© James Brittain

c.詹姆斯·布里顿

架构师提供的文本描述。在米西索加的多伦多大学的教学中心提供了新的可能性，社会和智力的参与，无论是在课堂和课外。该中心的豪华材料、智能教室、诱人的公共空间和环境特色表明，多伦多大学致力于以鼓舞人心的建筑和可持续的原则加强教育经验，以增加学生、教员、工作人员和游客的快乐和福祉。

Text description provided by the architects. The University of Toronto at Mississauga’s Instructional Centre presents new possibilities for social and intellectual engagement both during classes and beyond. The Centre’s luxurious materials, smart classrooms, inviting public spaces and environmental features demonstrate the University of Toronto’s commitment to strengthening the educational experience with inspirational architecture and sustainable principles that are increasing the pleasure and wellbeing of its students, faculty, staff, and visitors.

 © Ben Rahn/A-Frame

C.Ben Rahn/A-框架

这座建筑铜色的绿色与绿色环境和哈泽尔·麦卡利翁学术学习中心的正面富饶的木板相呼应。预镀铜是为了将建筑与田园环境结合起来，并使之与学生的教育经验并行，并随着时间的推移而发展和成熟。

The earthy, green hues of the building’s copper exterior resonate with the green surroundings and the rich wood panels of the Hazel McCallion Academic Learning Centre’s facade. Pre-patinated copper was chosen to integrate the building with the pastoral setting and also so that, parallel to a student’s educational experience, the panels will develop and mature over time.

 © Ben Rahn/A-Frame

C.Ben Rahn/A-框架

增加50%的校园教室空间，教学中心提供各种类型和规模的教学空间，包括500个座位和350个座位的教室和一系列支持协作和基于项目的学习的智能教室。室外座位、增加的小径以及聚会和娱乐的空间似乎直接流入建筑物的室内休息室，吸引学生们享受校园生活。铜包层也从外部延伸到主要内部，进一步强调了校园与建筑之间的联系。

Increasing the campus’ classroom space by 50 percent, the Instructional Centre offers teaching spaces of various types and sizes, including 500-seat and 350-seat lecture theatres and a range of smart classrooms that support collaborative and project based learning. Outdoor seating, increased paths and spaces for gatherings and recreation appear to flow directly into the building’s interior lounges, enticing students to enjoy campus life. The copper cladding also continues from the exterior into the main interior, further emphasizing the connection between the campus and the building.

 © Ben Rahn/A-Frame

C.Ben Rahn/A-框架

一系列高耸的公共空间充满了自然光和校园景观，连接着三层国家-艺术教室。功能楼梯能有效地将人们移动到各个层次之间，最大限度地减少对电梯的需求，并最大限度地发挥潜在的交流作用。有了慷慨的降落，楼梯鼓励互动，并提供了一个平台，从那里可以看到和被看到。随着班次的变化，学生们的运动和嗡嗡声逐渐上升到一个可控的高潮，他们通过桥梁连接和衰减楼梯的温和回路。一旦上课，室内又变得平静和安静，学生们适应了一系列非正式的学习环境-靠在木栏杆上，聚集在似乎漂浮在树梢上的桌子前，或者在安静的休息区放松，那里有舒适的扶手椅和清澈的校园景观。

A series of soaring public spaces filled with natural light and campus views connect three stacks of stateof- the art classrooms. The feature stair moves people efficiently between levels, minimizing the need for elevators and maximizing the potential exchange. With generous landings, the stair encourages interaction and offers a platform from which to see and be seen. As classes change, the movement and hum of the students rises to a controlled crescendo as they wind their way through the gentle circuit of bridge linkages and attenuated stairs. Once classes are in session, the interior becomes calm and quiet again, with students settling into a series of informal learning environments—leaning on the wood balustrades, gathering at tables that appear to float in the treetops or relaxing in quiet lounge areas with comfortable armchairs and sweeping campus views.

 © Ben Rahn/A-Frame

C.Ben Rahn/A-框架

随着学生的传播，他们意识到建筑的许多可持续的元素作为设计特征。安装在南方幕墙上的光伏电池板产生清洁能源，同时遮阳东、西走廊和特色楼梯。三楼的学生休息室俯瞰向南的绿色屋顶，这些屋顶上种着土著草甸草。这些改善绝缘和收集径流暴雨水，是在现场处理。此外，该建筑物是由一个地热系统，隐藏在邻近的运动场之下加热和冷却。

As students circulate, they become aware of many of the building’s sustainable elements as design features. Photovoltaic panels mounted on the southern curtain wall generate clean energy, while simultaneously shading the main east west corridor and feature stair. Third floor student lounges overlook south-facing green roofs that are planted with indigenous meadow grasses. These improve insulation and collect runoff storm water that is processed onsite. Also the building is heated and cooled by a geothermal system hidden beneath the adjacent playing field.