside the classrooms. Sheesham wood will be used for strips.
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Projector
Short throw or ultra short throw projectors would replace the old projectors that have tendencies to break down and cause academic disruption
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Plaques
Each classroom should have a classy, well-designed plaque outside to honour the alumnus who donated money, wherever appropriate.
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Videoconferencing capabilities
Provision needs to be made to ensure that future videoconferencing capability is established
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Space Heating Studies reveal that maintaining adequate ventilation and thermal comfort in classrooms contributes greatly to student learning and performance. Proper ventilation and temperature have been proven to raise student engagement and test scores. Global standards dictate that in school areas where there is the normal level of physical activity associated with teaching, the appropriate minimum temperature be 18 degrees Celsius (64 degrees Fahrenheit). In areas where there is a lower than normal level of activity (sick rooms for example) or higher than normal level of activity (such as gymnasiums), the appropriate minimum temperatures are 21 degrees Celsius and 15 degrees Celsius respectively. Some countries mandate that no teacher be required to teach in a classroom which is below 16 degrees Celsius (60 degrees Fahrenheit). At Woodstock, space heating systems in the school are either rudimentary or nonexistent. Although we face a cold spell for just three working months in the year and the temperatures are certainly not as low as in many Western nations, the lack of any means of effective heating forces students to study in inhospitably chilly classrooms. In February
2019, the temperature in several classrooms on the first day of school was 7 degrees Celsius (44 degrees Fahrenheit). With Woodstock moving to a shorter winter break and plans for the school to open by the third or fourth week of January, having no sustainable method of classroom heating would have a hugely detrimental impact to faculty morale and student outcomes. The lack of forward thinking in this area is evident in some of the recent building work that Woodstock has engaged in. It is perplexing that the Alter Ridge and Hostel, the two student dorms that are the most recently renovated have NO heating arrangements made for children. On the other hand, Ridgewood and Midlands, which have not undergone upgrades have radiators installed in common areas, which help students huddle together and stay warm during the coldest days of the year. We cannot afford to commit similar mistakes when we work on our classrooms. Our desire should not be to install heating systems that inordinately consume high levels of energy and are designed to run through the year. Instead, we should implement solutions that provide moderate levels of warmth through efficient mechanisms. Our trial with an
underfloor water-based heating solution has been very successful. However, the proposition of scaling up the system needs to be analyzed from a perspective of capital and operational cost. Options such as air-conditioners powered by heat pumps also need to be considered.
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celebrates and commemorates the past, while looking ahead to the school’s future. This effort would be significant in nature, as it would require careful thought, robust planning and partnership with consultants who possess deep expertise in heritage conversation and renovation.
Conservation of our Heritage One of the strongest reflections of Woodstock’s heritage is in its buildings, which clearly demonstrate the unique characteristics that make it different from any other school. Woodstock is recognized as an institution rich in history and tradition by current and former students, staff, administrators and visitors. This important physical legacy reinforces and promotes the history and traditions of the school and provides a tangible link to its past. Familiar buildings, the view of Mussoorie and the forested hills all contribute, not only to the distinctive identity of the campus, but also reinforce the connection former students have to Woodstock. Woodstock has a collection of prominent older buildings that represent significant moments in the school’s history. Although they have aged significantly and are in need of a sizable repair and refurbishment effort, the character of these buildings is as strong as the ethos of the school. The renovation plan should aim to preserve and improve heritage assets and enhance the context in which they reside. An attempt should be made to integrate heritage assets in a way that
Building materials play a decisive role in the behaviors of structures. Understanding the physical and mechanical properties of these materials is an indispensable part of the work to be done to evaluate historical structures such as those that exist at Woodstock. During renovation, use of natural materials would be strongly encouraged. The use of authentic material would help to retain the character of historic buildings and in turn supports traditional industries and vital craft skills. Consideration needs to be given not only to the appearance of the material but also to its physical properties, future maintenance and compatibility with the building’s form of construction. An example of this is the use of lime plaster in some buildings. Lime binders have stood the test of time, and provide a beautiful and earthy finish. Lime enhances local identity and represents a flexible material that resists large scale cracks. Most importantly, lime is a porous and open textured material, allowing for good workability and maintains internal humidity of the space, thus providing a comfortable environment while reducing issues related to dampness.
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Libraries Another domain of focus needs to be the libraries in both Quad and High School, which are in unsatisfactory condition. Serious steps need to be taken to revitalize, refurbish, and reimagine our libraries, for them to meet the changing needs of our campus community. The digital age has brought transformative change to the way faculty and students use libraries. Users have diverse information needs and libraries worldwide are responding to the challenges by rethinking approaches to facilities, services, and collections. Learners and researchers have new demands due to the complexities of learning and increased focus on research data management. One major trend in Libraries, in line with progressive pedagogy, is a shift away from “silence only” to the fashioning of dedicated spaces for both quiet reading/study and collaborative research and learning. This all translates into changing user demands for space and services, especially in light of Woodstock’s movement to the IB. Our libraries need to reflect IB tenets, transforming into pleasing spaces that showcase international mindedness, effectively support inquiry and research, inculcate healthy reading habits, and provide means to think and reflect. The library should meet the needs of learning through a variety of spaces to accommodate quiet study and small group learning, and it will be large enough to house Woodstock’s book, periodical and archive collections.
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Common Spaces The renovation of the Quad Dining Hall is a great example of how the creation of a warm and welcoming space can reinforce the feeling of community and a sense of belonging by providing a unique avenue to gather and socialize. Woodstock sorely needs additional spaces that the student community can use to come together and connect. We are especially hopeful that creation of small, decentralized areas in the Quad, High School and Media Center will catalyze further changes in social spaces and social life at Woodstock. These spaces could be created by taking down temporary structures that have been created within our academic buildings and in many beautiful (but currently underutilized) spaces outdoors. Some spaces worth considering include the current Counseling and Offices in High School, Space outside Science Lab in Quad School, the area outside Parker Hall, Peace Garden, Parson’s Terrace, and the courtyard by the Media Center. These spaces offer great potential to be converted to open, accessible spaces where students could interact with each other and feel at home within the centrality of the school campus. Similar seating hubs could also be created in the Dorm area. These spaces would be fully equipped for use of technology with ample
plug points and network coverage, wherever required and possible. This would all align well with our increasing emphasis on making the most of our natural environment, teaching students to blend the line between indoor and outdoor, not to mention responding proactively to recent research demonstrating that people who spend at least an hour outdoors each day are much less likely to experience stress, depression, and anxiety—all of which are growing astronomically among teenagers.
School Offices The Quad and High School offices suffer from severe inadequacies in terms of layout, storage and utilities space. Although the offices remain busy through the entire day, they lack even basic amenities that would make teachers and students feel welcome. The spaces have no aesthetic appeal, and are boring and drab. It is proposed that a thorough audit be done on the utilization of the offices, and new layouts be defined, based on the needs assessment exercise. Space for stationery, copy machines, seating and refreshments areas should be created.
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Bathrooms Restrooms across the Quad School, High School and Media Center are outfitted with age old plumbing with highly inefficient water dispensing faucets, urinals and cisterns. Ventilation in most bathrooms is poor, and so is the quality of accessories used. Within the renovation process, a few factors would need to be taken care of: •
Install aerators on faucets to reduce the amount of water used.
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Install water-free urinals
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Use low-flow, dual flush toilets
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Use grey water
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Leverage solar heated water rather than geysers
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Use exhaust fans to remove odors, moisture, and mold spores
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Install efficient electric-driven hand dryers
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The perfect example of disorganization is behind the Music buildings, where many such ramshackle areas have sprung up, reducing natural light coming into the building to almost zero. These areas are unsightly and poorly supervised, thus increasing the chances of pest infestation as well as the development and dissemination of dangerous mold. A new way of looking at storage around the campus is already underway, and it is proposed that the process be accelerated as part of the renovation. Key themes for us to consider in such planning should include avenues to store and transport necessary items:
Drinking Water Stations
Storage and Other Utility Spaces
Since children spend a large part of their time at school, making it easy to drink water during the school day can have a large impact on a child’s health. Unfortunately, Woodstock hasn’t done enough in this area. There are decentralized water stations around the campus, but they are neither adequate nor well maintained. What we need are well built, modular water fountains across each floor of our academic buildings that allow children to drink water and fill up reusable water bottles.
Scarcity of quality, purpose built storage space has been a major deficiency in our educational infrastructure. Over time, haphazard decisions have been made, and storage spaces have been added around our school buildings, blocking access to utility infrastructure and safety pathways, as well as closing off windows and doorways. Many such storage areas have cut off natural circulation and ventilation that are important for buildings to “breathe”, thus reducing the potential for them to dry off after monsoon.
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Furniture and equipment that is deployed by Hospitality, UY and MY on special occasions
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Books and educational material
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Wood for bukharis
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Material storage for Estates team
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Safety and security related equipment
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Temporary storage for material needed to be disposed by Hospitality
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Material in control of Central Stores
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Janitor closets to store brooms, mops and vacuum cleaners on each floor
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A thorough analysis of consumption and use patterns of each material or equipment, including frequency of use and ease of transportation, needs to be conducted. The use of satellite storage facilities for material that is needed seasonally (wood, for example) needs to be explored, and underleveraged areas of the school campus such as the Sorting Shed near Dhobi Ghat need to be mobilized.
Communication Infrastructure Woodstock does not have a centralized Public Address System, which has been a standard communication media for decades at schools around the world. We have no way to make school-wide announcements when emergencies happen and offer limited avenues for school administrators to make routine announcements to the entire school or to direct staff/employees or students to report to a location when their current whereabouts are unknown. This is an urgent need to be addressed. We also need to find an alternate to loud, piercing electric bells installed all around the campus to alert staff and students about class schedules.
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PRIORITY: REFURBISH LIVING SPACES
Staff Housing is a critical strategic resource that has supported Woodstock’s development into one of the most prestigious schools in India. Campus housing offers convenience, as well as opportunities for our staff to develop life-long friendships by living in an environment that fosters personal growth. Our residential neighborhoods offer great safety and benefits from opportunities to learn about other cultures and lifestyles, and make lasting memories. The concepts of self-respect and respect for others, tolerance celebration of diversity and ethical behavior are continually fostered. It will not be unfair to say that Woodstock’s ability to offer this benefit is one of its greatest strengths and differentiators. The quality of housing is a determining factor for people to stay or leave. This characteristic has always been profound in the school’s history, but it will be apt to mention that challenges of staff attrition due to suboptimal housing has decreased in magnitude over the past 6-8 years. Much has been accomplished in this context, but the key is for us to sustain momentum, celebrate our successes and reflect deeply on failures and the underlying reasons. Well designed and meticulously maintained homes not only provide a comfortable place to live, but also are a symbol of an existence that we hold dear as a community - a nurturing and fulfilling learning community that has a global soul.
Staff Housing has undoubtedly been the focus of our operational bandwidth over the last few years. The pace of upgradation has been brisk, and thanks to the support of our Finance Committee and Board of Directors, we have been able to provide a much-needed facelift to many of our staff homes. From being a major concern that drove attrition, we have reached a point where quality of living for staff has certainly improved, with fewer staff members attributing housing to be a reason for them to be leaving Woodstock. It would be important for us to continue a moderate investment in staff housing over a long-term horizon to ensure that we address the serious risk of exposure due to lack of housing, as well as to bring much-needed consistency in our housing standards. These proposals span a long-time horizon and are intended to capture long term planning imperatives.
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The following elements should form a core part of this strategy:
Renovation of Large Staff Residential Complexes with Significant Potential for Occupancy: Woodstock is in a fortunate position to have many residential properties that offer a large usable plinth area. Many of these properties are old and need significant attention, but the potential for us to accommodate several families within a cluster offers an immense benefit to the school by creating high quality neighborhoods. Although these renovations involve a significant capital expense, such investments could, within the next 10-12 years, bring us up to a point where we enter a “lights on” maintenance mode for our staff housing with no incremental needs to erect a building from scratch. In addition, by spacing out these projects over the next decade or so, we are confident that they will not “compete” with our roadmap to renovate academic facilities at Woodstock. The following list captures some such properties and the possibilities that would emerge through their renovation:
EDGEHILL:
Edgehill is a large housing cluster right between Woodstock Villa and Redburn. Early records indicate that the property belonged to a British Amy Officer since May 1842. Over the period of time, it was sold to various parties, and eventually the ownership was transferred in October 1979 to Zenana Bible and Medical Mission Trust Association (TZBMMTA). In March 2009, Woodstock School purchased the Edgehill Estate measuring 5.98 acres from TZBMMTA. In 2016, a part of the existing building (known as “Edgehill Annexe”) was renovated to create two modern three bedroom staff apartments.
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The larger building (internally known as “Edgehill Main”) is in a poor condition. However, the building’s large plinth area (6,500 sq ft), the fact that Woodstock is the sole owner of the property, and its extremely desirable location means that the property, once developed, would be a fabulous addition to our housing stock. We plan to preserve Edgehill’s heritage look and create at least five modern two bedroom houses with well-defined communal spaces. Another idea worth considering is to redevelop Edgehill as a facility that can be used by visiting corporate groups to hold offsite trainings and team development activities as part of Woodstock’s Enterprise Revenue Strategy.
MOUNT HERMON:
an 18.95acre estate located on the northern edge of our campus, with unmatched views of the Greater Himalayas. The property was one large bungalow, was, over the years, divided up haphazardly into 6 small, misshaped units. The single level units are small, and suffer from issues related to seepage, darkness and dampness. If renovated, Mount Hermon would help us accommodate 6-8 families in 2 Bed, 2 Bath configuration.
SOUTH HILL:
This property is unmatched due its presence right on Tehri Road, with easy access to road and reasonable amount of car parking space. If redesigned and rebuilt, South Hill could emerge as being a prime property with 4-5 two-bedroom, two bath units in a very accessible spot within our campus, with a large common area.
Repurpose Underutilized Employee Quarters: Woodstock’s decision not to provide housing to new employees effective 2011 means we are in the process of grandfathering out employees that currently live in Woodstock provided accommodation. The number of vacant employee units will continue to increase over the next decade, and it is expected that within the next 15-18 years, a majority of our current employees would have retired and many more Woodstock employee properties would be vacant.
This is a crucial asset since many employee accommodations are on defined and approved plinth areas, and could be renovated after seeking legal permissions. Midlands Employee Quarters is one such property. It is a hidden gem within our campus, and one which has attracted little attention until now within our renovation planning. A five-minute walk from Midlands towards the Rainwater Harvesting Tank leads one to this 3588.56 sq. ft. structure that currently houses 15 employee families. With little tree cover around, this property undeniably receives plenty of sun all through the day and is accessible by a road that could easily be turned motorable. More than anything, this property’ position and strength is its proximity to our student residences. Our attempt to have teachers integrate closely with boarding life of students has faced significant challenges of accessibility since teachers have difficulties committing to dorm duties because of the sprawling nature of our campus. If this model has to work, we will need to look carefully at creating housing space around the dorms. Midlands employee quarters could easily emerge as being a prime property with 4-5 two-bedroom, two bath units in a very accessible spot within our campus, with a large common area.
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PRIORITY: ENHANCE STUDENT LIFE INFRASTRUCTURE
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Our strategic goal to renew and rebuild the campus in support of student success needs to be a key driver of the master plan. The plan should identify additional sites for student recreation, especially sports. Investments need to be made in and around the dorm area to create a strong living and learning experience for kids. A few projects that need attention in this area include:
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Redevelopment of Hanson Field (in progress)
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Cover and Heat Hostel Swimming Pool
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Remodel Alter Ridge Dining Hall
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Renovate supplementary sports facilities (example Community Center Basketball Court)
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Explore ways to better utilize the tennis court
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Develop a centralized student laundry facility in the dorm area
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Although Woodstock is situated in an area considered to be susceptible to frequent seismic activity, the school has not taken serious cognizance of the potential impact on student and staff safety if a large scale seismic event were to occur. There needs to be a serious consideration given to the age of our campus buildings, the campus’s isolation (which makes search and rescue a challenge), rudimentary governmental response infrastructure and the school’s obligation to provide safe facilities for its students and staff.
PRIORITY: CONDUCT A STRUCTURAL ASSESSMENT
To initiate this process, Woodstock needs to undertake a review of its buildings by scientists or consultants who specialize in this area. Such a study will provide the school with a comprehensive analysis of structural seismic safety performance, which will then feed into a process to correct seismic deficiencies in our campus facilities. Equipped with this review, the Woodstock Board and administration would be able to more effectively focus their efforts to meet their greatest responsibility: the protection of the life and safety of students and staff. Covered within this exercise should be a through assessment of Parker Hall. The opportunity to expand Parker Hall has been a topic of intense debate within the Woodstock community for decades. However, no assessment has been performed to
CAMPUS MASTER PLAN
understand the possibilities and constraints of undertaking such an expansion.
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Analysis of existing condition of non-structural components and their connection details attached to structural or other building systems whose connections failure could be hazardous or cause significant damage, such as signs, rooftop towers, parapet walls etc.
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Analysis of deficiencies, damage, and failures to determine/identify their evident, probable, or possible causes
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Recommendations for corrective measures, including conceptual level design solutions for stabilization and/or repair, and project prioritization or necessary sequencing.
The broad scope for a structural assessment study could be summarized as: •
Analysis of existing conditions of various structural systems, including foundations, bearing walls, framing, columns and beams, floor systems, roof systems, and their connection and construction details. Analysis of load capacity of structural systems
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PRIORITY: ENSURE SAFETY AND SECURITY
Woodstock’s relatively remote location is indeed a blessing. However, we are increasingly exposed to a unique degree of vulnerability because of the porous nature of our campus, increase in illegal construction activities on the hillside and increasing tourist traffic. The diversity of our student and staff body make us a soft target. We have invested significantly in manpower and have a sizable team of guards who secure the perimeter of our campus. However, additional investments in security infrastructure are needed for us to close the gap. Some of these include:
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Establish a Security Operations Center (SOC), which is a 24×7 command, control and security operations management area. This shall be the primary hub for operational communications, information sharing and situational awareness for all information pertaining to campus activities, threats and emergencies.
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Strengthen visitor check-in arrangements at both the school and dorms
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Improve our CCTV coverage around the campus
From a safety standpoint, much needs to be accomplished at Woodstock. We need a careful examination and evaluation of the school’s policies, procedures, and initiatives in place to maximize personal safety and security on campus and in areas adjacent to the campus.
Administrative functions and strategies that directly impact safety can be significantly improved and better coordinated. Four central components of safety and security require focused review: (1) emergency response (2) safety of students and staff on campus paths (3) safety education and outreach, and (4) capital investments. Efforts have been underway to address some of these needs, but a more coherent approach would be required to consolidate our needs to put into place an implementation plan that address current gaps.
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Woodstock is struggling with a power infrastructure designed for a world where reliable power systems were less critical and where the consequences of failure were to repair or replace the failed components. Today, the consequences of failure can be several orders of magnitude greater than the cost of repair because failure of a relatively inexpensive component can cause costly losses. To resolve this problem, the electrical infrastructure requires greater redundancy and maintenance support than for the traditional classroom environment. In order to compete with other schools, Woodstock needs to meet these challenges or suffer outages which pose significant losses. The plan should support growth of space and water heating needs, increase electrical reliability and redundancy, upgrade/replace aged portions of existing distribution systems and investigate sustainable electrical improvements. An evaluation of the existing plumbing lines is long overdue. The existing network of galvanized iron pipes is extensive, but no documentation exists. Countless concealed pipes are past their useful age and are causing seepage issues around the campus. There is also a need for an assessment of the quality of our sewage management, stormwater, communications and firefighting capabilities
PRIORITY: REINFORCE UTILITIES INFRASTRUCTURE
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PRIORITY: ATTEND TO ENVIRONMENTAL SUSTAINABILITY Although Treading Lightly on the Earth is a hallowed Guiding Principle at Woodstock, our sustainability practices have been unimpressive. The community’s use of resources like water and electricity match (or even exceed) western standards on a per capita basis. In future, Woodstock needs to ensure that the community incorporates green practices into nearly every facet of campus life, which would include taking the following steps:
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Adopt Passive Design and Green features in new renovation projects
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Install Grid-connected Solar Panels
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Make a gradual transition to LED lighting
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Use of sanitary and plumbing fittings that reduce water consumption
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Establish Sewage Treatment Plants
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Develop a robust recycling program
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Reduce the consumption of disposable plastic bottles in student residences
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Localized rainwater harvesting or improvement in ways of ground water recharge
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PRIORITY: FACILITATE MOBILITY
Moving around the campus easily, comfortably, and safely is critical to the well-being of the campus community. The Woodstock campus is large and complex, and presents a very challenging environment to plan and implement options for nonpedestrian mobility. A campus mobility management plan must accommodate safety, campus quality, convenience, sustainability, cost, wellness, and parking. Priority should be given to projects that help in the integration of Woodstock’s sprawling campus and many diverse neighborhoods by enhancing current walkways to encourage human interaction, collaboration and places for reflection. The following projects must be reviewed as priority: •
Redevelop key walking paths with durable and non-slip materials: School to Dorms, Edgehill to Redburn, Oakville to Tehri Road, Doshisha to Tehri Road, Dorms to Hanson Field
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Explore ways to create overhead crossing for children at New Road in advance of a paved Mussoorie -> Dhobighat –> Chamasari – >Dehradun road to come up, which will significantly increase vehicular traffic in that area.
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Explore ways to connect the top floor of the music building to the High School/ramp
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Connect the High School building to Media Center
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Cater to increasing parking needs at school and dorm level
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Woodstock’s initial campus development in the late 19th and early 20th centuries presented a strong community image and campus organization. Although some of the oldest buildings are now lost behind facades that came up as part of subsequent developments, the visual identity and structural stability of these heritage structures cannot be overstated. Over time, the addition of storage units, temporary partitions and offices, as well as the near constant repurposing of spaces has led to a severe dilution of the school’s heritage identity, especially in the area around the Quad. The mountains provide a dramatic backdrop to the campus, and enhance the visual impression. However, as far as the buildings are concerned, the lack of unifying elements is blatantly evident in facades of some of our most important structures. There is little in common between the visual identities presented by the Quad School, High School, and Media Center. Externally, each is undistinguished in design, and together they give the campus a haphazard appearance. There are few apparent organizing principles, building vocabulary, circulation or landscape treatment.
PRIORITY: ESTABLISH CAMPUS CHARACTER
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The lack of a cohesive design theme is evident in interiors too, with no similarity in flooring, lighting and other aesthetic dimensions. The indiscriminate use of dark paint, loosely fitted bukhari vents made of cheap Galvanized Iron, poorly concealed electrical wiring, along with inferior and sporadically organized plumbing systems are disturbing. The master plan will need to illustrate how the emerging design themes would combine to create balance, rhythm, and beauty through a comprehensive design aesthetic. We would need to establish a coherent and memorable character across the Woodstock campus through the standardization of facades, materials, paint, signage, cladding as well as removal of unnecessary appendages that have emerged. These include non-functional gates, pipes, restrooms attached to classrooms, storage areas, and the ATM unit. These need to be replaced by well-designed communal spaces that promote collaborative seating and positive interaction.
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Implementation Plan The campus renovation plan is a monumental initiative that will deliver outcomes with significant impact on every dimension that Woodstock stands for – learning, student life, faculty and staff morale, retention and safety. An initiative of this kind will require immense financial and logistical co-ordination, deep relationships with governmental agencies and planning to minimize disruption.
LONG RANGE PLANNING Woodstock’s program of renovation and construction is dependent on factors including strategic priorities, availability of funding and academic disruption. This portion of the document proposes a phased plan that is organized to meet our implementation goals. The biggest change proposed in this version of the Campus Master Plan is that it proposes near-term priorities to be centered on addressing critical needs on academic spaces. Creation of new academic facilities and upgrades to existing classrooms form the core. New buildings require an extended period of time for permissions, leading to delays in initiating these projects. However, once approved, we can expect an expedited pace of work and creation of buildings that are
world class by any standard. This workstream is already in process with the Science Facility at Tehri View and Center for Imagination at Tafton, which are expected to be complete by early 2021. Upgrades to existing buildings would be a more complex exercise that would need a cautious, measured and incremental approach. The steps suggested as part of this work would need to include a carefully executed planning process that would last at least 12-18 months. It is highly recommended that this process, which has never been conducted in the school’s history, be given due attention and patience. Any plans to force an expedited outcome would throw us back to the state that we have existed in.
Step 1 – Participants: The first step is to constitute a renovation planning task force by identifying the relevant participants and stakeholders. We need to ensure an extensive engagement of a diverse range of school constituents, including teachers, students and administrators. Student participation in the process is recommended as they spend significant time in these spaces and are well aware of deficiencies that exist and opportunities that could be leveraged.
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Near Term Priorities (aka Phase One) During the long range and thorough space planning exercise facilitated by the architect, Woodstock should continue to execute a targeted initiative that facilitates the upgrade of infrastructure. The following considerations will be used to select spaces to renovate:
Step 2 – Engagement with an Architect: An architectural consultant will need to be engaged by the school. S/he would work with Woodstock’s renovation planning core team to seek an alignment between the needs of Woodstock’s current educational program and facilitate discussions to uncover needs that could arise in the future but are not exactly evident now. S/he would undertake a complete assessment of Woodstock’s facilities from a perspective of functionality, capacity, utilization, building code compliance, accessibility, sustainability and heritage. The architect will oversee project execution and quality control.
Step 3 –Project Definition: The architect would work with Woodstock’s core team to create a comprehensive campus space usage report, prioritized list of projects, design criteria, phasewise implementation plan as well as illustrations and materials to use in our capital campaign. In this phase, funding needs will be developed, scoped, prioritized, and sequenced into integrated short, medium and long-term capital projects to optimize funding and execution. Concept plans will be sketched and project plans developed. Costs and benefits will need to be weighed and options and alternative scenarios may also be explored. Proposed projects need to be optimized to balance conflicting objectives and constraints.
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Most Woodstock classrooms exist within old structures that do not accommodate major modifications. With this consideration, we plan to limit our work to upgrading classrooms and avoid structural changes to the buildings until a more comprehensive structural assessment and space planning exercise has been conducted.
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We will select spaces that are expected not to be repurposed in the foreseeable future.
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We will carefully evaluate upgradation of spaces that may be on the top floor of any academic building since that requires us to replace roofs, which is a time consuming and complicated work
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The extent of disruption and possibilities of alternate locations to hold classes due to these changes will be discussed with the academic team
The table on the following page represents the list of projects proposed to be accomplished in Phase One of the Campus Master Plan over the next 36 months, along with associated costs. This list has been drawn up based on strategic importance, academic and residential planning priorities and interdependencies between projects.
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Project
Priority
Project and Anticipated Benefits
Estimated Cost
Science Building at Tehri View
Construct new learning spaces
Creation of a new, world class Science facility at Tehri View. Critical project that would help us uplift the standards of Science education at Woodstock.
INR 9.2 crores (USD 1.3 million)
Construct new
Board approved project with high visibility internally and externally
INR 2.46 crores (USD 352,000)
The North section of the High School building (measuring 9,800 sq ft) at the main level contains five old and tired classrooms, three academic offices, staff restrooms and lounge. Being on the main floor of the High School, this area attracts the most visitors and guests at any given time. HS20, the classroom that was renovated during the 2019 winter break is within this area and it would be very logical for us to extend the renovation to the entire space around it. There is no roof for us to deal with, and most importantly, the probability of these classrooms existing as classrooms in the future is certain. Please refer to the Appendix for a layout of the proposed space.
INR 2.62 crores (USD 375,000) (without space heating and fire hydrant system)
This urgent analysis is required on most of our key facilities to ensure monitoring and maintenance of important structures to increase safety, detecting risks and improve cost efficiencies in the long run
INR 25 Lakh (USD 35,700)
Building two apartments on an existing plinth to help reduce the extreme pressure on our housing inventory
INR 1.4 crore (USD 200,000)
An electrical infrastructure assessment exercise needs to be urgently conducted to identify existing energy and utility system capacities, deficiencies/inefficiencies, and account for Woodstock’s future growth plans over the next 20 years. The outcome of the assessment needs to be a set of recommendations around necessary improvements required to create an even more efficient, dependable, reliable and robust electrical infrastructure.
TBD
Developing a stronger and more resilient power infrastructure, including addition of any capacity needed and modernization of hardware
TBD
Center for Imagination at Tafton
learning space
High School Level II
Renovate existing academic spaces
Structural Assessment
Conduct structural assessment
Abergeldie Apartments
Conduct structural assessment
Electrical Infrastructure Audit
Reinforce utilities infrastructure
Electrical Infrastructure Enhancement
Reinforce utilities infrastructure
Heating of Hostel Swimming Pool
Enhance student life infrastructure
INR 75 lakhs (USD 110,000)
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Quad School Level III
Renovate existing academic spaces
Music Building
Renovate existing academic spaces
High School Level III
Renovate existing academic spaces
Quad School Level II
Renovate existing academic spaces
This area, measuring 11,000 sq ft) contains classrooms, music studios and restrooms, and is almost the heart of our Middle school. All classrooms on the North side are currently separated by temporary partitions. Many classrooms in this area face East, allowing ample sunlight to come in. The rooms on the Western flank are against the mountainside and are fairly dark. An emergency exit leads to the path that connects the back gate to Tehri View, thus allowing an easy access to MY students to the future Science building. This area offers immense potential and should occupy an important position in our planning. The challenge would be the roof right above this floor, which will require a complete replacement. Please refer to the Appendix for a layout of the proposed space
3.4 crores (USD 491,000) (without space heating and fire hydrant system)
Contained within a very well-defined area right in the Quad, renovation of the Music building offers a quick and easy win that may cause the least possible disruption. There are no structural changes needed and most of the work would be to transform the dark and dingy rooms to beautiful spaces that truly signify the iconic place that Music holds at Woodstock. Music storage areas would need climate control and practice areas would need to be made soundproof. Please refer to the Appendix for a layout of the proposed space
3.4 crores (USD 493,000) (without space heating and fire hydrant system)
Currently occupied by the Science department, this project is being proposed to commence right after Tehri View is commissioned as the new Science block. The space measuring 6,700 ft, once vacated, could be repurposed for different options, including consolidating Art or accommodating Design. Please refer to the Appendix for a layout of the proposed space
2.1 crores (USD 300,000)
This project will cover renovation of the Quad library, Science Lab, Development Office, Quad School Office, Classrooms, Hospitality and Language classrooms (total area of 18,125 sq ft) Please refer to the Appendix for a layout of the proposed space
INR 5.6 crores (USD 810,000)
(without space heating and fire hydrant system)
(without space heating and fire hydrant system)
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The proposed sequence of projects that would form a part of this work is shown in the graphic below:
FUNDING OPTIONS Costs associated with the campus renovation will be significant, and will require Woodstock to secure investment from diverse sources. The school will be unable to leverage just one source of funding for a project of this magnitude – our approach would need to involve a blend of strategies, including fundraising, fee revenue increase and developing alternate revenue channels.
Fundraising Woodstock has enjoyed the generous support of its global alumni community for a long time. This support has helped the school overcome very difficult times of transition and financial constraints, and made up some of the most reliable funding for infrastructure projects, professional development, and the life-changing student-experience that makes Woodstock one of the most unique schools in the world. In fact, until 2011, almost all major building projects were partially or completely funded through alumni donations.
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Although the school is now financially stable, capital expenditure of the kind that would be demanded by the planned renovation would require access to a large pool of financial resources. To accomplish that goal, Woodstock will need to embark on an ambitious fundraising exercise, which would need to include the alumni community, current parents and government aid programs such as ASHA Grants.
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Summer at Woodstock 2019
English Masterclass Robotics & Engineering Design Thinking Language Acquisition Entrepreneurship Leadership rytelling Sto & Media itage Her & Indian Culture
ummer
kschool.in/s Find out more at www.woodstoc
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FWS Support: Friends of Woodstock School (FWS) has long been a partner to Woodstock, and has helped nurture scholarships, provide program support, and drive community patronage and participation across alumni groups in the Unites States. FWS may be able to play a dominant role in financially supporting the renovation planning by offering access to undesignated/unrestricted funds donated by Woodstock supporters in the US for use by the school, or through matching gifts like that in the case of Tehri View and CFI.
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Fee Increases: With student tuition being our most key revenue driver, an obvious choice to increase our revenue is through increases in student fee. However, care needs to be taken to ensure that fee increases do not disturb the marketability of the school and our positioning with respect to our peer schools.
Enterprise Revenue: Woodstock’s revenue model is heavily dependent on student fees. The change in fee structure implemented in 2011 triggered an immediate revenue increase for the school, leading to dramatic gains in early years of the change. Due to “grandfathering” of kids that were on the SAARC fee, Woodstock will continue to reap benefits of this change until all kids on the SAARC fee have graduated in 2021, at which time the era of easy and automatic surplus will come to an end. Woodstock has started to take some welcome steps to diversify its income stream. With the Summer program and operations of the Hanfil Center, the trajectory of non fee income has started to gradually rise.The school would need to continue this momentum and kickstart other streams that can bring in the funds needed for this building campaign – winter programmes, external student groups and facility rentals, with an intention to increase the share of non-linear Enterprise Revenue to about 9% of the total revenue by the year 2024, from 2.84% in 2015-2016.
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CAMPUS MASTER PLAN
APPENDIX A: PROPOSED SPACE FOR RENOVATION – HIGH SCHOOL LEVEL II
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APPENDIX B: PROPOSED SPACE FOR RENOVATION – QUAD SCHOOL LEVEL III
CAMPUS MASTER PLAN
APPENDIX C1: PROPOSED SPACE FOR RENOVATION – MUSIC BUILDING (LEVEL i& II)
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APPENDIX C2: PROPOSED SPACE FOR RENOVATION – MUSIC BUILDING (LEVEL I & II), REAR VIEW
CAMPUS MASTER PLAN
APPENDIX C3: PROPOSED SPACE FOR RENOVATION – MUSIC BUILDING (LEVEL III)
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APPENDIX D: PROPOSED SPACE FOR RENOVATION – HIGH SCHOOL LEVEL III
CAMPUS MASTER PLAN
APPENDIX E: PROPOSED SPACE FOR RENOVATION – QUAD SCHOOL LEVEL II
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“Don’t limit a child to your own learning, for he was born in another time.” - Rabindranath Tagore
ACKNOWLEDGEMENTS: CONTENT & DESIGN: Sanjeev Puri Amy Seefeldt
Woodstock School Mussoorie, Uttarakhand, India www.woodstockschool.in
PHOTOGRAPHS: Ritesh Farmer Suman Mitra Alex Manton Tara Menon Amy Seefeldt ARTWORK: Inside cover: Alisa Husain Architects’ renderings of Woodstock: Prakash Iyer