‘Genius loci’ Placemaking
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Foreword
Maynooth University is a remarkable learning community. The physical environment of the campus, historic and beautiful in its heritage, yet modern and dynamic in its recent development, is key to the nature, success and sustainability of that community. The campus will grow and change significantly in the coming two decades. We have established a vision and a set of principles, set out in this document, to guide the development and enhancement of the campus, and we propose a set of key interventions to realise this vision. We wish to continue and consolidate our presence on the South Campus, but to be more effective in our utilisation of these buildings and spaces, to bring them to modern standards, and to animate and bring vibrancy to this area of the University—all the time respecting the fact that it is shared with St. Patrick’s College Maynooth.
We have purchased and licensed lands to the west of the University to allow the development of a stateof- the-art sports and recreation campus. We have planned a special development at the heart of the University, along the Lyreen River, dedicated to culture and the performing arts, to the benefit of the University and the wider community. The public realm—the public spaces within and between buildings—creates the character of any campus, and greater attentiveness to shaping the public realm is central to our plans. Finally, but most importantly, sustainability informs all aspects of our planning for the development of the campus—from how we construct maintain and manage our buildings, to our community strategy and our impact on the habitats around us. This draft vision and plan is presented to you to elicit your views and responses. I look forward to discussing these exciting proposals with you.
We intend to intensify the development of the North Campus, and intervene strongly to make it just as striking and just as special as the South, developing it as a series of interlocking squares and spaces of human scale to provide research, teaching, learning, student facilities and accommodation to support the growth of the University.
Professor Philip Nolan President, Maynooth University February 2016
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Principles
A set of principles have been developed which are intended to guide the planning and development of the campus as a place of learning, discourse and research. These include: ––
The creation of active edges—bringing greater transparency to buildings—so that the activities within can be seen. The distinctions between internal and external spaces are blurred, so that each animates the other.
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Strengthening connections between different parts of the campus (North, South, West) and between the campus and the town.
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Extending our notions of teaching space and considering instead the learning spaces, formal and informal, that we and our students require.
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Organising the campus to maximise the possibility and quality of interactions, conversations and collaborations; this might involve clustering the office accommodation of departments, but distributing teaching and learning spaces to encourage mobility around campus. Places, spaces and route ways should be designed to create spaces for, and to promote, conversation and collaboration.
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The public realm strategy should reinforce the academic objectives of the University, creating in effect a ‘learning realm.’ The landscaping, street furniture, lighting, and wayfinding should create a unified campus that promotes learning, interaction and collaboration.
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Car parking should be moved to the periphery of the campus, and vehicular access to the core very strictly limited.
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Sustainability and biodiversity are the first priority in the Master Plan and each individual intervention or project.
These principles, and an analysis of capacity and plans, lend to a set of specific place-making proposals designed as the first steps to the realisation of the vision set out in the Campus Master Plan.
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Genius Loci
The protective spirit of the place
Preface Maynooth University is a unique and beautiful place to learn. The university environment and hinterland—and the community of students, staff and citizens that it sustains—create a place of learning and discovery which is special in its character and heritage. The fundamental objective of the Campus Master Plan is to sustain and develop that place, to enhance the sense of place, and to project a clear sense of identity as a university in rapid development built on 200 years of history. The campus is seen as a community within a community: Its edges are porous and permeable and its facilities are in general open to the wider community. This document contains three sections: Firstly, a reminder of what makes Maynooth University special and identifies where we need to invest, a section called Place and Identity; Secondly, the section Maynooth Ecosystem sets out the informing principles that will help develop the Maynooth community; Finally, the section Place-Making Initiatives sets out development priorities and the outputs we hope to achieve.
This document has been developed to stimulate discussion which will be critical in helping us design and develop the Maynooth ‘experience’ for all. We look forward to your feedback on this initiative to help us develop our special place. Comments please to: campus.masterplan@nuim.ie
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Satellite Photograph of Maynooth and Surrounding Landscape
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Contents Foreword Principles Preface
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PLACE & IDENTITY Maynooth South Campus North Campus Developing One Community
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MAYNOOTH ECOSYSTEM Places for People and Learning Integrated Experience Public Realm Landscape & Ecology Commuting & Car Parking
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PLACE MAKING INITIATIVES Welcome Pavilion Revitalising the Historic Campus Places Learning Experiences P谩irc Sp贸rt Maigh Nuad Lyreen Walk - An Arts Quarter Living Campus Summary
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Place & Identity
This section is a reminder of what makes Maynooth University a special place and where we need to invest.
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Place & Identity
Maynooth While there has been human settlement at Maynooth for millennia, Maynooth began to develop as a special place 800 years ago with the foundation of Maynooth Castle, a strategic protected site created by the confluence of two streams. Maynooth was laid out in the 18th century by the Earl of Kildare to serve the needs of his estate at Carton. St. Patrick’s College Maynooth was founded in 1795 at the opposite end of the town to the Carton Estate. A two-kilometre axis now extends through the Main Street connecting parkland, community, college and University. The University and the town merge to create a special place with a particular identity in the continuing tradition of Kildare’s grand estate planning. The Master Plan’s organising tenet is to continue this heritage. The University is predominantly located on the northwestern part of the town, which is on the edge of the Dublin Metropolitan region: It is a highly connected place. Maynooth is Ireland’s University town. Its resident population of 12,000 is only slightly greater than the University’s total enrolment. The town and the University are effectively one place. The formality of the town is its strongest place making asset. Two rows of sycamore trees extend the avenue of the Carton Estate to the gates of the campus, creating a connection through nature. However, increased traffic volumes, a proliferation of random signage and a lack of joined-up thinking all have diminished the identity of the town, creating a visually incoherent place. The challenge is to reconnect the University to the town. Blurring the edges of the campus is essential in providing leadership in the town’s evolution. The University is part of the town’s future place making identity. It should demonstrate the same ambition in the creation of new urban places for all the surrounding community.
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A sense of place 13
Place & Identity
South Campus Thinking of Maynooth University conjures collegiate images of lawns, trees and architecture. The spaces on the southern part of the campus are rich in texture, creating a wonderful sense of place. The original campus evokes a romantic notion of teaching and learning at Maynooth. Rich landscape (void of traffic) sets the scene. Spaces are carefully scaled in context of the building function to encourage community in all meanings of the word. Clearly, this environment is key to Maynooth’s atmosphere and culture. We question whether this experience is the reality for the majority of students and lecturers at Maynooth? Continuous expansion has meant that some of the buildings are being utilised in a way that is not appropriate for modern needs. The estate reflects a different institutional era—a time of less transparency—so that teaching and learning occur behind closed doors. Our vision is to consolidate our presence in and invest in the south campus. Investment in contemporary space should aim to improve facilities so that they are appropriate to the needs of a modern university, reflecting its confidence and reinvigorating older spaces whilst maintaining their special spirit and character. Greater student and staff visibility and presence can be encouraged by: •
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Investment in new cultural facilities driven by educational needs. These should be integrated in an architectural and functional context - not as singular stand alone developments; Rationalisation of some administration functions into appropriate and efficient office space; Modernising and improving teaching facilities and rendering the teaching and process more visible; Investment in landscape with art / sculpture / sport to improve its educational functionality as well as visual appeal and ecological sustainability; Creation of implementation standards that compliment the Master Plan vision; Investing in the student experience.
Our vision is to build on the historic legacy of the campus, remembering that the Maynooth University emblem combines four images reflecting its historical roots that look also to its future: The yew twig and castle refer to the medieval origins of Maynooth. The yew is a symbol of regeneration and wisdom. The sundial is a symbol of history, time and enlightenment; and the open book represents academic learning. The Master Plan aims to build on this historic, but forward thinking, tradition.
Collegiate Yesteryear
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Place & Identity
North Campus The northern part of the campus is a vibrant modern element of the University. Originally, buildings were conceived as a critical part of the landscape, aiming to create a sense of place. This context has been eroded with the influence of the car and the pressure for expansion. Important characteristics, such as setting and landscape, have been forgotten over time. Our vision is to ensure the campus is developed, as one location with one academic atmosphere. Our vision is to work hard to improve the sense of place on the north campus. It should be considered just as special as the south. We propose that development should fuse the north and south into one, using a series of collegiate spaces, so ensuring the division becomes obscured and ultimately obsolete. The zones should facilitate and encourage the same common atmosphere. Maynooth University has one campus. The vision for the north part of the campus involves intensifying its overall development, yet at the same time relieving the pressure on individual buildings, optimising the use of each, and restoring each, functionally and aesthetically. It should develop as a series of interlocking and beautiful squares, making a place as special as the southern part of the campus. Teaching space should also be balanced with learning space, enabling group and other learning settings that enrich the third level experience and facilitate the evolution of the curriculum. These observations have evolved into some key strategies: • • • • • •
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To create a compact campus around character areas that develop a common sense of place; To prioritise people and keep cars remote from the key spaces; Undertake an analysis of existing buildings to improve operations and manage increased numbers of people; Provide and blend learning space with teaching space to reflect the changing student requirements; Provide facilities that support campus commuters; Rethink how buildings work together across the estate rather than individual centres. How can the north campus experience ‘be greater than the sum of its parts?’
Forgotten place on the north campus
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Place & Identity
Developing One Community A university community extends beyond the physical limits of the campus. Connected places, which encourage greater participation, are a key part of the creation of a university identity. Some of the key principles that will differentiate Maynooth as a place for people are set out below. A clear entrance way, a welcome space, accessible wayfinding, walking trails, cultural and sporting facilities all contribute in promoting a more accessible environment. Spaces that are well designed will encourage greater participation by all in daily campus life. The University has many communities. The tree-lined avenues and quadrangles of St. Patricks College Maynooth provide a sanctuary: quiet places. The bustling northern campus creates development opportunities for a much denser “urban” campus, which encourages greater cross pollination of ideas across the University’s different disciplines. The new sports cluster is a space that opens up another chapter in the town’s evolution - amenities centrally located and adjacent to the learning and teaching facilities to encourage community and participation. It can also be a parkland space, which threads activity through a series of routeways and walks / runs to Laraghbryan - reconnecting the past with the present. The sustainability of the town requires the University as a partner and vice versa. The development of the harbour area to consolidate the town’s core, along with selective interventions along the main street, all form part of a shared community. The potential for a future academic building which encourages greater footfall along the Main Street should also form part of the social dividend for campus development.
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A central challenge is to ensure that shared collaborative places are created on the hinterland of the campus. This could involve temporary interventions, pop-up shops for freshers’ week, a university book shop, outreach spaces, exhibition spaces or cultural and performance spaces. The University should, to this end, plan to establish a greater presence in the town, in the Main Street, Mill Street or Leinster Street areas. These strategies will aid the development of one stronger community.
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One Community
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Maynooth Ecosystem
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Maynooth Ecosystem
The Maynooth Ecosystem sets out the informing principles that will help develop the Maynooth community. This section discusses places for people, creating an integrated experience, public realm, landscape and ecology, commuting and parking.
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Maynooth Ecosystem
Places for People and Learning The creation of one integrated campus that is primarily a place for people is a central challenge for the University. Places, spaces and routeways must all be part of a campus philosophy that promotes collaboration. External spaces that connect academic activity are part of this new way of thinking when considering the design of each academic building. University buildings are part of a wider ecosystem dealing with place making and identity. Maintaining the quality of the University while it grows as a place of learning is an important goal in the Strategic Plan 2012 –2017, and this will continue to be the case in future plans. The Master Plan envisages what the campus might be like to 2030 and beyond. The University Master Plan scenarios provide for capacity for up to 16,000 students over the lifetime of this vision, and enable growth beyond that horizon in a way that maintains the quality – not just of the campus environment but of the educational experience at the University. We need to welcome everyone to the campus, aid orientation for casual and seasoned visitors whilst making the estate work efficiently in the ebb and flow of the academic year. This is a community space. •
Urban design principles of permeability and visual connectivity need to be considered as part of a new analysis of the built form as projects are initiated.
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An emphasis on learning as well as teaching should be considered during the brief making.
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Opportunities for innovation and interdisciplinarity to encourage cross-fertilisation of ideas are to be enabled. Educational silos are to be avoided.
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Internal space and its relationship with external space (and with neighbouring buildings) should be considered afresh to add ‘learning’ value across the estate - Maynooth is not a business park.
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The new Maynooth undergraduate curriculum and changing practices should facilitate an increase in the number of students taking new subject combinations. A more compact vibrant campus should enable curricular dynamism and an improved sense of place.
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Current buildings are commissioned using an academic spatial development viewpoint, but need to be considered from an activity based perspective - responding to both learner and teaching needs. How do they add to the uniqueness of the Maynooth experience?
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We need to consider and future-proof the investments: How will learning evolve? How can the estate be more flexible and adaptable in responding to the new millennial’s learning needs? How can the utilisation of the buildings be more effective in the coming years?
Routes or Places?
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Maynooth Ecosystem
Integrated Experience To develop the collegiate atmosphere as one campus we need to think differently about the contribution of individual buildings to the campus experience. Academic requirements need to be balanced and augmented to cater for the needs of the learner and fulfil a greater civic role. The Master Plan encourages the development of character areas rather than individual buildings to create an integrated experience of Maynooth. New buildings should be designed to encourage more activity at their lower levels with ‘active edges.’ The ground floor should allow for active learning by revealing university life. Transparency, delight and colour should all be used to blur boundaries between inside and outside. Activity around the buildings should be encouraged and celebrated. The creation of spaces that are connected intrinsically to their surrounding buildings is a key priority of the Master Plan.
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Enabling student choice in curriculum increases timetabling demand, suggesting larger teaching spaces and smaller learning spaces will be required to cope with timetabling peaks. Locations need to cater for both to ensure successful vibrant places that encourage students to dwell.
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An integrated experience should also aid flexibility to deal with peak demands during the academic year.
The ecosystem is to be organised to maximise the possibility and quality of interactions, conversations and collaborations that might not normally occur within a dispersed university setting. This will be achieved by facilitating the following:
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The location of student support services and departmental accommodation should also be considered to ensure year-round activity in the character areas. Mobility around a more compact campus will only encourage effectiveness.
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Flexibility for expansion and contraction of departments should be provided.
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As a principle, dissolving the boundaries between visitors, prospective students and future employers should be encouraged. A welcome point that treats guests appropriately as well as displaying Maynooth’s excellent academic achievement is vital.
Route ways will be reconsidered as a series of connected learning spaces contiguous with the adjacent building active edges, ensuring this educational ecosystem can mature and use the spaces between buildings for educational gain.
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Character areas will need to be developed with the spaces enabled with power and IT, overlaid with different learning settings, to encourage activity during the dwell time in between formal teaching.
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The ebb and flow of student movement needs to be assessed across the academic year to improve available facilities around the campus.
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Maynooth Ecosystem
Public Realm The University is set within a series of garden spaces. It has a rich backdrop of protected structures and mature trees which animate the campus through the seasons. The current public realm has mostly been developed as connections between buildings and is often weak or incoherent. The Master Plan sets a vision that relates the public realm of the adjacent spaces to the educational use of the building, creating a ‘learning realm’- an innovative development to differentiate Maynooth. Public realm which reinforces the campus’s natural setting is an important consideration in the ‘Genius Loci’. Subliminal signals plays a part in forming our impressions of a place. The Maynooth campus is no different. A pedestrian walking through the campus is often challenged by “visual clutter” inconsistency and incoherence. The creation of a coherent public realm and wayfinding and identity strategy for the campus is an essential part of the creation of a sense of place and identity. •
Many of the spaces fall down visually through incremental selection of street furniture, lighting and bins. The development of a public realm where all of these elements are considered part of the overall integrated experience of the campus is an important goal.
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A coherent approach to material selection will be required to link the University through its main pedestrian spine. The integration of appropriate street furniture and appropriate lighting—along with structured landscaping that reinforces the enclosure of character areas using avenues, gardens and lawns—will all contribute to an enhanced campus experience.
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Spaces that are too large also offer opportunities for physical development. The creation of smaller spaces appropriately ‘scaled’ in tandem with built interventions will assist in promoting ‘human places’ that are used throughout the year.
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The public realm should be part of the learning space and activity. It should allow break-out space, ease congestion and provide ‘bumpability,’ thereby encouraging interaction.
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Sports equipment, sculpture, external technology enabled furniture utilised as learning settings will significantly contribute to the University culture.
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Maynooth Ecosystem
Landscape & Ecology The University sits within a conservation zone on the southern campus and a zone of archaeological potential. While an open plain gave Maigh Nuad its original name, the landscape of Maynooth is largely formed by human intervention. The reinforcement of the landscape throughout the campus by building on themes of tree lined avenues, paths, runs, lawns and water ways will be integral to the campus experience. The campus ecology is multi-layered. Walled gardens are no longer in intensive use for the seminary but the spaces and micro-climates they have created are closely related to its original functional life. The avenues, lawns, orchards and flower gardens create contemplative spaces that foster a sense of place and learning. The ecology of the campus also is intrinsically related to the Lyreen River. The protection of the spaces along the centre of the campus for wildlife is an opportunity for place making. The creation of a series of pavilions that celebrate the water way and reveal some of its patterns is a wonderful opportunity. This collegiate infrastructure should carefully be reimagined with new learning and teaching spaces.
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Maynooth Ecosystem
Commuting & Car Parking The University is important both regionally and internationally through its network of global partnerships. It is located 25 km outside Dublin and has excellent connectivity by road and rail transportation. For the next generation of students the reality is that commuting is part of campus life. Every effort is made to encourage public and sustainable transport. The commuting student faces long days interspersed with teaching sessions. Our ambition is to create space that facilitates and supports learning throughout the commuter’s day. The predominant catchment of the student population is from the greater Dublin region and satellite towns which are well served by a network of privately operated buses. The University is also seeking to double its international students on campus by the creation of additional campus residences and support facilities. In order to preserve Maynooth as a special place we need to think differently too about the effects of car parking. Our vision is to support the commuter and create a campus where the pedestrian gets priority. Islands of car parking will be located at the edge of the campus distributed around clusters of teaching. Improved cyclist facilities will be located adjacent to building entrances in line with smarter travel principles. Service access will be restricted and planned for outside core times. Break-out space around buildings needs to be encouraged to support learning, group work, leisure activity and discourse (not to mention coffee etc!) We must support the development of Maynooth’s ecosystem and improved educational experience by rethinking our priorities and asserting the primacy of people over vehicles.
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Drawing Legend Car Parking Existing parking (Incl. Staff, Student, Pay and Display and Multi Purpose)
Existing Services / Loading
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Place Making Initiatives
The Place-Making Initiatives set out development priorities for the community and the outcomes we hope to achieve and are set out as character areas.
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Place Making Initiatives Places of Intention
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List of Initiatives 1 Welcome Pavilion 2 Revitalising the Historic 3 Campus Places 4 Learning Hub 5 P谩irc Sp贸rt Maigh Nuad 6 Lyreen Walk - An Arts Quarter 7 Living Campus
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Place Making Initiatives
Welcome Pavilion The needs of all the constituents at Maynooth University are to be considered to provide a centralised information and welcome centre. St. Patrick’s College Maynooth, international, national, and local visitors, as well as guests of the University, should have a base from which to discover Maynooth, the University and the landscape gardens as a national heritage attraction. The pavilion should provide the following: •
A central welcome point, a first impression;
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An orientation tool for visitors to the campus;
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An improved and developed tourism offer focusing regional activity and responding to local demand whilst improving recognition of the Maynooth brand;
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Additional facilities that could include the following: A meet and greet space? A sheltered taxi pick up point? Tourist information? Student services help desk? Exhibition centre? Innovation showcase? Merchandising store? Touchdown points? Internet hub? Pop-up events space? Catering Pavilion? Coffee dock?
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Rationalised wayfinding throughout Maynooth, improving communication and creating one destination and welcome.
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OUT COMES - An information centre to welcome and orientate visitors and guests; - A centralised taxi and pick up point; - An improved retail offer incorporating merchandising and bookshop; - An improved regional tourism offer; - Improved University identity; - The campus feels more welcoming.
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Place Making Initiatives
Revitalising the Historic Visual richness in the 200-year-old historic part of the campus has established the special Maynooth atmosphere. The Master Plan seeks to nurture this atmosphere and revitalise the learning experience by making teaching and learning visible whilst respecting the need for sanctuary. The historic campus can become the stage to facilitate learning. •
The University needs to make more use of the existing facilities and encourage engagement by bold and inventive treatment of historic buildings.
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Contemporary external furniture and wayfinding will aid communication, usability and utilisation of space. Simple tools to animate external spaces include seating, power, staging and creative management in conjunction with the student societies.
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Current landscaping is designed to minimise use through aggressive planting and signage. Placemaking can maximise use of the landscape for contemplation and group work through to sporting activities. These will create new opportunities and can support curriculum development. Extending key buildings to facilitate learning can support the new curriculum and modernise and enhance historic buildings.
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Pop-up facilities will encourage recitals, plays and events throughout the academic year.
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The extension of key teaching buildings will accommodate growing departments or faculties to increase vibrancy.
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A rationalisation and consolidation of accommodation will be undertaken to ensure spaces are fit for their use and are accessible to all.
We believe this will add activity, value and richness to the campus.
OUT COMES - Teaching and learning becomes visible; - External spaces become usable by the University community; - Group learning spaces available for students; - Appropriate additional activities catered for; - Increased utilisation by all students; - Historic buildings brought to twenty-first century standards; - Reinvigoration of the South Campus; - Learning Manifests.
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Place Making Initiatives
Campus Places World-class facilities will support research and teaching development. Planned to encourage interdisciplinary communication and support innovation and the new curriculum, research, postgraduate and undergraduate teaching will be augmented by other learning, maker and social spaces. This is likely to mean adjacencies and locations of departments are reconsidered to encourage cross fertilization of ideas. •
A set of organising principles is under development to encourage new clusters of learning and create flexibility for growth.
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Spaces for learning can be both internal and external. Much more is to be made of the natural and historic landscapes as learning instruments.
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Circulation zones should be treated as teaching spaces that encourage the display of work and projects.
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The Master Plan envisages an assessment of appropriate educational fit for some of the underperforming existing buildings.
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Teaching facilities should be supported with breakout hubs as focal points for communication and interaction.
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Teaching should be visible and consider implications of modern technology and how learning is changing.
An adjacency assessment is being considered to ensure departments, faculties and course locations reflect the flexibility of the curriculum requirements. The Master Plan aims to encourage discourse and ‘bumpability’ - creating opportunities for cross fertilisation and innovation.
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Laboratory buildings are needed that are flexible and agile to respond to different teaching needs. They should be easily reimagined and adapted to suit different subject types and learning approaches.
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Buildings have been assessed to reflect their most appropriate use and will be reimagined or reinstated (e.g. Auxilia returned to residential).
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OUT COMES - New organising principles encourage interdisciplinary environments; - Better learning and teaching facilities on campus; - Increased communication potential; - Spaces scaled to reflect contemporary pedagogy; - Active ground floor spaces that accommodate a variety of learning spaces and contribute to a lively campus; - Rationalised and extended Logic and Rhetoric House; - Improved Connections to adjacent facilities.
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Place Making Initiatives
Learning Experiences The student experience at Maynooth University is renowned, stimulating ever increasing enrolment growth. The popularity puts pressure on the learning and social experience rather than teaching. Investment in the experience outside of formal teaching is necessary to facilitate evolving trends in learning. Facilities that support learning and accommodate students between lectures are to be developed, providing innovative new learning settings for the student cohorts. •
Students need space to ‘be’ and ‘do’ outside normal lecture and library functions increasing effectiveness.
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Breakout space required to support innovation and research at all levels, as well as interdisciplinary learning.
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Technology-rich learning spaces should be located in close proximity to teaching space and be distributed throughout the campus.
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Student services need to serve increased numbers with contemporary facilities enabled by technology.
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Improving the central place to add to the vitality of the student experience means an intensification of accommodation around the main square.
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The Master Plan envisages a reinterpretation of the Arts Building as a student focused learning zone side-by-side with teaching spaces, aiming to capitalise on the current popularity. A proposed tower will add innovative learning space, academic offices, tutorial spaces, student services hub, reading spaces etc.
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Other buildings have been assessed to improve circulation and provide breakout learning space to ease the congestion (e.g. John Hume).
OUT COMES
- A new Student Centre at the heart of the campus; - Bookable learning spaces for group study will be developed; - Augmented Student services facilities; - A focus to student life between classes; - Arts building repurposed and restored; - New teaching and academic building.
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Place Making Initiatives
Páirc Spórt Maigh Nuad Contemporary universities must invest in and encourage sport and recreation. Students and staff expect it, and it promotes health and well-being. It should be accessible and inclusive to all students rather than solely promote elite sporting performance. The benefits to the wider community are self-evident. •
The facilities need to establish a centre of excellence for regional sports, provide community access, and respond to staff and student fitness and wellness needs. They will be a differentiator to develop novice to elite sports performance at the University.
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The location will affect the perception and atmosphere of the campus, and visibility from the main student areas is paramount.
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Sporting facilities should include academic accommodation (and vice versa) and remain close to the heart of the campus.
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Existing soft and hard landscape spaces should be appraised to accommodate smaller scale sport and gaming activities. Sport should be visible and accessible throughout the campus.
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Leisure activities can activate the spaces between buildings as long as acoustics are considered.
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Large spaces should be treated with the same landscape intent as parts of the original campus. Trees and landscape should be used to create natural ‘bowls’ around pitches to enhance usability and attractiveness.
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Slí na sláinte to be further developed, respecting and creating special character areas across the river landscape to create a contiguous single healthy campus - a real dividend for the community.
OUT COMES
- New complementary regional facilities providing a focus for sporting activity; - Next generation sporting facilities for student and staff development; - Walkways and running routes.
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Place Making Initiatives
Lyreen Walk - An Arts Quarter The Master Plan envisages a cluster of performing arts and related spaces in a riverside landscape. The main facilities, the setting and a series of pavilions will allow conventional and pop-up performance throughout the campus. Scaled to accommodate contemporary university needs, facilities should be complementary to St. Patrick’s College and showcase current and developing talent. •
Facilities should be scaled to accommodate and encourage development of arts culture within the community and the region.
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Music and performance should be visible and promote engagement by all the campus community.
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A mixture of formal and informal cultural space is envisaged.
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Sound and vision around the campus should be encouraged. Impromptu performance / rehearsal space should benefit the entire community.
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Community and learning spaces should be integral to the performance space.
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OUT COMES
- An Aula Maxima scaled to suit the University; - New acoustically appropriate performance and rehearsal spaces; - Community performance space; - Informal performance, practice and learning pavilions.
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Place Making Initiatives
Living Campus Maynooth University has a long pedagogical tradition of living and learning fused together to create a special community atmosphere. The Master Plan envisages the development of this learning community by extending the mix and use of the facilities thereby encouraging vibrancy, activity and community. •
Student accommodation will continue to be provided and integrated within the campus. A range of accommodation types will be developed - from smaller contemplative clusters to larger student village accommodation creating choice.
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Campus living must be fully inclusive.
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Campus Living should encourage greater use across the day and complement study, social and sporting activity. Density of accommodation, whilst also providing passive security, should foster the sense of community.
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Accommodation could also be provided innovatively as live / work units, for new faculty and as townhouses for academic and university employees.
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In partnership with Kildare County Council and the local community the University should encourage housing development to ensure that supply is maintained at all price ranges and that this does not impede growth of the University. Student profiles are changing with greater diversity in culture and age.
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The accommodation should be distributed and be considered as a way to increase the vitality similar to a mixed use part of a city. Place making should ensure accommodation is integral to the student experience and accommodation should have space to provide assistance with life skills and support where necessary.
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Security is paramount and should be achieved through design rather than barriers.
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- Range of accommodation types and atmospheres will be developed; - Many of the buildings originally designed for accommodation will be returned to their original use and developed to contemporary living standards.
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Place Making Initiatives
Summary 1. Core 2. Welcome 3. Academic Zone 4. Sports 5. Sanctuary 6. Culture 7. Living
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The Existing Campus 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46.
Gate Lodge Stoyte House Long Corridor Humanity House Dunboyne House Riverstown Lodge Rhetoric House Swimming Pool Logic House Logic Annex Logic Prefabs Junior Infirmary O’Casey Changing Rooms CPD Museum Loftus Hall Renehan Hall St Mary’s House St Patrick’s House College Chapel New House Computer Centre Aula Maxima Columba Centre John Paul II Library Education House Laraghbryan House St Catherine’s Auxilia House Map Lodge John Hume Building Hamilton Institute Rye Hall Crèche Product Design Studios Iontas Building Science Building Arts Building Student Common Room Bioscience & Elec. Engineering Sports Complex Phoenix Restaurant Callan Building Student Centre Eolas Building Education Building
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St. Patrick’s College Spire
St. Patrick’s College Spire
ey Plan
Key Plan
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Proposed Tower
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BDP Blackhall Green Dublin 7, Ireland T: +353 [0]1 474 0600 W: www.bdp.com 56