Hosmer House 101 & 102, 104, Annex

Hosmer 102


3630 Sir William Osler


30 students / 22 students / 36 students = 88 students

Alignment with Principles for Designing Teaching and Learning Spaces

Academic Challenge

  • Layout: Permits students to work individually or in small teams around each plinth (physical therapy bed).
  • Furniture: Comfortable, height-adjustable chairs on wheels permit students to work individually or in small groups. Adjustable plinths ensure that the patient (or fellow student) is comfortable.
  • Technologies: Access to resources: LMS, internet (via student laptops). Multiple sources and screens for simultaneous display of different learning materials.
  • Acoustics: Acoustic design to avoid distraction from outside and inside sources
  • Lighting/colour: Appropriate lighting for individual work.   

Learning with Peers

  • Layout: Flexible layout permits students to move easily from small group to larger group activities.
  • Furniture: Chairs on wheels permit students to turn and discuss with those nearby, and allow for easy reconfiguration of the classroom to support a variety of collaborative learning approaches (e.g., from small group work at the plinths to seeing how another student or professor is working with a patient.)
  • Technologies: Videoconferencing between three classrooms permits students to see what students in another location are working on.
  • Acoustics: Sound zones support multiple simultaneous conversations among students.
  • Lighting/colour: Large windows bring in natural light.

Experiences with Faculty

  • Layout: Instructor is not limited to the “front of the room” and instead has access to all students due to a layout that permits sufficient passing space, and chairs that can move easily.
  • Furniture:  The podium is large enough for all instructional materials. Mobile furniture supports different teaching strategies.
  • Technologies: Multiple classroom technology sources (document camera, LCD/plasma screen) permit display of different learning materials. Videoconferencing allows instructors and students to communicate with one another between teaching laboratory spaces, both within and beyond the university.
  • Acoustics: Sound zones ensure that not only are students able to hear the instructor, but that the instructor is also able to hear the students.  
  • Lighting/colour: Lighting patterns support multiple types of teaching tasks.

Campus Environment

  • University standards have been applied. IT is consistent with teaching and learning needs, and durable furniture contributes to sustainability efforts.
  • Designed for all populations using the space: well-lit, with standardized and connected room controls to facilitate use of multiple classrooms.
  • Classrooms that incorporate elements of active and collaborative learning are part of a vision for campus learning spaces of many different sizes.

High-Impact Practices (HIPs)

  • Both physical and virtual affordances help maximize HIPs for student learning within and beyond this classroom.


IT instructions

https://classroom-av.ncs.mcgill.ca/?buildingId=13&roomId=442 (101/102)

https://classroom-av.ncs.mcgill.ca/?buildingId=13&roomId=324 (104)

https://classroom-av.ncs.mcgill.ca/?buildingId=56&roomId=443 (Annex)


McGill University is on land which has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. We acknowledge and thank the diverse Indigenous people whose footsteps have marked this territory on which peoples of the world now gather.

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