0 Cover Contents · 2015-03-27 · COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES 1 - 3 Draft I....

October 4, 2006

COLORADO STATE UNIVERSITY

Wallace Roberts & Todd, LLC

AESTHETIC GUIDELINES

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Main Campus

South Campus

Foothills Campus

AESTHETIC GUIDELINESCOLORADO STATE UNIVERSITY


October 4, 2006

Draf tDraf tDraf tDraf tDraf t

Main Campus

South Campus

Foothills Campus

CONTENTS

Executive Summary ........................................... 1-1

I. IntroductionA. Background and Purpose ............................ 1-3

B. Methodology ............................................... 1-4

C. Stategic Direction ....................................... 1-4

D. Principles ................................................... 1-5

E. How to use the Aesthetic Guidelines .......... 1-5

F. Expectations of Design/EngineeringConsultant Teams ........................................ 1-6

II. Main CampusA. Campus Context .......................................... 2-1

B. Main Campus Composition ........................ 2-21. Open Space ........................................... 2-52. Circulation Corridors .......................... 2-153. Buildings ............................................. 2-23

C. Main Campus Materials ........................... 2-311. Building Materials .............................. 2-312. Landscape Materials ........................... 2-343. Furnishings .......................................... 2-404. Signage ................................................ 2-42

III. South CampusA. Campus Context .......................................... 3-1

B. South Campus Composition ........................ 3-31. Open Space ........................................... 3-42. Circulation Corridors ............................ 3-93. Buildings ............................................. 3-11

C. South Campus Materials1. Building Materials .............................. 3-152. LandscapeMaterials ............................ 3-173. Furnishings .......................................... 3-234. Signage ................................................ 3-26

IV. Foothills CampusA. Campus Context .......................................... 4-1

B. Foothills Campus Composition .................. 4-21. Open Space ........................................... 4-22. Circulation Corridors ............................ 4-93. Buildings ............................................. 4-12

C. Foothills Campus Materials1. Building Materials .............................. 4-182. Landscape Materials ........................... 4-203. Furnishings .......................................... 4-264. Signage ................................................ 4-29

V. ImplementationA. Implementing Design Review at CSU......... 5-1B. CSU Design Review Committee Submittals5-6

VI. AppendixA. Glossary of Terms ...................................... 6-1B. Bibliography and Resources ....................... 6-3C. Acknowledgements ..................................... 6-5

COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES

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EXECUTIVE SUMMARY

Following the adoption of a Strategic Directionand subsequently a Campus Master Plan for Colo-rado State University’s Main, Foothills and SouthCampus (Veterinary Research), the campus em-barked on an Aesthetic Guidelines Program toprepare design standards and guidelines for cam-pus development and redevelopment. Simplystated, if the Master Plan is the “Why and What” ofcampus physical development, the AestheticGuidelines represent the “How”.

The Aesthetic Guidelines Program is meant toimplement the recommendations of the campusmaster plan by:

• Establishing the framework to incrementallybuild new facilities.

• Reinforcing the patterns of campus openspaces, edges and features.

• Setting criteria for building composition andmaterials.

• Developing a consistent palette of site furnish-ings, including signage, paving, lighting, andfurniture (benches, trash, etc.).

The Aesthetic Guidelines Program is intended as atool to be used in:

• Program development

• Site selection

• Facilities design and construction direction

• Design review and evaluation

These Aesthetic Guidelines are divided into fivechapters:

I. Introduction, defining the background, purpose,methodology, principles on which these guide-lines were developed and how to use them;

II. Main Campus

The Campus Context, discussing the rules forthe framework of districts, spaces and connec-tions;

The Campus Composition, establishing thepatterns of open space, circulation, and build-ing envelopes;

The Campus Materials, defining the consistentmaterials for buildings, landscape, and sitefurnishings;

III. South Campus

Following the same format as chapter II,Context; Composition; and Materials.

IV. Foothills Campus

Following the same format as chapter II,Context; Composition; and Materials.

V. Implementation, summarizing actions necessaryto move forward in developing the threecampuses.

Location diagram of the three campusesaddressed in the Aesthetic Guidelines.

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I. INTRODUCTION

A. Background and Purpose

Colorado State University has long been about theland. Following a territorial bill in 1870, and thededication of up to 110 acres the following year,what is now known as Colorado State Universityemerged with an agrarian landscape – the seedingof 20 acres of wheat at College Avenue and WestLaurel Street. The first significant structure “OldMain” coincided with its 1879 designation asColorado’s land grant college for agricultural andmechanical arts. Early years of campus develop-ment concentrated around the Oval, where 13 ofthe 14 campus historic buildings remain in use.

World War II veterans and the subsequent “baby-boom” generation sparked an aggressive buildingprogram during the 1950s through 1970s. Withlimited funding and exceptional demand, two andthree story residential halls and classrooms sprungup southwest of the Oval. Reflecting the designtradition now referred to as “mid-century” modern,the buildings did not follow the architecturaltraditions, materials or the siting of those originalstructures.

Today, many students describe the campus as“open” and “rural” even though the campus’ 451acres are mostly covered with its 146 buildings,albeit at a relatively low density. The preserva-tion of the historic Oval, the Campus Green and theviews west to the foothills all contribute to thistradition of openness that one student even de-scribed as “friendly.” While new buildings havereflected the style of their era, they have main-tained the low scale development pattern based onthe old street grid and implied in the originalcampus.

With the adoption of the 2004 Campus Master Plan“Foundation for a New Century,” CSU recognizesthat change is occurring and that many buildingswill either be remodeled, renovated or replaced as

they reach their life expectancy. New buildingswill infill interior surface parking lots. TheCampus Master Plan establishes the principles forthis change but it was recognized that guidelineswould be necessary to translate those principlesinto specific recommendations for site develop-ment, composition and use of building and land-scape materials.

Rather than maintain the Quadrangle model (simi-lar architecture around a common space, such ashow the campus started); or the Matrix model (acollection of disparate buildings in a unifiedlandscape), CSU has emerged as a “UniversityCommunity” – a campus that has expanded from asmall cluster to a framework of buildings along agrid pattern of streets. Much like its host city FortCollins, CSU has developed main pedestrian mallsor streets flanked by buildings of similar mass andscale. The campus’ stylistic variety indicates itsprogression over time. It has become a metropoli-tan campus and its future development mustrecognize this evolution while promoting qualityand sustainability.

The purpose of these Aesthetic Guidelines is tocelebrate CSU’s role as a University Community,improve the overall aesthetic character and visualunity, and create a more cohesive, quality environ-ment. These guidelines form the direction todesigners, reviewers and administrators who willoversee the campus evolution.


B. Methodology

The CSU Administration and Campus FacilitiesManagement Department instigated the preparationof the Aesthetic Guidelines in January 2006 per thedirection of the Board of Governors. The campusplanning and design firm of Wallace Roberts &Todd LLC was hired to facilitate the preparation ofthe guidelines. The process initiated with anunderstanding of strategic direction and masterplanning principles along with a visual survey ofthe campus environment. Tasks included inter-views with the Vice President for AdministrativeServices and focus group discussions with thoseinterested in campus planning and design (Facili-ties Development Committee and Department ofLandscape Architecture students).

In addition, an open forum was conducted at theStudent Union to elicit staff, student and professoropinions on CSU’s aesthetic quality. An examina-tion of Design Guidelines and Design ReviewBoards from other campuses was undertaken. Theoutline was determined to address campus context,composition, materials and implementation. Anintent was developed for each subject and specificrecommendations followed. The draft guidelineswere then reviewed by Planning Design & Con-struction staff and the Vice President for Adminis-trative Services.

C. Strategic Direction

The Aesthetic Guidelines Program is fully rootedin the strategic direction for the University as wellas the Master Plan for the Campus. Its mission isto reinforce the strategic direction and fulfill themaster plan direction.

Colorado State University established a StrategicDirection in August of 2005 entitled “Setting theStandard for the 21st Century”. In this document, avision was formulated: “the Colorado State Uni-versity System will be the premier system ofpublic higher education in the nation”. Goals wereestablished to reach this vision and a number ofthese goals relate to the physical development planof the campus.

Goal 34: Master Plan Building Plan“Maintain and upgrade the overall campus envi-ronment. In addition to improved learning andresearch facilities (Goal 5 and Goal 21) we mustmaintain a campus environment that meets theneeds of a flourishing academic community, includ-ing support facilities that range from parking toresidential living/learning facilities. This goalwill be achieved in ways that complement theaesthetic character and environmental commitmentof our campus through a design-review processbased on established criteria. Funding will comefrom a variety of sources: State, Federal, donors,students and users.”


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D. Principles

From these established campus commitments, theAesthetic Guidelines presents three over-archingprinciples that establish the intent and execution:

1. Strengthen CSU’s unique sense of place throughthe design and maintenance of the physicalcampus environment.

2. Define the Campus Framework as an interde-pendent system of buildings and gatheringplaces linked by a hierarchical network ofcirculation and sharing a common palette ofmaterials.

3. Make the campus a model of sustainabilitythrough design composition, materials, con-struction operations and campus maintenance tooptimize limited resources and protect ourenvironmental future.

These principles will ensure that the CSU campusmaintains and improves its physical character andcampus quality. It will reinforce the campus’purpose of uniting diverse people and ideas in aforum that promotes scholarly and social exchange.It will ensure that future decisions regarding thebuilt environment respect the campus context,address the necessary functionality, encourage boththe intellect and the community; consider the costeffectiveness and the quality; and advancesustainability for long-term operational efficien-cies.

E. How to Use the AestheticGuidelines

The design standards and guidelines established inthis document build upon the Master Plan recom-mendations. The two documents should be viewedas companion pieces and not independently.Additionally, these Aesthetic Guidelines are meantto be complimentary and supplementary to theUniversity Building (Design) Construction Stan-dards Manual. This Manual references applicablecodes and standards for building projects.

It is the interrelationship between the campus’framework of open space, circulation, and build-ings that creates the urban form and physicalenvironment of the campus. Development is typi-cally focused on building projects but the qualityand functionality of open spaces are critical to thepublic realm and life of the campus. Open spacesserve to create an understandable, attractive, andcohesive environment of unifying social spaces.Consistent lines of street trees, pedestrian pave-ment, and distinct courtyards and plazas all con-tribute towards these spaces.

While each project must contribute to the characterof the campus in a coordinated manner, there aremany different ways that an appropriate contribu-tion is realized in detailed design. The guidelines,therefore, are generally expressed in descriptive,qualitative terms that indicate an intended designcharacter that will achieve a necessary addition tothe campus’ social space. The guidelines leaveroom for the inventive interpretation by the campusin consultation with planners, designers, architectsand landscape architects. The purpose of theseguidelines is not to limit the creativity but to ensurethat creativity is working in a desired direction andwithin a range of acceptable choices focused onachieving the goals and objectives of the Strategicand Master Plans.


Together with the Master Plan, the design stan-dards and guidelines make up the design require-ments for projects within each campus, from theplanning vision to detailed project design. Adesigner or project reviewer should be familiarwith both levels of direction, starting with theMaster Plan. Both levels are critical to understand-ing the context from which the design standards andguidelines were framed, and the significance ofthese to the intended urban design character of theneighborhoods.

As projects are implemented, design or review ofa specific proposal requires decisions on thearchitectural and landscape details of the project inrelation to the design standards and guidelines. Inusing this chapter, greater emphasis should beplaced on effective interpretation of the statementsof intent rather than the particular examples used toillustrate how the intentions can be realized.

For ease of use, the design standards and guide-lines are presented in six sections, addressingdevelopment on the Main Campus, South Campusand Foothills Campus separately. Each section isdivided into two parts: 1) Composition, and 2)Materials.

The items identified with a solid box n are stan-dards—either required by prescriptive controlsthat must be met or recommendations that are firmin principle, but nonspecific in detail. Thoseidentified with an open bullet o are guidelines—concepts that present an opportunity to contributeto the character of the campus, but are not required.

To begin, the first standard is:

n Require all professional design or planningteams, CSU Facilities Management projectmanagers, and members of each developmentcommittee or Design Review board to befamiliar with the Master Plan, Strategic Planand the design standards and guidelines priorto the planning and/or approval of a campusdevelopment project.

F. Expectations of Design/Engineering Consultant Teams

The design team is expected to follow the LEEDprocess and use the LEED rating system as aproject guide, regardless of the actual requirementsset by the University for specific projects (At thestart of the project, the University will determinewhether a project will be certified under one of theLEED programs and which level is to beachieved). For all projects, the design team isrequired to organize the design and coordinationefforts to follow the intent of an integrated andcollaborative design process. The design charretteprocess shall be integrated to develop and reviewdesign alternatives, perform first cost analyses,gain resolution on the project approach, determinethe evaluation criteria, and to develop program-matic and sustainable design goals.


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II. MAIN CAMPUS

A. Campus Context

The main campus is within defined within theboundaries of College Avenue, Laurel Street,Shields Street and Lake Street. Near the core ofFort Collins the campus shares a town scale that iswell suited for further development of multiple usefacilities, transit, walking and bicycling.

The following section – B. Main Campus Compo-sition– defines standards and guidelines for theseelements followed by materials in section C. Library Plaza and University Mall is at the

crossroads of the main campus. Views of themountains are framed by Morgan Library and theLory Theater.

Figure 2.1 The 2004 Master Plan for the Main Campus illustrates existing and planned buildings, openspaces and circulation corridors.

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B. Main Campus Composition

The main campus is composed of districts, eachhaving a specific interface with the surroundingcommunity and within the campus. They aredistinct not only in architectural style and materi-als, but in land use, the configuration of openspace, and building’s relationship to the openspaces and connections. The districts are (seeFigure 2.2):

• Historic• Residential• Academic• Athletic• Support

These districts overlap somewhat in function andcharacter. They are linked by a network of pedes-trian circulation corridors. And the facilities andactivities of the University’s eight colleges arewidely distributed across the campus - unconfinedby districts. These three factors contribute to thecampus character of metropolitan/town - where thecollegial exchange of ideas, fundamental to theUniversity, are encouraged by the physical envi-ronment.

As the main campus grows, following the 2004Master Plan, buildings will infill the districts, openspaces will replace surface parking, and thepedestrian spines will be strengthened.

Historic buildings and open space distinguish thenortheast corner of the campus.

Residence halls line the athletic fields west of theacademic core..

The academic core spans the campus from northto south.


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Figure 2.2 Campus Districts

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It is the framework of open spaces and connectionsthat link the main campus districts and provide theopportunity to strengthen the character. Buildingshouse much of the activity of the University and arefundamental to the character and image of the maincampus.

The trees and broad lawn along College Avenue

Figure 2.3 Framework Diagram illustrateselements that define campus open spaces,circulation and building siting.


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1. Open Space

The tradition of American university campuses is acomposition of open spaces defined by perimeterbuildings. Monfort Quad and the Oval are excel-lent examples of the open spaces in this tradition.As a land grant institution CSU has further opportu-nity for addressing the variety of open spaces.

Every square foot of the campus is valuable, notonly in the composition of aesthetics, but also inresource stewardship. The Aesthetic Guidelinesintends to include all the open space areas - formaland remnant. Formal spaces such as the quads,circulation corridors and utility yards, and rem-nants, such as the building perimeter, shouldcontribute to the whole.

Figure 2.4 Open Space Diagram

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The open space, paths and trees of the Oval arecharacter defining features of the historicdistrict.

Outdoor sculpture can enhance the campus whenintegrated to frame views, define a place to meet,sit and study.

This section guides the treatment of open spacesincluding:

a. Quads and Plazas

b. Courtyards and patios

c. Historic Landscapes

d. Campus Lagoon

e. Athletic Fields

f. Parking Lots

g. Bicycle Parking

h. Building Site

All the spaces are actively used in all seasons andmust be attractive and functional through day andevening for the university and Fort Collins commu-nities.

Landscape materials composed within these openspaces include trees, site furnishings, and pave-ment.

Public Art, Gifts and MemorialsThe Foundation should carefully coordinate withthe Arts Display Committee (ADC) to understandthe policy and vision in order to respectfullyoptimize the generous gifts and memorials. Acampus can become overwhelmed with donatedsculptures and memorials of varying quality andmeaning. Donors should be encouraged to con-sider gifts for the dedication and maintenance ofopen spaces, tree groves, and furnishings that aretributes but are consistent in campus character.

Sherwood Forest lawn and mature trees offers aquiet oasis at the center of the campus.


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a. Quads and Plazas

Quads are pedestrian oriented areas spatiallydefined by buildings on all sides. They havemultiple entrances and are predominantly lawn.Plazas are predominantly paved and serve themore active portions of the campus. Quads andplazas should provide interest, encourage interac-tion, and facilitate movement between adjacentbuildings. These are spaces shared by the collegeswithin the adjacent buildings as well as the wholecampus community.

Intent: to provide quads and plazas as majorgathering spaces throughout the campus.

n 1. Define quads and plazas with minimumdimensions 150 square feet and maximum of600 square feet.

n 2. Site lawns in large contiguous areas wherethey will not be shaded by buildings, areinviting to the community and easily accessibleto maintenance equipment.

Figure 2.5 Quads and Plazas

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n 3. Plant trees, shrubs, and groundcover inareas between the lawn and building in re-sponse to microclimate conditions, buildingdesign and function.

n 4. Divide lawns and planting areas with a 6-inch wide concrete mow strip.

n 5. Include storm water retention systems in thelawns and planting areas.

n 6. Provide space for snow removal andstorage.

n 7. Provide a variety of seating arrangementsin sun and shade to allow for study, conversa-tion, people watching, or quiet contemplation.

n 8. Design building entrances to be accessedfrom the quad or plaza and be supported withsite furnishings including seating, trash recep-tacles, bicycle racks, lighting and signage.

n 9. Locate trash receptacles, as appropriate, inall plazas and quads, at building entries; in hightraffic areas, gathering areas, outdoor smokingareas, and seating areas; and adjacent to anyshuttle bus shelter. Avoid locations where theyinterfere with pedestrian movement.

o 10. Locate ash urns in plazas and quads atoutdoor smoking areas. Continue to educate thecampus community about their appropriate use.

n 11. Move designated smoking areas at least 50feet from main building entrances and/or airhandlers.

o 12. Locate bicycle parking near entranceswithout compromising access, views, pedes-trian activity and gathering opportunities.

n 13. Design utility access within paved areas.Elements such as hatches and grates must beflush with adjacent surfaces so as not to im-pede access.

o 14. Provide electrical outlets for specialactivities such as seasonal lighting, perfor-mances, etc. Outlets should be located wherethey are not susceptible to damage and can beintegrated into the adjacent landscape.

o 15. Provide conveniently located connectionsto potable water for temporary use in thepreparation or clean-up of approved events.

o 16. Locate Wi-Fi equipment discreetly onadjacent buildings for service in quads andplazas.

n 17. Provide emergency phones in coordinationwith campus police.

Monfort Quad is an excellent example of an openspace enhanced by the introduction of a newbuilding, Natural and Environmental Sciences.

The site improvements include a variety of placesfor gathering, study, and relaxation..

Monfort Quad


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Elm trees in the historic Oval frame the view ofthe Administration building.

b. Courtyards and Patios

These are small outdoor spaces generally associ-ated with one building.

Intent: to provide courtyards and/or patios as openspace resources associated with all major build-ings. These spaces should also serve as gatheringplaces and respites.

n 1. Program the uses and facilities of court-yards and patios with building occupants andmaintenance personnel.

n 2. Design spaces for flexible use over the lifeof the building.

n 3. Provide seating and planting to complementthe seasonal patterns of sun and wind.

o 4. Provide access for services includingpower and water for outdoor facilities, Wi-Fi.

n 5. Site on south or west sides where solaraccess is available.

c. Historic Landscapes

The Oval is treasured for its simple lawn, elmtrees, pathways and historic buildings. The limitedstructured seating areas are an important characterdefining feature.

Intent: to preserve the historic landscape characterof the campus and ensure its renewal over time.

n 1. Preserve and maintain the historic spatialcharacter of the Oval and the surrounding openspace.

n 2. Update the National Historic Register toinclude the landscape, including CollegeAvenue and Laurel Street edges, and SherwoodForest.

n 3. Follow the NPS Secretary of Interior’sguidelines to prepare a resource managementplan for the treatment of the landscape’s con-tributing elements (trees, pavement, lights,etc.).

n 4. Continue to replant trees as they age toensure the character of the historic landscape ismaintained for future generations.

Rockwell Hall courtyard invites outdoor use.

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d. Campus Lagoon

The campus lagoon sits within the lawn west ofLory Student Center. It is a focus for many formaland informal student activities. It contains water inthe summer.

Intent: to maintain and provide for both stormwater management and large, informed gatherings.

o 1. Consider formally naming the area includ-ing the grove of trees, lagoon, open lawn eastof Meridian north of University Mall.

o 2. Reconstruct the lagoon with a varied edgeto include planting areas for phytoremediation,and native plant riparian species.

o 3. Define the boundary of the grove andexpand the planting of trees to define viewsand contribute to the campus forest.

e. Athletic Fields

Intent: to maintain the open space and viewsacross the campus.

o 1. Provide the minimum lighting necessary toconduct athletics while not contributing to lightspill or intrusion, especially on adjacentresidential districts.

o 2. Provide the minimum necessary fencing forathletic activities. The area should appearopen and unencumbered.

Lory Student Center and Theater across theCampus Lagoon

The open character of the athletic fields isimportant to the campus framework.

The pond near the Greenhouse is an excellentexample of varying the edge with stone, plantsand water.


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f. Bicycle Parking

Intent: to provide safe, accessible bicycle parkingat each building that does not interfere with pedes-trian service or access.

o 1. Integrate bicycle parking into the composi-tion of paths and planting near building en-trances.

o 2. Install enough standard bicycle racks tomeet the university’s bicycle parking standardsaccording to the type and use of each building.

o 3. Provide a quantity of bicycle racks to serveeach facility based a current ratio of bicycleparking spaces per building type and popula-tion. Allow extra room for growth in ridership.

o 4. Consider shading large bicycle parkingareas (outside of view corridors) with trees.

o 5. Screen bicycle parking (where feasible)with shrubs or walls at a maximum height of 36inches.

o 6. Screen bicycle parking on the UniversityAvenue view corridor.

Bicycle parking along the Academic Spine isappropriately consolidated near buildingentrances, shaded and screened from view.

Recommended planting area and seat wall onUniversity Avenue would partially screen thebicycle parking enhancing the view across thecenter of campus.

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Bioswales in parking lots collect stormwaterrunoff allowing it some to soak into the ground,slowing flood conditions and adding character tothe landscape.

Bioswales are configured to direct water linearlyas well as to let it soak into the soil.

g. Parking Lots

Surface parking lots occupy a significant amount ofreal estate on the Main Campus and are activelyused by the university and Fort Collins communi-ties day and evening, throughout the year. Theseshould be improved to enhance the quality andfunctionality of the campus.

Intent: to provide parking lots that contribute toboth the parking space count and limit environmen-tal impact.

Even with the planned addition of structuredparking in the future, surface lots will continue tobe a feature of the main campus. To better integratethem into the overall campus character:

n 1. Require site improvements as part of thedesign and construction of all new parking lotsto include areas for tree growth, capture stormwater and improved vehicular and pedestrianfunction.

Bioswales and biosquares refer to plantingareas in the parking lots.

o 2. Develop a phased approach to reconstructexisting parking lots. Reconstruction shouldprovide areas for tree growth, storm waterretention and improved vehicular and pedes-trian function.

n 3. Plant groups of canopy trees as landscapeislands in parking lots to break up the expanseof paving and cars.

o 4. Orient planting areas to complementpedestrian desire lines. Where feasible, alignplanting areas to assist in directing pedestriansto destinations, such as transit stops, malls andentries.


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o 5. Select trees to allow 8 foot vertical clear-ance (clear trunk height) above parking spacesto avoid limb breakage. The shrub under storyshould be naturally growing to a height less that30" to maintain visibility.

o 6. Plant shade trees in surface parking lots toachieve 50% shade coverage of the paved areawithin 5 years of installation.

o 7. Design and locate planting areas to collect,retain, and direct snowmelt and stormwaterrunoff. Use regional water quality standards todetermine the ratio of planting area to pavedparking; each parking lot is to achieve 25%permeability within the vehicular area.

o 8. Consider use of permeable pavement forfurther stormwater infiltration.

n 9. Wheel stops are required to protect plant-ing areas with no curb. Keep plants andirrigation heads 2 feet from the wheel stops orface of curb to allow for vehicle overhang.

o 10. Provide for a minimum of 100 square feetof planting area for each tree.

n 11. Irrigate all parking lot planting areas.

n 12. Plan for parking lots to be redeveloped asmulti-level parking structures. Wrap parkingstructures with buildings such as housing and oroffice above street level retail. Plan foradequate space between structures to allow fireseparation, ventilation and circulation. Allowfor buildings to be constructed in phases tofacilitate funding.

n 13. Layout parking bays in efficient direction topromote pedestrian circulation efficiencies.

Biosquares are openings in the pavement at lowpoints to capture storm water. They may beconfigured to allow pedestrian circulation acrossthe parking lot in dry times.

The parking lot between Lory Student Center andRockwell Hall should be redesigned to includeplanting areas for shade and stormwaterdetention.

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New understory planting would assist inscreening the building services on the north sideof Ammons Hall.

g. Building Site

Site improvements are part of the planning anddesign of a new building or a renovation associ-ated with one or a group of existing buildings. Thelandscape is key to creating an inviting and colle-gial environment outside as well as inside thebuilding; to connecting the building with its largercampus setting; and to clarifying circulation andwayfinding.

Intent: to develop building envelopes to enhancethe campus experience.

n 1. Require site improvements to be includedin the design and construction of all newbuildings.

o 2. Use massed plantings of trees, shrubs, andgroundcover to integrate the building with itssite and the surrounding campus and to makeefficient use of irrigation water.

n 3. Coordinate the design of planting areaswith roof drains to collect runoff.

n 4. Direct storm water runoff away frombuildings and access routes.

n 5. Protect existing trees from damage duringconstruction.

o 6. Limit lawn to areas near building en-trances, where they receive full sun and wherethey can be efficiently maintained.

n 7. Provide a 12 inch wide concrete strip at thebase of buildings in planting areas.

n 8. Provide 12 inch wide concrete mow stripsunder fences.

n 9. Divide lawns and planting areas with a 6inch wide concrete mow strip.

o 10. Group site furniture, including benches,trash receptacles and ash urns, at entries, toenhance use and reduce clutter.

n 11. Screen views of loading areas, storage,utilities and outdoor equipment from definedopen spaces and circulation corridors.

The corridor between Microbiology andAnatomy/Zoology could be improved withplanting.


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2. Circulation Corridors

Streets and pedestrian paths linking the spaces andfacilities across the campus make up the circula-tion corridors. They can frame views across thecampus and beyond, which is fundamental toorientation and wayfinding.

Intent: to unify the campus character, accommodatepedestrian, bicycle and vehicular traffic safelywith inviting places established along the way.

a. General

n 1. Plant trees consistent in species, spacingand alignment at the edges of defined circula-tion corridors, i.e. 30 feet on center.

n 2. Plant and maintain the understory of shrubsnaturally growing to a height of less than 36inches where visibility across the planting areais important for security.

n 3. Design routes for emergency access,garbage, and snow removal to enhance thepedestrian experience.

Figure 2.6 Circulation Corridors

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n 4. Integrate the design of pedestrian andemergency access pavement to minimize thevisual impact of pavement. For example, use aform of turfblock with low growinggroundcover.

o 5. Design areas off the primary pedestrianpaths for gathering.

o 6. Provide site furnishings at all pedestriangathering areas such as seating, trash recep-tacles, lighting.

North-south Academic Spine

Recommended seating and planting along theAcademic Spine between Clark and MorganLibrary.

b. Pedestrian Malls

Academic SpineThe Academic Spine is the central campus walk-way through the Main Campus’ academic core,from the Engineering Complex south to ProspectStreet. While a number of buildings currently haveentrances from the Academic Spine, these guide-lines recommend additional entries to address thecorridor and means to further enliven the campus.

n 1. Expand the pedestrian area in width andlength to complete the spine from Laurel southto Lake Street.

n 2. Repave Isotope Drive to match the wholelength of the corridor, see section C.2.aPavement.

n 3. Maintain a view from Engineering to Yateskeeping trees out of the central alignment.

n 4. Accommodate emergency vehicle access.

n 5. Replace the lawn in the sloped plantingareas of the Clark building with deciduoustrees, low growing shrubs and groundcover.

o 6. Consider adding seating and replantingshrubs in the grid west of the Clark building.

n 7. Define the pedestrian route across theparking lot between Lory Student Center andRockwell with pavement and planting.


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University AvenueThe Master Plan calls for University Avenue to beclosed to automobile traffic from West Drive. Theresulting pedestrian mall should be improved withthe following:

n 1. Maintain the open view west to the moun-tains.

n 2. Redesign the plaza in front of WarnerCollege to include a grove of deciduous treesto frame the views, and provide shaded gather-ing space.

n 3. Repave the pedestrian area, see sectionC.2.a Pavement.

The framework of University Mall defines building edges, pavement and planting opportunities.

Section illustrates the recommended grove oftrees at Warner College plaza.

The character of Lory Plaza is to be distinct fromthe pedestrian malls.

Current view on University Avenue west acrossthe campus.

2 - 18 MAIN CAMPUS

c. Campus Edges & Entrances

The edges of the Main Campus are important to thedefinition of the university within the city of FortCollins.

Intent: to reinforce the edges and provide clarity tothe points of entry.

College AvenueCollege Avenue is a four lane collector street (U.S.Highway 287/Colorado Highway 14). The eastside of the street (off campus, with the exception of

the Performing Arts building) hosts a mix of lowscale commercial, office and some residentialbuildings.

The broad lawn and large mature trees between thestreet and the buildings is important to the charac-ter of both the university and the community.

n 1. Maintain the wide open lawn settingbuildings back to align with the Field House.

o 2. Include the landscape in the Historicregister update.

Figure 2.7 Campus Edges and Entrances


2 - 19


Centre AvenueThe southern entrance to the Main Campus is atProspect and Centre Avenue.

n 1. Add trees along both sides of the street toscreen parking and housing.

n 2. Coordinate improvements with those alongCentre Avenue and the CSU South Campus.

Laurel StreetThe campus edge along Laurel Street is historic ateast of Rockwell Hall. To the west the residencehalls sit back from the road.

n 1. Maintain the parkway planting of elm treesalong Laurel.

o 2. Redesign the planting areas north of resi-dence halls to enhance student use and stew-ardship of resources. For example lawn areascould be replanted with drought tolerant–lowmaintenance evergreen groundcover where it isnot used by students.

Shields StreetThe west boundary is Shields Street. It is a busyvehicular route across town and divides theuniversity’s large parking, recreational fields andresident halls from a growing commercial district.

o 1. Replace lawn with drought tolerant–lowmaintenance shrub bed to screen parking lots.

Laurel Street camps edge at Howes Street entry.

Centre Avenue at Prospect Street.

Open views across lawn to parking could beimproved with shrub planting.

2 - 20 MAIN CAMPUS

d. Campus Streets

Streets convey vehicular, bicycle and pedestrianaccess as well as provide views across the cam-pus. The design of streets is an opportunity tounify the campus landscape.

Intent: Improve streets to a consistent level ofquality across the campus.

n 1. Require site improvements (includingsidewalks, lighting, and street trees) as part ofthe design and construction of all new road-ways .

Mason Transit CorridorMason Street contains an active freight railroad. Itis planned to be converted to a regionally servingcommuter rail line with access to the campus.

n 1. Reconfigure and relocate parking alongMason Street to establish bicycle lanes andmake way for the commuter rail access.

n 2. Enhance the sloped railroad bed (in coor-dination with the transit authority) with pedes-trian pavement, goundcover planting.

Meridian AvenueThe mid-campus road is a circuitous route fromLoomis Street on the north to South WhitcombStreet.

o 1. Consider eliminating the road from SouthDrive to West Plum Street to improve pedes-trian safety and expand the central open space.

n 2. Relocate parking from the street.

n 3. Create a crosswalk for east-west pedes-trian and bicycle traffic.

Mason Street where the tracks are flush with theroad.

Railroad in ballast divides Mason Street.

Parking along Meridian Avenue


2 - 21


West Plum StreetWest Plum Street is lined with residential hallsalong the north side and Moby Arena and recre-ational facilities along the south side. This streetconveys pedestrians, vehicles and bicyclistsbetween the northeast corner to the campus.

o 1. Replace lawn areas with drought tolerant -low maintenance evergreen groundcover whereit is not actively used by students.

South DriveSouth Drive connects the Library to Shields Street.The recreation fields are north of South Drive westof Meridian this street.

o 1. Remove on-street parking and straighten thesidewalk.

Pitkin StreetPitkin is a corridor from College Avenue west toShields. The segment near the Academic Spine isclosed to vehicular traffic. The street is notstraight but views of the mountains are clear andvaluable to the campus.

o 1. Provide contiguous sidewalks, lighting andstreet trees with the development of futureuniversity facilities along Pitkin Street.

The lawns outside the residence halls could beminimized to reduce maintenance and water use.

Parking and sidewalk on South Drive near theLibrary should be reconfigured.

Pitkin Street view west from Braiden Drive.

2 - 22 MAIN CAMPUS

g. Utility Corridors

Utility service of energy, technology, and water/sewer are fundamental to the University. Theboxes, hatches and poles are generally unsightlyand distracting from the aesthetics of the campus.

Intent: to minimize negative aesthetic impacts ofthe required utility structures and easements.

n 1. Locate all utilities in the street or pedes-trian mall to avoid conflict with street trees.

n 2. Center all utility connections from the streetto buildings between street trees (or a minimumof 20’ from the center of tree trunks).

n 3. Design and coordinate the location of allabove-ground utilities, enclosures, and serviceareas as part of the adjacent building massingand materials. Do not locate utility boxes,vaults, poles, etc., above ground in the side-walk. In no case shall a utility box limit thesidewalk clear-zone to less than 5 feet.

n 4. Design hatches for below-ground utilitiesto match the adjacent sidewalk. Locate hatchesaway from snow removal path.

e. Sidewalks

n 1. Provide a minimum clear zone of 5 feet inhorizontal width on each side of vehicularstreet for pedestrians and ensure a minimum of7 feet in vertical clearance for all sidewalks.

n 2. Make pedestrian paths that are also desig-nated for use by authorized vehicles a minimumof 10 feet wide with space for the 25 footturning radius of a typical maintenance vehicle.Pavement and subsurface should be designed towithstand the load of snow-removal andcleaning equipment. Design routes of mainte-nance vehicles should complement the pedes-trian environment.

n 3. Design pedestrian paths designated asemergency vehicular routes to meet the city ofFort Collins’ standards and to complement thepedestrian environment of the campus.

n 4. Direct snowmelt and storm water runoffaway from pedestrian paths.

n 5. Create bioswales to collect surface runoffbefore it crosses pavement areas and to reducepuddling and damage to walkways. Bioswalesmay be grass-lined where adjacent to a lawnarea, or planted with low shrubs and grasses.They should be graded to direct water awayfrom paved areas.

o 6. Provide pedestrian crossing aids such aspush buttons at all signalized street crossings.

f. Campus Bikeway

n 1. Establish a campus bikeway throughout theMain Campus to facilitate safe and efficientriding.

n 2. Develop connections to the city system ofbike paths, and regional transit.

Pedestrian path along the lagoon is on top of thelevee.


2 - 23


3. Buildings

The architecture of the original campus buildings,centered primarily around the oval green, is onewhere classical elements are incorporated incarefully scaled and proportioned (and oftensmaller) buildings. Most of these buildings areexamples of Neo-classical architecture (1900-1940). Their facades generally follow the ‘tri-partite’ organization of base, column or wall, andcapital, roof, or pediment.

The architecture of the later buildings representsmore of an eclectic mix of styles. Some buildingsfollow the International Style of architecture(1950-1980) in which buildings and their spacesare shaped by wall or roof planes and sections ofglazed windows and curtain walls. Most of thenewer (and mostly larger) buildings do not followa particular architectural style and often incorpo-rate flat or low-sloped roofs. These buildings oftenlack the façade organization of the older buildings.

Ammons Hall

Clark Building

Residence Hall Yates Hall

2 - 24 MAIN CAMPUS

a. Building Siting / Orientation

The composition of new buildings will enhance theoverall campus.

Intent: to contribute to the definition of new andexisting outdoor spaces and the enhancement ofexisting spaces or pathways

n 1. Locate main building facades and entrancesto face a major pedestrian route or open spacewhich is adjacent to the building.

n 2. Establish secondary entrances to provideaccess from parking areas and service accessaway from the main public circulation areas.

n 3. Situate key building features, such as amain building entrance or façade, a window fora key interior space (such as a common lounge,reading room, or meeting space) or a signifi-cant landscape feature. Service areas or back-of-house areas should not terminate a visualaxis on campus.

o 4. When possible, locate new buildings oradditions to take advantage of solar orientationto maximize daylighting opportunities, mini-mize visual glare issues, and to maximize theimpact on building climate control systems.Orient the majority of building spaces south ornorth. Provide passive or active controls tomanage direct sunlight on the South side.Minimize the exposure to the East and West.Provide passive or active controls to managelow sun angles on these sides.

n 5. Relate new construction, including addi-tions to buildings to the uses and geometry ofadjacent buildings.

n 6. Frame significant views to the mountains.

n 7. Work within the Project Boundary

Solar orientation of buildings.

p p y p


2 - 25


b. Setbacks and Build-to Lines

Intent: to reinforce the street and/or public openspace with setback lines.

n 1. Provide additional setbacks near buildingentrances to accommodate accommodateoutdoor gathering areas near entrances andstrengthen the entrance.

n 2. Position building facades to respect thebuild-to lines along the street or public openspaces.

The north facade of Microbiology establishes thebuild-to-line on Pitkin Street.

Figure 2.8 Building Setbacks and Build-to Boundaries

2 - 26 MAIN CAMPUS

c. Building Massing and Scale

In 2006 the overall massing of the majority ofcampus buildings is of one to three story structures.

Intent: to model new buildings after existing heightand massing patterns to ensure harmony and main-tain the current pedestrian scale of the campus.Maximize development on the selected buildingsites and maintain a pedestrian scale for the streetor campus open space and limit the perceivedoverall building scale and/or massing (limit thesize of singular structures or interconnected build-ings).

n 1. Limit building length/depth to 300 feet.Restrict the number of attached buildings tothree, provided further that the façade of anyattached building be visibly offset from theadjoining building at an angle of approximately90 degrees.

n 2. Require a minimum distance of 45 feetbetween any two groups of attached buildings,including accessory buildings, and a minimumoffset of 30 feet.

n 3. Avoid building one-story buildings.

n 4. Prohibit buildings taller that four stories inorder to maintain the current human scale onthe campus and to relate well to existingcampus structures. Design and program newbuildings to maximize a site’s potential, pro-vided that the structures are consistent with theheight guideline.

Exception 1: allow mechanical penthouses, etc.or projects to exceed the height limit if thefollowing conditions are met:

Exception 2: provide an additional buildingsetback above 80 feet or four stories (which-ever is taller) in order to maintain a pedestrianscale environment and maximize the solarexposure of the outdoor spaces

Additional review and approval requirements:

n 5. If part of the building or structure serves asan orientation point or gateway on campus,provide a 3-D massing simulation with viewstudies to demonstrate that it provides visualconnections on campus.

Exception: provide a 3-D massing simulationwith view studies if the proposed building istaller than four stories to demonstrate that theproposed design maintains the pedestrian scaleof the campus.

Building height

Building length


2 - 27


d. Building Plan and ProgramDistribution

New buildings are encouraged to establish pro-gram elements that could take advantage of adja-cent exterior spaces on the ground level.

Intent: to organize buildings and distribute programspaces to maximize activity on campus and tostrengthen the relationship between interior spaceson campus and the exterior campus environment.

n 1. Locate common public spaces and func-tions near building entrances and along mainpedestrian walkways or adjacent to plazas,quads, or patios (at the ground floor level).

n 2. Incorporate design solutions that maximizenatural day-lighting to improve visibility of theentrance areas and common spaces from theexterior.

n 3. Locate spaces with windows adjacent topublic open spaces (on all levels).

n 4. Locate those program spaces on the groundlevel of the building that can take advantage ofor use the exterior spaces (examples: studentlounge, lunch area, art gallery, etc.).

Urban cafes and retail are examples of activeground floor uses.

Ground floor access to day light, and pedestrianvisibility.

2 - 28 MAIN CAMPUS

e. Building Entrances

Building entrances are the active inteface betweenthe buildings and the campus landscape. Theinterior lobby and associated outdoor spaces toserve as meeting and gathering spaces that encour-age and promote interaction between the buildingusers and visitors.

Intent: to situate building entrances so they arevisible, prominent and provide an opportunity forvisual transparency and connection betweeninterior and exterior.

n 1. Design building entrances to be clearlyvisible, prominent, and contribute to the lifeand activity of the pedestrian environment andprovide protection against extreme climate andweather conditions through the use of vesti-bules and overhangs.

n 2. Encourage visual access to academicactivities from the pedestrian environmentthrough window and lighting systems thatstrengthen the connection between indoor andoutdoor spaces.

n 3. Use clear or lightly tinted glazing materialsaround the entrance areas. Avoid using highlyreflective glazing.

n 4. Design building lighting or area lighting toprevent glare and incorporate indirect lightingand lighting by illuminating walls and othersurfaces.

o 5. When applicable, position lobby securitydesks to allow security guards clear lines ofsight to the building and lobby entrances.

The lobby at Yates Hall is on the primarypedestrian path.

Urban retail example of a clearly defined entry.


2 - 29


f. Equipment and Utilities

Utility structures that serve the building are re-quired to be accessible for maintenance but shouldbe sited out of the public view.

Intent: to minimize unsightly boxes from the cam-pus landscape.

n 1. Locate equipment and other utility struc-tures out of direct view from the main campusspaces and the main pedestrian areas. Givepriority to solutions that incorporate mechani-cal equipment in the building (vault, basement,mechanical penthouse, etc.)

n 2. Screen service, utility, maintenance andstorage areas, including solid waste containers,loading and unloading areas and heating,ventilating and air-conditioning equipment,from direct view (from public view andadjacent buildings) with enclosing walls orbuffer planting. Design visual screening to beof sufficient density to appear opaque and ofsufficient height to constitute an effectivescreen.

n 3. Prohibit equipment or utility structures nearwithin 100 feet the main building entrance.

g. Service Access and TrashManagement

Service areas are fundamental to the daily functionof the building and campus.

Intent: to design service areas with the buildingand landscape.

n 1. Locate service access areas away from themain pedestrian entrance and circulation andintegrate them into the building design,screened from direct public view.

This on-site building equipment is not wellscreened from the public view.

Trash and equipment is behind the horizontalscreen.

n 2. Design screen walls to be consistent withthe building architecture or follow the sitedesign guidelines.

n 3. Provide service access out of direct viewof the main pedestrian entrance.

n 4. Incorporate trash collection and holdingareas into the building and screen them fromdirect public view.

n 5. Integrate mechanical areas into the buildingand design them to screen the area from directpublic view and to prevent trash odors fromentering building areas or the main outdoorpublic areas.

2 - 30 MAIN CAMPUS

h. Architectural Character

These guidelines do not prescribe a singular stylefor buildings or additions, but required that all newbuildings follow the historic building façadeorganization and express the base, middle and top.This can be accomplished by using architecturalelements, building materials, proportions of thewall fenestration, or building massing (includingthe roof form).

Intent: to create campus continuity and consistencywhile communicating the institutional values of theUniversity and expressing the intended program ormission of the building(s). The design teams areencouraged to design team to develop an architec-tural style that reflects their place in time, whilebeing respectful of the existing architectural textureand fabric.

n 1. Incorporate stone and brick in all newbuilding projects.

o 2. Create architectural character that supportsthe educational message of the particularproject or department (for example: a buildingfor the arts department should provide inte-grated display opportunities for 3-dimensionalart at or near the entrance; a building for theenvironmental sciences department shouldincorporate sustainable site or building systemssuch as photo-voltaic panels).

Murals on the Animal Sciences facade add to thequality of Monfort Quad.

Spruce Hall

A building detail that supports education.


2 - 31


C. Main Campus Materials

The careful selection and use of materials isfundamental to creating a consistent campus char-acter through many projects over time.

1. Building Materials

The use of materials new to the market will only beconsidered if the designer can provide test datasufficient to convince the University’s FacilitiesManagement staff of their durability and reliability.Sustainable materials and systems should be givenspecial consideration whenever possible withinthe parameters of these aesthetic design guidelinesand the University’s Building (Design) Construc-tion Standards Manual.

a. Roofs and Eaves

For new buildings in or adjacent to the historicdistrict, follow the institutional character of thehistoric architecture and incorporate sloped roofs

(with a slope greater than 4 in 12), compatiblewith the existing buildings. For new buildings inthe academic core and in the residential district,incorporate a combination of sloped and flat roofdesigns to improve the visual connection betweenthese districts and the historic campus.

n 1. For flat or low-sloped roof areas, selectenergy star roof compliant, high-reflectanceand low-emissivity roofing materials or selectgreen or vegetated roofs for all or a portion ofthe roof area (especially when roof areas arevisible from taller adjacent buildings).

o 2. Select slate, artificial slate (recycledroofing product), metal, and terra-cotta roofmaterials for sloped roof areas.

n 3. Prohibit the use of asphalt-type or fiber-glass roofing shingles.

Roofs and eaves

2 - 32 MAIN CAMPUS

b. Exterior Cladding Materials

The existing buildings at CSU’s main campusexhibit a wide range of materials and colors,although the predominant materials are naturalstone, light colored brick and pre-cast concrete. Inthis context, exterior materials and colors shouldbe chosen to be compatible with the colors withinthe particular campus district or neighborhood andto be cost effective over the life of the structure.

Intent: to improve the visual unity on the campusas a whole and by requiring integration of theoriginal and more institutional (and durable)materials in all new buildings and structures.

n 1. Preferred primary materials (especiallynear entrances, along the main pedestrianroutes and facing public streets): natural stone,brick, or pre-cast concrete.

If alternate materials are selected for portionsof the exterior envelope, ensure that the keycampus materials are located close to buildingentrances and close to the pedestrian environ-ment, in order to maintain the feel of richness,texture, durability and human scale close towhere people move and where people ap-proach the building.

n 2. Use natural stone for the dominant buildingmaterial (>50% of the solid wall surface of theexterior cladding) at and near building en-trances.

n 3. Give preference to local sources or locallymanufactured materials during the selectionprocess. Use exterior materials with integralcolors to minimize maintenance and to ensuredurability.

n 4. Integrate metal panel systems and othermodular systems such as slate, etc. only as‘secondary’ materials. Use these materials nearmain entrances or along the main pedestrian

open areas is not permitted.

n 5. Prohibit the use of Exterior Insulation andFinish Systems (EIFS) or residential scalesiding, such as vinyl or aluminum siding.

n 6. Create building openings that contribute tothe day-lighting of the interior spaces and thatstrengthen the relationship between the indoorand outdoor environments.

o 7. Integrate windows and window wallsystems, if compatible with the indoor pro-grams. Avoid highly reflective or dark tintedglass.

o 8. Integrate stone and/or brick materials (usedas part of the exterior cladding materials) inselected interior spaces, such as the entrancevestibule and lobby areas.

n 9. Eliminate the use of stucco as an exteriormaterial.

Stone marks the entrance to the Morgan Library


2 - 33


c. Fenestration

Fenestration such as window and door openings inbuilding facades can be used to reflect the heritageof the historic architecture on campus and innova-tive technologies of new buildings.

Intent: to design detailing to exhibit permanence,human scale, visual richness and proportionssympathetic to the historic buildings.

o 1. In punched openings in masonry walls,incorporate a stone of cast-stone lintel and silldetail and feature masonry returns to emphasizewall thickness and add depth by the resultingshadows. Locate windows and other glazingsystems towards the interior side of the wall tomaximize this effect.

o 2. When walls are terminated to transitioninto a different material or into a glazed curtainwall, incorporate a masonry return should beincorporated to emphasize the wall thickness.

o 3. Provide solar screens or roof overhangs onthe south side of the structure to manage directsunlight into building spaces.

d. Signage

Intent: to assist in way-finding in a manner thatcompliments the functions and aesthetics of thecampus.

n 1. Provide building signage that includes thebuilding name and the departments, and the keyuse(s) of the building.

n 2. Integrate this signage into the entrancedesign of the building.

Overhangs provide shade at the residence halls.

Punched windows at the Morgan Library

n 3. Provide places in the main entrance vesti-bule to incorporate donor recognition opportu-nities (including signage). Incorporate signageinto the overall architectural design.

n 4. Provide location for a keystone indicatingthe year of construction (completion). Accept-able materials: natural stone or cast-stone.

2 - 34 MAIN CAMPUS

2. Landscape Materials

a. Pavement

Pavement on the Main Campus is important forutilitarian and aesthetic value. Vehicular pavement,roadways and driveways are typically asphalt andconsistent with city standards to facilitate emer-gency services, delivery and community interface.Pedestrian pavement should be seen as separateand distinct from vehicular paving.

Intent: to establish a palette of basic materials thatcomplements buildings and for ease of mainte-nance, extension or repair through the developmentof the campus.

n 1. Use pavement materials in their elementalform, such as concrete (plain, colored, scoredand/or with exposed aggregate), stone orprecast concrete pavers. Stamped concrete isnot permitted.

n 2. Use plain gray cast-in-place concrete witha medium broom finish as the standard campuspaving for sidewalks and pedestrian areas,except where special paving is designated ingathering places.

o 3. Consider paving outdoor gathering places,such as plazas, courts, and building entries,with other materials following the hierarchy ofcirculation corridors. Hierarchy of pavementtypes:

a. Courtyard and patio pavement may be stoneor precast (concrete or brick) pavers tocomplement the architecture.

b. Academic Spine – heavily exposed con-crete, natural gray color.

c. Plazas – precast concrete pavers

n 4. Precast concrete pavers – rectangular form,natural gray or beige tones to complement thehistoric CSU blond brick.

n 5. Stone – Dakota stone may be rectangular orflag.

o 6. Brick pavers may be red or blond brickpavers where they relate to adjacent buildings.

n 7. For colored pavement, use earth tonesfound in the region. Any deviation from thecampus standard gray must provide the specificmix for future repair.

n 8. Design pedestrian pavement of designatedaccessible routes to meet the Americans withDisabilities Act (ADA) criteria for slopes,width, and finish.

Stone pavement

Heavily exposed aggregate concrete and brickpavers

Pre-cast concrete pavers in an ashler pattern


2 - 35


b. Planting

The plant materials (trees, shrubs, groundcover,grasses, vines and perennials) on the CSU MainCampus are an important opportunity to present themission and values of the university. With strongprograms in agriculture, horticulture, forestry andnatural resources, the campus landscape should bea place to actively showcase positive values inmanagement and aesthetics, and conduct relevantforms of research.

Fort Collins native plants are now being valued bythe greater community. Many of the trees importantto Rocky Mountains forests are found on thecampus and could be further employed in meaning-ful and beautiful compositions. Exotic specieshave a place as part of what should be a campus-wide arboretum and sacred cultural markers ofhistoric aesthetics.

Intent: to enhance the campus with healthy plantsappropriate to the setting, composed in a functionaland meaingful way.

n 1. Use color, texture, and form of plants in thecomposition of landscape spaces.

n 2. Refer to the Campus Landscape PlantPalette in this section.

o 3. Conduct soil testing in the site developmentstages to obtain recommendations to improvesoil fertility and to determine if subsurfacedrainage and aeration systems are required tomaintain the growth of trees.

n 4. Do not use nonnative plants that have beenidentified as noxious and/or invasive.

n 5. Plant and maintain low-growing (1’ - 3’ inheight), drought-tolerant shrub species thatare visually appealing in their natural form(unpruned). These will serve to meet objec-tives of enhanced security, sustainability, and

low maintenance.

n 6. Create a simple ground plane of lawn inareas of active use.

o 7. Screen undesirable views with largershrubs and vines on fences and/or trellis wherevisibility for security is not an issue.

n 8. Use ADA appropriate tree grates (minimum5 foot X 5 foot) in pedestrian pavement atlocations of high pedestrian traffic such as inplazas, quads, and courtyards.

n 9. Provide and design tree grates that allow forthe increase of tree caliper and prevent theaccumulation of debris.

n 10. Fill the space between the finish grade ofthe tree and the tree grate with gravel largerthan 1/4 inch to limit the accumulation ofdebris under the grate while still allowing airpenetration.

n 11. Make planting areas a minimum of 5 feet by8 feet for flower, groundcover, and shrub beds.

o 12. Provide 40 square feet of water and air-permeable planting area at the base of eachtree, within the drip zone, using either a treegrate (in highly used pedestrian areas) orgroundcover or shrubs and mulch (in low-useareas).

n 13. For security, mass trees to allow sight linesand not obscure lighting.

n 14. Maintain trees along sidewalks and inparking lots with a clear-zone (between the topof pavement and bottom limb) of 7 feet abovethe sidewalk and 13 feet 6 inches above thestreet.

n 15. Irrigation - Refer to the Building (Design)Construction Standards Manual, Division 2 andAppendix Sole Source Products for standardequipment.

2 - 36 MAIN CAMPUS

Plant Palette

The Plant Palette is detailed in the followingmatrices that define:

• Guidelines for locating and composition,

• Characteristics of form, color and habit; and

• Requirements for optimal growth.

DefinitionsBioswale – A planting area that filters pollutantsout of storm water.

Screen – Plants that form a visual and/or physicalbarrier.

Pedestrian Barrier – Plants that form a physicalobstruction to pedestrian circulation.

In Lawn Area – Trees that function well in turf.

In Pedestrian Pavement – Trees that function wellin small planting areas surrounded by pavementand/or in tree grates.

Landmark Planting – Prominent trees within alandscape.

Showy Flowers/Seasonal Color – Plants that havedistinguishing flowers and/or seasonal color.

Evergreen – Plants that have green, persistingfoliage year-round.

Colorado Native – A member of a plant speciesthat inhabited Colorado prior to European contact.

Non-Invasive – Plants that will not proliferate andoverrun or displace native vegetation.

Historically Significant – Plants with a particularimportance in the history of the campus and/or thestate.

Small Shrub < 2’ Tall

Medium Shrub 2’-4’ Tall

Large Shrub >4’ Tall

Small Tree > 20’ Tall

Medium Tree 20’-40’ Tall

Large Tree > 40’ Tall

Full Sun >6 hours of direct sun per day.

Partial Shade 3-6 hours of sun per day.

Shade < 3 hours of direct sun per day.

Drought Tolerant – Plants that can tolerate aridconditions with little or no supplemental water.

Tree identification on the Main Campus


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Plant Palette Campus Appropriate Growth

Approval Uses Characteristics Rqmts.

Trees

CSU

Faci

liti

es

Main

ten

an

ce

Bio

swale

In L

aw

n A

rea

In P

ed

est

rian

Pavem

en

t

Lan

dm

ark

Pla

nti

ng

Sh

ow

y F

low

ers

/Seaso

nal C

olo

r

Everg

reen

Sh

ad

e C

an

op

y

Co

lora

do

Nati

ve

His

tori

cally S

ign

ific

an

t

Sm

all T

ree (

>20' Tall)

Med

ium

Tre

e (

20'-

40' Tall)

Larg

e T

ree (

> 4

0' Tall)

Fu

ll S

un

Part

ial Sh

ad

e

Sh

ad

e T

ole

ran

t

ABIES CONCOLOR White Fir

ACER GLABRUM Rocky Mountain Maple

ACER GRANDIDENTATUM Bigtooth Maple

ACER PLATANOIDES Norway Maple

ACER SACCHARINUM Sugar Maple

ACER TATARICUM Tatarian Maple

ALNUS TENUIFOLIA Thinleaf Alder

AMELANCHIER SPP. Serviceberry

BETULA FONTINALIS Rocky Mountain Birch

BETULA PAPYRIFERA Paper Birch

CERCIS CANADENSIS Eastern Redbud

FRAXINUS PENNSYLVANICA Green Ash

GLEDITSIA TRIACANTHOS INERMIS Thornless Honeylocust

KOELREUTERIA PANICULATA Golden Raintree

MALUS SPP. Crabapple

PICEA GLAUCA White Spruce

PICEA PUNGENS Colorado Spruce

PICEA PUNGENS GLAUCA Colorado Blue Spruce

PINUS ARISTATA Bristlecone Pine

PINUS EDULIS Pinyon Pine

PINUS FLEXILIS Limber Pine

PINUS PONDEROSA Ponderosa Pine

PINUS STROBIFORMIS Southwestern White Pine

POPULUS TREMULOIDES Quaking Aspen

PRUNUS CERASIFERA 'NEWPORT' Newport Plum

PRUNUS MAACKII Amur Chokecherry

PSEUDOTSUGA MENZIESII Douglas Fir

PYRUS CALLERYANA Callery Pear 'Redspire's

QUERCUS GAMBELII Gambel Oak

QUERCUS ROBUR English Oak

SORBUS AUCUPARIA European Mountain Ash

TILIA CORDATA Little Leaf Linden

ULMUS AMERICANA American Elm

2 - 38 MAIN CAMPUS

Plant Palette Campus Approp. Growth

Approval Uses Characteristics Rqmnts.

Shrubs

CSU

Main

ten

an

ce

Bio

swale

Sh

ow

y F

low

ers

/ Seaso

nal C

olo

r

Everg

reen

Co

lora

do

Nati

ve

Ped

est

rian

Barr

ier

Att

ract

ive t

o W

ild

life

Sm

all S

hru

b (

<2' Tall )

Med

ium

Sh

rub

( 2

'-4' Tall)

Tall S

hru

b (

> 4

' Tall)

Fu

ll S

un

Part

ial Sh

ad

e

Sh

ad

e T

ole

ran

t


ARCTOSTAPHYLOS UVA-URSI Kinnikinnick

ARTEMISIA TRIDENTATA Big Sagebrush

CEANOTHUS FENDLERI Fendler Ceanothus

CERCOCARPUS LEDIFOLIUS Curl-leaf Mountain Mahogany

CERATOIDES LANATA Winterfat

CORNUS SERICEA Red Osier Dogwood

COWANIA MEXICANA Cliffrose

EUONYMUS ALATUS Burning Bush

FALLUGIA PARADOXA Apache Plume

FENDLERA RUPICOLA Cliff Fendler Bush

FORSYTHIA 'MEADOWLARK' Meadowlark Forsythia

HIBISCUS SYRIACUS Rose-of-Sharon

HOLODISCUS DUMOSUS Rock Spirea

LIGUSTRUM VULGARE 'LODENSE' Lodense Privet

LONICERA X 'EMERALD MOUND' Emerald Mound Lonicera

POTENTILLA FRUTICOSA Shrubby Cinquefoil

PHILADELPHIS MICROPHYLLUS Littleleaf Mock-Orange

PRUNUS AMERICANA Wild Plum

PRUNUS BESSEYI Sand Cherry

PRUNUS X CISTENA Cistena Plum

MAHOHIA REPENS Creeping Mahonia

RHUS AROMATICA 'GROW-LOW' Grow-Low Sumac

RHUS GLABRA CISMONTANA Smooth Sumac

RIBES AUREUM Golden Currant

RIBES CEREUM Wax Currant

ROSA WOODSII Woods Rose/Wild Rose

SHEPHERDIA CANADENSIS Russet Buffaloberry

SYMPHORICARPOS ALBUS Snowberry

VIBURNUM TRILOBUM American Cranberrybush

YUCCA SPP. Yucca


2 - 39


Plant PaletteCampus Approp. Growth


Ground Covers and Vines

CSU

Main

ten

an

ce

Bio

swale

Sh

ow

y F

low

ers

/ Seaso

nal C

olo

r

Everg

reen

Co

lora

do

Nati

ve

Fu

ll S

un

Part

ial Sh

ad

e

Sh

ad

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ole

ran

t

ANTENNARIA SPP. Pussytoes

ARABIS SPP. Rockcress

ARENARIA VERNA Moss Sandwort

ARMERIA MARITIMA Thrift

ARTEMISIA SCHMIDTIANA 'SILVER MOUND' Silver Mound Sage

CALLIRHOE INVOLUCRATA Poppy Mallow

CAMPSIS RADICANS Trumpet Vine

CONVALLARIA MAJALIS Lily-of-the-Valley

DELOSPERMA COOPERI Purple Ice Plant

EUONYMUS FORTUNEI 'COLORATA' Purpleleaf Winter Creeper

HOSTA SPP. Plantain Lily

IBERIS SEMPERVIRENS Candytuft

LONICERA JAPONICA 'HALLIANA' Hall's Japanese Honeysuckle

MAHONIA REPENS Creeping Mahonia

PARTHENOCISSUS TRICUSPIDATA Boston Ivy

PENSTEMON PINIFOLIUS Pineleaf Penstemon

POLYGONUM AUBERTII Silver Lace Vine

POTENTILLA NEPALENSIS 'WILLMOTTIAE' Willmott Cinquefoil

SEDUM SPURIUM 'DRAGON'S BLOOD' Sedum

THYMUS SERPYLLUM Mother-of-Thyme

TRUCRIUM CHAMAEDRYS Germander

WALDSTEINIA FRAGARIOIDES Barren Strawberry

Grasses

CSU

Main

ten

an

ce

Bio

swale

Sh

ow

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/ Seaso

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Co

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Nati

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Att

ract

ive t

o W

ild

life

Sm

all G

rass

( <

2' Tall )

Med

ium

Gra

ss (

2'-

4' Tall)

Tall G

rass

( >

4' Tall)

Fu

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un

Part

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Sh

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AGROPYRON SPICATUM Bluebunch Wheatgrass

ANDROPOGON GERARDII Big Bluestem

ARISTIDA LONGISETA Red Three-awn

BOUTELOUA CURTIPENDULA Side Oats Grama

ELYMUS ELYMOIDES Bottlebrush Squirreltail

ORYZOPSIS HYMENOIDES Indian Ricegrass

SORGHASTRUM NUTANS Indian Grass

2 - 40 MAIN CAMPUS

3. Furnishings

Site furnishings are functional elements—such asseating, trash receptacles, and bicycle racks—thathelp establish and reinforce the image and charac-ter of the campus. Standardizing these elementsunifies the campus visually, reduces maintenance,and simplifies replacement.

Intent: to unify the campus landscape with a paletteof site furnishings.

n 1. Install a family of stock items that coordi-nate with campus lighting and signage and thatare durable, attractive, and easy to maintain.

n 2. Coordinate colors and style of similarmaterials to unify the campus. Avoid paintedmaterials when possible. Natural color of thematerial is preferred to minimize long-termmaintenance and express the campus character.Brushed aluminum is preferred where metal, isused.

o 3. Use recycled materials when possible. Inplace of wood, use recycled wood compositein its natural color.

o 4. Over time, remove and replace site furni-ture to coordinate with the evolving campusimage.

a. Seating

o 1. Provide seating throughout the campus topromote collegiality, enjoyment of the outdoorspace, and enhance the pedestrian character ofthe campus.

n 2. Locate seating in groups and individually atbuilding entrances, in gathering places, andalong streets and paths, in sight of campusactivity, and to capture distant views.

o 3. Make seating height between 14 and 18inches above the pedestrian pavement and

level with the horizon. The depth of each seatshould also be between 14 and 18 inches.

o 4. Appropriate materials for seating includelow walls, large boulders, as well as benches.Seating with back supports should conform tothe human body and contribute to a relaxingplace to sit.

o 5. Provide mixture of benches and picnictables for outdoor study.

n 6. Use one standard bench that is durable andcomfortable. Benches should be linear indesign, with a metal frame and recycled woodcomposite slats. Benches may have backsupports as the composition of furnishingsallows. Benches without backs are usefulwhere seating is accessible from either side.

n 7. Locate or design seating in a way thatprevents inappropriate use by skateboards,skates, or activities other than seating.

n 8. Use picnic tables that have a center postpermanently fixed to the pavement. A mix ofseating arrangements should be provided,including tables with four seats, three seats(allowing a wheelchair user to sit at the table),and two seats. Locate tables out of the mainte-nance vehicle path.

o 9. Provide moveable recycled wood compos-ite lumber picnic tables.

Example of related site furnishings


2 - 41


b. Trash and RecyclableMaterial Receptacles

o 1. Use complementary receptacles for trash,recyclable materials, and smoking that aredurable, require low maintenance, and cansustain periodic power-washing.

n 2. Receptacles should be non-descript withoutlogos.

n 3. Receptacles for trash and recyclablematerials should have easily accessible lidsthat keep out snow, rain and animals.

d. Walls, Fencing and barriers

o 1. Site retaining walls should be designed toprovide seating where appropriate. In suchcases walls should be 16-18 inches tall and20-24 inches wide. Design walls to preventskateboard activity.

n 2. Construct site retaining walls using nativestone, cast-in-place concrete, or precastconcrete block.

o 3. Precast concrete block retaining wallsshould be rectangular with a flat face. A mini-mum of three sizes of blocks should be usedfollowing an ashlar pattern. The color ofprecast concrete blocks should match theadjacent soil color, adjacent pavement, orbuilding.

n 4. Use forms and materials for fences and/orsite walls that complement the adjacent archi-tecture and site design. Chain link fencing isnot appropriate on the Main Campus.

o 5. Avoid the use of bollards through compre-hensive site design. Where required, installremovable bollards in emergency accessroutes.

c. Bicycle Racks

Currently there is a variety of rack types used formass bicycle parking.

o 1. Use independent racks where only a feware necessary.

Rack fortwobicycles

Multiple bike rack

The retainingwall at theCollege Ave.underpass is agood example ofa rectangular,flat faceconcrete blockstructure.

2 - 42 MAIN CAMPUS

e. Site Lighting

Each fall semester a “walk of lights” is conductedby the campus police, Facilities Management andother groups concerned with nighttime safety toassess light levels throughout the campus. This isan effective method to assess minimum require-ments. To improve evening activity additionallighting should be considered with new buildings,renovation and enhanced pedestrian malls.

o 1. Encourage additional lighting where itenhances the whole neighborhood.

n 2. Prohibit specially designed lighting of anindividual building that is out of character tothe neighborhood and/or adjacent buildings anduses.

o 3. Include electrical outlets located throughoutthe square and ample conduit providing fortemporary sound and lighting systems.

n 4. Use full cutoff fixtures for street and

Early campus lighting New poles and fixtureswill replace the olderlights.

parking lot lights.

o 5. Design the lighting of utilities, enclosures,and service areas to complement adjacent landuses, architectural lighting, and/or circulationelements.

o 6. Refer to the Building (Design) ConstructionStandards Manual, Division 16 and AppendixSole Source Products for standard equipment.

n 7. The use of Bollard Lighting Systems is notpermitted.

4. Main Campus Signage

This document initiates the update of graphics(forms, colors, and materials) and signage incoordination with the CSU Foundation Develop-ment Office, Facilities Management, and the SignShop.

A sign design manual should be contracted toprovide construction documents for specificationsof materials, typography, and costs for budgeting offabrication and installation. Intent: to contribute toclear and inviting wayfinding for the campuscommunity and visitors. Signs are to be consistentin character within a hierarchy of types for specificpurposes as applied to all the CSU, Fort Collinscampuses.


2 - 43


The original monuments of blond brick with castconcrete, stone base and cap.

n 1. Integrate signs into the system of openspace, circulation, and buildings, complement-ing the styles and materials used in buildingsand furnishings.

o 2. Design all components to be economicallyfeasible for implementation, vandal resistanceand maintenance.

o 3. Build on the established character of thehistoric signage monuments along CollegeAvenue.

o 4. Develop priorities for a phased approachfor replacing noncompliant signs on all cam-puses.

n 5. Comply with City of Fort Collins, State andFederal requirements to facilitate services andcommunity cooperation in the public right-of-way and on campus.

o 6. Develop sign content, layout, and specificsite location with Administration and Facili-ties.

Street signs on the main campus are beingupdated across the campus. Light poles shouldbe used to hang banners and/or directionalsignage.

Signage on the Main Campus is based on thehistoric stone and brick entry monuments locatednorth of University along College Avenue. Consis-tency amongst the Fort Collins campuses will beachieved through the use of stone bases (on mostsign types), green as the primary sign color, typog-raphy, and the placement of the CSU logo. Thesign system calls for the further use of the existingstreet signs and adding banners on the existingconcrete light poles.

2 - 44 MAIN CAMPUS

Building identification follows the standards witha stone base, or no base at all.

Signage to the School of the Arts on CollegeAvenue could be red brick to match the buildings.A changeable sign can be electronic but not havemoving images that distract motorists and detractfrom the historic character of the community.

Visitor orientation kiosks include detailed mapsof the campus for use by pedestrians.

Visitor information and directional signs are tobe designed for use by motorists.

Entry monuments are located on both sides of theentry street


3 - 1


III. SOUTH CAMPUS

A. Campus Context

South Campus, located south of the Main Campusbetween Prospect, Mason, West Drake and Re-search Boulevard, is a specialized universitydistrict including the Veterinary Medical Center(VMC) in the southern sector and Federal NaturalResources Research Center (NRRC) in the north-ern sector. The Master Plan and VMC Long RangePlan calls for the build-out of the 132 acres toinclude new research buildings and the replace-ment and removal of buildings and facilities.

In 2006, the NRRC is primarily built-out in termsof development program. Most of the propertynorth of NRRC is within the 100 year floodplainand not suitable for development. This area isvaluable not only for regional storm water manage-ment but as part of the open space system andrecreational facilities. It provides the “rural” andopen character cherished by many at the institution,as well as long-range views to the foothills and themain campus.

3 - 2 SOUTH CAMPUS

An additional 50 acres west of Center Avenue isowned by Colorado State University ResearchFoundation / Colorado State University Foundation(CSURF/CSUF). This property is intended to bedeveloped as Medium Density Mixed Use provid-ing light industrial, research and development,offices and institutions.

The design challenges of the South Campus in-clude:

• Creating a pedestrian scaled campus thatserves the particular needs of the university.

• Providing links to Main Campus and FortCollins through transit, walking and bicyclingto reduce dependency on the car.

• Allowing new VMC facilities to correspondwith the CSU campus aesthetic for teaching andresearch buildings

• Infilling in a logical and efficient manner

• Promoting the consistent use of quality materi-als

• Increasing sustainable measures to limit long-term operational costs

Outdoor eating areas are located within easyaccess of the work areas.

Large lawn areas surround the facilities at theSouth Campus


3 - 3


B. South Campus Composition

Improvements and development of the SouthCampus is planned to develop in building clusterssurrounding pedestrian oriented quads of plazas.

These clusters are surrounded by surface parkingand a broad vegetated buffer at the communityedges. The clusters are linked by vehicular andbicycle/pedestrian paths.

Figure 3.1 South Campus Framework Diagram

3 - 4 SOUTH CAMPUS

1. Open Space

This section guides the treatment of open spacesincluding:

• Quads and Plazas

• Courtyards and Patios

• VMC Pond

• Spring Creek Floodplain park

• Animal Enclosures

• Parking Lots

• Building Site

All the spaces are actively used in all seasons andmust be attractive and functional through day andevening for the full time use of the hospital facili-ties.

Landscape materials composed within open spacesinclude trees, site furnishings, and pavement.

Public Art, Gifts and MemorialsSouth Campus has a few figurative outdoor sculp-tures memorializing the work of the VMC. Whilethese are meaningful to the campus community toomany could overwhelm the landscape and overbur-den growth of the facilities. The Foundationshould carefully coordinate with the Arts DisplayCommittee (ADC) to understand the policy andvision in order to respectfully optimize the gener-ous gifts and memorials. Donors should beencouraged to consider gifts for the dedication andmaintenance of open spaces, tree groves, andfurnishings.

a. Quads and Plazas

Quads are pedestrian oriented open space areasspatially defined by buildings on all sides. Theyhave multiple entrances and are predominantlylawn. Plazas are predominantly paved and servethe more active portions of the campus. Quads andplazas should provide interest, encourage interac-tion, and facilitate movement between adjacentbuildings. These are spaces shared by the collegeswithin the adjacent buildings as well as the wholecampus community.



n 2. Site lawns in large contiguous areas wherethey will not be shaded by buildings, areinviting to the community and easily accessibleto maintenance equipment.






n 8. Design building entrances to be accessedfrom the quad or plaza and be supported with


3 - 5


site furnishings including seating, trash recep-tacles, bicycle racks, lighting and signage.


















c. VMC Pond

o 1. Reconstruct the pond with a naturalisticedge, planting areas for phytoremediation, andnative plant riparian species.

o 2. Define the boundary of the pond andexpand the planting of trees to define viewsand contribute to the campus.

3 - 6 SOUTH CAMPUS

d. Parking Lots

Surface parking lots occupy a significant amount ofreal estate on the South Campus. These should beimproved to enhance the quality and functionalityof the campus.

Intent: to provide parking lots that contribute toboth the parking space count as well as limitenvironmental impact.

To better integrate them into the overall campuscharacter:










3 - 7





n 9. Wheel stops are required to protect plant-ing areas with no curb. Keep plants andirrigation heads 2 feet from the face of curb toallow for vehicle overhang.



n 12. Lay out parking bays in efficient directionto promote pedestrian circulation efficiencies.


The parking lot between Lory Student Center andRockwell Hall should be redesigned to includeplanting areas for shade and stormwaterdetention.

3 - 8 SOUTH CAMPUS

e. Bicycle Parking







f. Building Site















3 - 9



Streets and pedestrian paths linking the spaces andfacilities across the campus make up the circulationcorridors. They can frame views across thecampus and beyond, which is fundamental toorientation and wayfinding.


a. General







b. Edges and Entrances

The edges of the South Campus are important to thestanding of the university and the city of FortCollins.

1. West Drake Road

2. Mason Street Corridor

3. West Prospect

4. Research Road

5. Center Avenue

c. Campus Streets

Streets convey vehicular, bicycle and pedestrianaccess as well as provide views across the cam-pus. The design of streets is an opportunity tounify the campus landscape.


n 1. Require site improvements as part of thedesign and construction of all new roadwaysincluding sidewalks, lighting, and street trees.

3 - 10 SOUTH CAMPUS

d. Sidewalks







e. Campus Bikeway

n 1. Establish a campus bikeway throughout theMain Campus to facilitate safe and efficientriding.


f. Utility Corridors








3 - 11


3. Buildings

The architecture of the South campus buildings ismore of a commercial than of an institutional style.The NRRC (Federal Natural Resources Research)buildings are examples of contemporary 3-storyoffice buildings with flat roofs and with brick andglazed storefront systems as the pre-dominantfaçade materials. The VMC (Veterinary MedicalCenter) buildings range from 2-story industrialarchitecture (majority of the main medical centerbuilding) with flat roofs to 1-story agriculturalbuildings with sloped metal roofs.Since this campus is almost complete (the NRRCcampus portion is largely built-out) these guide-lines seek to create a campus quadrangle architec-ture on the remaining development portions of theSouth Campus.


These guidelines seek to create a campus aestheticfor the southern portion of the South Campus bycreating pedestrian quadrangles or courts. Nobuildings should block the significant views to themountains. When the urban fabric allows, thebuilding footprint and building siting should takeadvantage of the solar orientation to maximizedaylighting opportunities, minimize visual glareissues, and to maximize the impact on buildingclimate control systems.

n 1. Position main building facades and en-trances to face the major pedestrian drop-off.

n 2. Locate key building features, such as mainentrances and key interior common or programspaces, at the terminus of visual axes of eachcluster.

o 3. When possible, locate new buildings oradditions to take advantage of solar orientation.Locate the majority of building spaces facingSouth or North. Provide passive or activecontrols to manage direct sunlight on the Southside. Minimize the exposure to the East andWest. Provide passive or active controls tomanage low sun angles on these sides.

Federal Natural Resources Research Buildings


3 - 12 SOUTH CAMPUS

b. Building Massing and Scale

In 2006 the overall massing of the majority ofcampus buildings is of one to three story structures.To ensure harmony, new buildings should followexisting patterns in relation to height and massingand maintain the current scale of the campus.Development should be designed to create newpedestrian scale quadrangle spaces. One-storybuildings should be discouraged. Limit the per-ceived overall building scale and/or massing (limitthe size of singular structures or interconnectedbuildings):

n 1. Limit building length/depth to 300 feet.Restrict the number of attached buildings tothree, provided further that the façade of anyattached building be visibly offset from theadjoining building at an angle of approximately90 degrees.


n 3. Prohibit buildings taller that four stories inorder to maintain the current human scale onthe campus and to relate well to existingcampus structures. Design and program newbuildings to maximize a site’s potential, pro-vided that the structures are consistent with theheight guideline.

Exception: allow mechanical penthouses, etc.or projects to exceed the height limit.


n If part of the building or structure serves as anorientation point or gateway on campus, a 3-Dmassing simulation with view studies will berequired to demonstrate that it serves to pro-vide visual connections on campus.

Veterinary Medical Center

Building height

Building length


3 - 13


Exception: if the building is proposed to betaller than four stories, a 3-D massing simula-tion with view studies will be required todemonstrate that the proposed design maintainsthe desired scale of the campus and does notblock the major views from the main publicapproaches (vehicular).

c. Building Plan and ProgramDistribution

The general organization of the building plans andthe distribution of the program spaces should bedesigned to increase the perceived level of activityon campus and to strengthen the relationshipbetween the interior spaces and the exterior cam-pus environment. Public and common type spacessuch as lobbies, lounges, instructional spaces,conference and meeting spaces should be locatedadjacent to the main public open spaces. Programelements that could take advantage of exteriorspaces should be located on the ground level.

n 1. Locate common public spaces and func-tions near building entrances and near the mainvehicular drop-off (at the ground floor level).



n 4. Locate those program spaces on the groundlevel of the building that can take advantage ofor use the exterior spaces (examples: lounge,lunch area, etc.).

d. Building Entrance

Building entrances should be visible and prominentand provide an opportunity for visual transparencyand connection between interior and exterior. Theinterior lobby and associated outdoor spacesshould be pedestrian-friendly spaces and shouldencourage and promote interaction between thebuilding users and visitors.






3 - 14 SOUTH CAMPUS

e. Location of Equipment andUtility Structures






f. Service Access and TrashManagement

Provide service access areas away from the mainpedestrian entrance and circulation and integratethem into the building design, screened from directpublic view. Design screen walls to be consistentwith the building architecture or follow the sitedesign guidelines.




g. Architectural Character andBuilding Materials

These guidelines do not prescribe a singular stylefor new buildings or additions. The architecturalcharacter of new structures should be sympatheticto the existing neighboring structures, convey ahuman scale and reinforce a quadrangle layout.Stone, as found on CSU’s main campus, shall beincorporated in the entrance façade / public en-trance lobby of all new building projects. Theintent is to create campus continuity and consis-tency while communicating the institutional valuesof the University and expressing the intendedprogram or mission of the building(s).

o 1. Create architectural character that commu-nicates the educational or research mission ofthe particular project or department (forexample: a building for the environmentalsciences department should incorporate sus-tainable site or building systems such as photo-voltaic panels).


3 - 15



The existing buildings at CSU’s South Campus arepredominantly brick with flat roofs. In this context,exterior materials and colors should be chosen tobe compatible with the colors within the particularcampus neighborhood and to be cost effective overthe life of the structure. The intent of this guidelineis to improve the visual unity on the campus as awhole and by requiring integration of more institu-tional (and durable) materials in all new buildingsand structures. If alternate materials are selectedfor portions of the exterior envelope, care shouldbe taken that the key campus materials are locatedclose to building entrances and close to the pedes-trian environment, in order to maintain the feel ofrichness, texture, durability and human scale closeto where people move and where people approachthe building. Stone is required at and near mainbuilding entrances to provide some visual connec-tion with the main campus.

In order to achieve a greater level of architecturalcontinuity the following material recommendationsare to be followed:

n 1. Preferred primary materials: Brick.

n 2. Use natural stone at/near building en-trances.

n 3. Locally sources or manufactured materialsshould be given preference during the selectionprocess. Exterior materials with integral colorsare encouraged to minimize maintenance and toensure durability.

n 4. Integrate metal panel systems and othermodular systems such as slate, etc. only as‘secondary’ materials. Use of these materialsnear main entrances is not permitted.

n 5. The use of Exterior Insulation and FinishSystems (EIFS) or residential scale siding suchas vinyl or aluminum siding is not permitted.

C. South Campus Materials


Materials / General note:

The use of materials new to the market will only beconsidered if the designer can provide test datasufficient to convince the University’s FacilitiesManagement staff of their durability and reliability.Sustainable materials and systems should be givenspecial consideration whenever possible withinthe parameters of these aesthetic design guidelinesand the University’s Building (Design) Construc-tion Standards Manual.

a. Roofs and Eaves

Intent: New buildings shall incorporate slopedroofs to respond to the region’s agricultural heri-tage and to improve the visual connection betweenthe various clusters and districts.

n 1. For flat or low-sloped roof areas, selectenergy star roof compliant, high-reflectanceand low-emissivity roofing materials or selectgreen or vegetated roofs for all or a portion ofthe roof area.

o 2. Select slate, artificial slate (recycledroofing product) and metal for sloped roofmaterials.


3 - 16 SOUTH CAMPUS

n 6. Create building openings that contribute tothe day-lighting of the interior spaces and thatstrengthen the relationship between the indoorand outdoor environments.

o 7. Integrate window and window wall sys-tems, if compatible with the indoor programs.Avoid highly reflective or dark tinted glass.


c. Fenestration

Fenestration, such as window and door openings inbuilding facades, should reflect the solar orienta-tion and should focus on creating a sense of activ-ity on the public side of the buildings. Detailingshould exhibit permanence, human scale, andvisual richness.

o 1. In punched openings in masonry walls,incorporate a stone of cast-stone lintel and silldetail and feature masonry returns to emphasizewall thickness and add depth by the resultingshadows. Locate windows and other glazingsystems towards the interior side of the wall tomaximize this effect.

o 2. When walls are terminated to transitioninto a different material or into a glazed curtainwall, incorporate a masonry return should beincorporated to emphasize the wall thickness.

o 3. Provide solar screens or roof overhangs onthe south side of the structure to manage directsunlight into building spaces.

d. Building Signage


n 2. Integrate this signage into the entrancedesign of the building.

n 3. Provide places in the main entrance vesti-bule to incorporate donor recognition opportu-nities (including signage). Incorporate signageinto the overall architectural design.

n 4. Provide location for a keystone indicatingthe year of construction (completion). Accept-able materials: natural stone or cast-stone.


3 - 17



a. Pavement

Vehicular pavement, roadways, driveways aretypically asphalt and consistent with the city tofacilitate emergency services, delivery and com-munity interface.

Pedestrian pavement on the South Campus isimportant for utilitarian and aesthetic value. Itshould be a basic material for ease of maintenanceand adaptation/change through the development ofthe campus.




a. Courtyard and patio pavement may be stoneor precast (brick or concrete) pavers tocomplement the architecture.

b. Plazas – heavily exposed concrete, naturalgray color.

n 4. Precast concrete pavers – rectangular form,natural gray or beige tones to complement thebuilding materials.





Stone pavement



3 - 18 SOUTH CAMPUS

b. Planting

The plant materials (trees, shrubs, groundcover,grasses, vines and perennials) on the CSU SouthCampus should relate to the native riparian habitatof the region.





n 5. Plant and maintain low-growing (1’ - 3’ inheight), drought-tolerant shrub species thatare visually appealing in their natural form(unpruned). These will serve to meet objec-tives of enhanced security, sustainability, andlow maintenance.












3 - 19


Plant Palette

The Plant Palette is detailed in the followingmatrices that define:



• Requirements for optimal growth

Definitions.Bioswale:A planting area that filters pollutants out of stormwater.

Screen:Plants that form a visual and/or physical barrier.

Pedestrian Barrier:Plants that form a physical obstruction to pedes-trian circulation.

In Lawn Area:Trees that function well in turf.

In Planting Area:Trees that function well in planting areas withshrubs and/or groundcovers.

In Pedestrian Pavement:Trees that function well in small planting areassurrounded by pavement and/or in tree grates.

Shade Canopy:The crown of a tree, including branches andfoliage.

Landmark Planting:Prominent trees within a landscape.

Showy Flowers/Seasonal Color:Plants that have distinguishing flowers and/orseasonal color.

Evergreen:Plants that have green, persisting foliage year-round.

Colorado Native:A member of a plant species that inhabited Colo-rado prior to European contact.

Non-Invasive:Plants that will not proliferate and overrun ordisplace native vegetation.

Attractive to Wildlife:Plants that provide nutrition for wildlife.

Riparian Vegetation:Plants that grow in freshwater ecosystems.

Historically Significant:Plants with a particular importance in the history ofthe campus and/or the state.

3 - 20 SOUTH CAMPUS



Trees

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Shrubs

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YUCCA SPP. Yucca

3 - 22 SOUTH CAMPUS




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Grasses

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3. Furnishings







a. Seating












3 - 24 SOUTH CAMPUS








o 3. Precast concrete block retaining wallsshould be rectangular with a flat face. A mini-mum of three sizes of blocks should be usedfollowing an ashlar pattern. The color ofprecast concrete blocks should match theadjacent soil color, adjacent pavement, orbuilding.

n 4. Use forms and materials for fences and/orsite walls that complement the adjacent archi-tecture and site design.


Rack fortwobicycles

Multiple bike rack

c. Bicycle Racks




3 - 25


e. Site Lighting

Night lighting is critical for campus safety andvisitor orientation. Light poles are an importantelement in the landscape

Intent: to improve evening activity and enhance thecharacter of the South Campus with the correctplacement of outdoor lights.




n 4. Use full cutoff fixtures for street andparking lot lights.




New light poles andfixtures used on theMain Campus shouldbe used at the SouthCampus.

3 - 26 SOUTH CAMPUS

4. South Campus Signage

The intent of the campus signage system is tocontribute to clear and inviting wayfinding for thecampus community and visitors. Signs are to beconsistent in character within a hierarchy of typesfor specific purposes as applied to all the CSU,Fort Collins campuses.

This document initiates the update of graphics(forms, colors, and materials) and signage with thein coordination with the CSU FoundationDevelopment Office, Facilities Management, andthe Sign Shop. A sign design manual should becontracted to provide construction documents forspecifications of materials, typography, and costsfor budgeting of fabrication and installation.

n 1. Integrate signs into the system of openspace, circulation, and buildings – complementthe styles and materials.

o 2. Design all components to be economicallyfeasible for implementation and maintenance.

o 3. Build on the established character of thehistoric monuments along College Avenue.




n 7. Use red brick for the signage of the SouthCampus.

Street signs on the South Campus should matchthose of the Main Campus. Light poles should beused to hang banners and/or directional signage.


Signage on the South Campus is based on thehistoric stone and brick entry monuments locatedon the Main Campus. Consistency amongst theFort Collins campuses will be achieved throughthe use of stone bases (on most sign types), greenas the primary sign color, typography, and theplacement of the CSU logo. Additionally the signsystem calls for the further use of the existing streetsigns, and adding banners on the existing concretelight poles.


3 - 27




Entry monuments are to be on both sides of the road.

3 - 28 SOUTH CAMPUS


4 - 1


IV. FOOTHILLS CAMPUS

A. Campus Context

The 1,544-acre Foothills Research Campus islocated two miles west of the Main Campus at theedge of the urban development and at the base ofthe Horsetooth Reservoir. The northern portionsare relatively undeveloped, but used for animalholding and an airstrip, while the southern halfsupports a wide variety of highly specialized andindependent research facilities, many which aresecured.

The Foothills campus is neither contiguous with,nor similar to, the Main or South campus. It doesnot follow the street grid that the Main and Southcampus employ, but are accessed through threeprimary county roads. The developed areas of theresearch facilities are often separated by vast openspaces restricted to animal research, growingfields and security buffers. This vast separation ofbuilding clusters does not promote the congenialityand interaction of the Main campus. Buildingshave been constructed over the last 90 years andeach of the 159 structures represents an indepen-dent and somewhat eclectic architectural style.

Because of the research demands and outsidefunding (many buildings are constructed withFederal programs), the Foothills Campus is notexpected to be similar in character to the Main oreven South campuses. However, signage, fencingand streetscape improvements can contribute to thesense of unity while allowing independent expan-sion of research that is both land intensive andsecure.

Figure 4.1 Foothills Campus Master Plan

View from the foothills over College Lake and the campus

4 - 2 FOOTHILLS CAMPUS

B. Foothills Campus Composition

Improvements and development of the FoothillsCampus is planned to develop in building clusterssurrounding pedestrian oriented quads of plazas.These clusters are surrounded by surface parkingand the open landscape of research growing andanimal enclosures. The clusters are linked byvehicular and bicycle/pedestrian paths.

It is the framework open spaces and connectionsthat link the districts and provide the opportunity tostrengthen character and activity of the campus.Buildings house much of the business of the Uni-versity and are fundamental to the character andimage of the Foothills Campus.

1. Open Space

The tradition of American university campuses is acomposition of open spaces defined by buildings.As a land grant institution CSU has further opportu-nity for addressing the variety of open spaces.

Every square foot of the campus is valuable, notonly in the composition of aesthetics, but also inthe stewardship of resources in maintaining them.The Aesthetic Guidelines intends to include all theareas - formal and remnant. Formal spaces such asthe quads, circulation corridors and utility yards,and remnants which are to contribute to the whole.

This section guides the treatment of open spacesincluding:a. Quads and Plazasb. Courtyards and patiosc. College Laked. Parking Lotse. Bicycle Parkingf. Animal Enclosureg. Building Site

All the spaces are actively used in all seasons andmust be attractive and functional through day and

Figure 4.2 Facilities at the Foothills Campus

Recreational trail through the vast open space.


4 - 3


Figure 4.3 Framework Diagram


evening for the university and Fort Collins commu-nities. Landscape materials composed within openspaces include trees, site furnishings, and pave-ment.

Public Art, Gifts and MemorialsThe Foothills Campus has a one sculpture outsidethe Equine Center. Memorials to deceased ani-mals have been located on the campus. Whilethese are meaningful to the campus community toomany could overwhelm the landscape and overbur-den growth of the facilities. The Foundationshould carefully coordinate with the Arts DisplayCommittee (ADC) to understand the policy andvision in order to respectfully optimize the gener-ous gifts and memorials. Donors should beencouraged to consider gifts for the dedication andmaintenance of open spaces, tree groves, andfurnishings.

a. Quads and Plazas

Quads are pedestrian oriented open space areasspatially defined by buildings on all sides. Theyhave multiple entrances and are predominantlylawn. Plazas are predominantly paved and servethe more active portions of the campus. Quads andplazas should provide interest, encourage interac-tion, and facilitate movement between adjacentbuildings. These are spaces shared by the collegeswithin the adjacent buildings as well as the wholecampus community.



n 2. Site lawns in large contiguous areas wherethey will not be shaded by buildings, areinviting to the community and easily accessible

to maintenance equipment.






n 8. Design building entrances to be accessedfrom the quad or plaza and be supported withsite furnishings including seating, trash recep-tacles, bicycle racks, lighting and signage.


Figurative sculpture at the B.W. Pickett EquineCenter


4 - 5


















c. College Lake

o 1. Add seating and improve the pedestriantrail where security is not a limitation.

College Lake


d. Parking Lots

As the Foothills campus grows surface parking lotswill occupy a significant amount of real estate onthe Foothills Campus. These should be improvedto enhance the quality and functionality of thecampus.

Intent: to provide parking lots that contribute toboth the parking space count as well as limitenvironmental impact.

To better integrate them into the overall campuscharacter:










4 - 7





n 9. Wheel stops are required to protect plant-ing areas with no curb. Keep plants andirrigation heads 2 feet from the face of curb toallow for vehicle overhang.




n 12. Lay out parking bays in efficient directionto promote pedestrian circulation efficiencies.

e. Bicycle Parking








f. Animal Enclosure

Large areas are required to contain the campus’variety of animals. Their siting and maintenance

Intent: unify the campus landscape with fencing thatmeets security needs.

n 1. Locate animal enclosures wherestormwater drainage can be contained andtreated on-site.

o 2. Fence enclosures with a singular type ofmaterial, see Section C. Materials.

g. Building Site














Pipe rail fence and gate structure enclose animalarea.

Site improvements are minimal at theEngineering Research Center.


4 - 9



Streets and pedestrian paths linking the spaces andfacilities across the campus make up the circula-tion corridors. They can frame views across thecampus and beyond, which is fundamental toorientation and wayfinding.


a. General







b. Edges and Entrances

The edges of the Foothills Campus are important tothe standing of the university and the city of FortCollins.• Overland Trail

• La Porte

• Michaud Lane

• West Elizabeth Street

n 1. Add University signage should on OverlandTrail at Rampart Avenue and Elizabeth Street.See section C.4. Signage.

o 2. Plant trees along Overland Trail wherescreening improves the public view across thecampus.

o 3. Partner with the City in the improvement ofthe Overland Trail with bicycle lanes.

Trees along Overland Trail screen views of thecampus and the mountains.


c. Campus Streets

Streets convey vehicular, bicycle and pedestrianaccess as well as provide views across the cam-pus. The design of streets is an opportunity to unifythe campus landscape.


n 1. Require site improvements as part of thedesign and construction of all new roadways

including sidewalks, lighting, and street trees.

o 2. Phase the construction of streets from atwo-lane road to a four-lane parkway. Thisrequires planning for the ultimate alignmentwith future grading, utility easements, etc. andallows an inviting landscape of maturing treesand active trails.

Phased construction of campus roads


4 - 11


d. Sidewalks







e. Campus Bikeway

n 1. Establish a bicycle route throughout theFoothills Campus to facilitate safe and efficientriding.


n 3. Group bicycle racks along the CampusBikeway.

f. Multi-use Trail

n 1. Establish a trail system suitable for pedes-trians, joggers, and equestrians on the FoothillsCampus to as a recreational amenity.

n 2. Develop connections to the city and countysystem of trails.

g. Utility Corridors








3. Buildings

The Foothills Campus today feels less like acampus (compared to the Main Campus) and morelike an industrial or research park. Larger dis-tances between individual buildings and buildingclusters, limited pedestrian traffic between build-ings (sometimes because of the limited program-matic connection between buildings), the lack ofdesigned landscapes and structures that definespaces, the lack of transparency of some of thebuilding functions, and the lack of a consistent setof building materials palette, contribute to thisdifference in architectural character.

These guidelines apply to those building projectsundertaken by the University. For projects under-taken and controlled by other Government Agen-cies and projects where CSU has limited or nodesign control, these guidelines will representCSU’s recommended design guidelines.


These guidelines seek to create more of a campusaesthetic by creating mini campuses (groups orclusters of complimentary buildings), separatedand connected by a circulation system with a set ofconsistent design and landscape elements and bythe natural landscape. No buildings should blockthe significant views to the mountains. When theurban fabric allows, the building footprint andbuilding siting should take advantage of the solarorientation to maximize daylighting opportunities,minimize visual glare issues, and to maximize theimpact on building climate control systems.

n 1. Position building facades and entrances toface the major pedestrian drop-off.

n 2. Locate key building features, such as mainentrances and key interior common or programspaces, at the terminus of visual axes of eachcluster.

o 3. When possible, locate new buildings oradditions to take advantage of solar orientation.Locate the majority of building spaces facingSouth or North. Provide passive or activecontrols to manage direct sunlight on the Southside. Minimize the exposure to the East andWest. Provide passive or active controls tomanage low sun angles on these sides.

The Engineering Research Center



4 - 13


Campus Framework Plan of building clusters and circulation corridors


b. Building Massing and Scale

In 2006 the overall massing of the majority ofcampus buildings is of one to three story structures.To ensure harmony, new buildings should followexisting patterns in relation to height and massing.Development should be designed to create minicampuses or clusters. One-story buildings shouldbe discouraged. Limit the perceived overallbuilding scale and/or massing (limit the size ofsingular structures or interconnected buildings):

n 1. Limit building length to 300 feet. Restrictthe number of attached buildings to three,provided further that the façade of any buildingattached to another building be visibly offsetfrom the adjoining building at an angle ap-proximately 90 degrees.


n 3. Prohibit buildings taller than four stories inorder to maintain the current human scale onthe campus and to relate well to existingcampus structures. Design and program newbuildings to maximize a site’s potential, pro-vided that the structures are consistent with theheight guidelines.

Exception: allow mechanical penthouses, etc.or projects are allowed to exceed the heightlimit.


n If part of the building or structure serves as anorientation point or gateway on campus,provide a 3-D massing simulation with viewstudies to demonstrate that it provides visualconnections on campus.

Exception: provide a 3-D massing simulation

Building height

Building length

Building heights vary across the campus


4 - 15


with view studies if the proposed building istaller than four stories to demonstrate that theproposed design maintains the desired scale ofthe campus and does not block the major viewsfrom the main public approaches (vehicular).

c. Building Plan and ProgramDistribution

Organize buildings and distribute program spacesto maximize activity on campus and to strengthenthe relationship between interior spaces on campusand the exterior campus environment. Situatepublic and common spaces, such as lobbies,lounges, instructional spaces, conference andmeeting spaces, adjacent to the main public openspaces. Establish program elements that could takeadvantage of exterior spaces on the ground level.

n 1. Locate common public spaces and func-tions near building entrances and near the mainvehicular drop-off (at the ground floor level).



n 4. Locate those program spaces on the groundlevel of the building that can take advantage ofor use the exterior spaces (examples: lounge,lunch area, etc.).

d. Building Entrances

Situate building entrances so they are visible,prominent and provide an opportunity for visualtransparency and connection between interior andexterior. Design the interior lobby and associatedoutdoor spaces to serve as meeting and gatheringspaces that encourage and promote interactionbetween the building users and visitors.







e. Location of Equipment andUtility Structures





Storage and access requirements have been addedsince the completion of facilities which detractsfrom the campus character.


f. Service Access and TrashManagement

Provide service access areas away from the mainpedestrian entrance and circulation and integratethem into the building design, screened from directpublic view. Design screen walls to be consistentwith the building architecture or follow the sitedesign guidelines.





4 - 17


g. Architectural Character andBuilding Materials

These guidelines do not prescribe a singular stylefor building additions. The architectural characterof new structures should be sympathetic to theexisting neighboring structures, convey a humanscale and reinforce the mini campus or buildingcluster it is part of. Stone, as found on CSU’s maincampus, shall be incorporated in the entrancefaçade/public entrance lobby of all new buildingprojects. The intent is to create campus continuityand consistency while communicating the institu-tional values of the University and expressing theintended program or mission of the building(s).

o 1. Create architectural character that supportsthe educational message of the particularproject or department (for example: a buildingfor the arts department should provide inte-grated display opportunities for 3-dimensionalart at or near the entrance; a building for theenvironmental sciences department shouldincorporate sustainable site or building systemssuch as photo-voltaic panels).

New State Forestry building

The new Center for Disease Control

The architectural character of the EnvironmentalToxicology and Technology speaks of the time itwas designed.


C. Foothills Campus Materials


Materials / General noteThe use of materials new to the market will only beconsidered if the designer can provide test datasufficient to convince the University’s FacilitiesManagement staff of their durability and reliability.Sustainable materials and systems should be givenspecial consideration whenever possible withinthe parameters of these aesthetic design guidelinesand the University’s Building (Design) Construc-tion Standards Manual.

a. Roofs and Eaves

New buildings shall incorporate sloped roofs torespond to the topography of the foothills and toimprove the visual connection between the variousclusters and districts.

n 1. For flat or low-sloped roof areas, selectenergy star roof compliant, high-reflectanceand low-emissivity roofing materials or selectgreen or vegetated roofs for all or a portion ofthe roof area (especially when roof areas arevisible from taller adjacent buildings).

o 2. Select slate, artificial slate (recycledroofing product), metal, and terra-cotta roofmaterials for sloped roof areas.



The existing buildings at CSU’s Foothills exhibit awide range of materials and colors. In this context,exterior materials and colors should be chosen tobe compatible with the colors within the particularcampus district or neighborhood and to be costeffective over the life of the structure. The intent ofthis guideline is to improve the visual unity on thecampus as a whole and by requiring integration ofthe original and more institutional (and durable)materials in all new buildings and structures. Ifalternate materials are selected for portions of theexterior envelope, ensure that the key campusmaterials are located close to building entrancesand close to the pedestrian environment, in order tomaintain the feel of richness, texture, durability andhuman scale close to where people move andwhere people approach the building. Stone isrequired at/near building entrances to providesome visual connection with the main campus.

In order to achieve a greater level of architecturalcontinuity the following material recommendationsare to be followed:

n 1. Preferred primary materials: Brick, or pre-cast.

n 2. Natural stone shall be incorporated at andnear building entrances.

n 3. Give preference to local sources or locallymanufactured materials during the selectionprocess. Use exterior materials with integralcolors to minimize maintenance and to ensuredurability.

n 4. Integrate metal panel systems and othermodular systems such as slate, etc. only as‘secondary’ materials. Prohibit the use of thesematerials near main entrances.

n 5. Prohibit the use of Exterior Insulation andFinish Systems (EIFS) or residential scale


4 - 19


siding such as vinyl or aluminum siding.

n 6. Create building openings that contribute tothe day-lighting of the interior spaces, and thatstrengthen the relationship between the indoorand outdoor environments.

o 7. Integrate windows and window wallsystems, if compatible with indoor programs.Avoid highly reflective or dark tinted glass.


c. Fenestration

Use fenestration such as window and door open-ings in building facades to reflect the solar orienta-tion and should focus on creating a sense of activ-ity on the public side of the buildings. Designdetailing to exhibit permanence, human scale, andvisual richness.

o 1. In punched openings in masonry wall,incorporate a stone of cast-stone lintel and silldetail and should feature masonry returns toemphasize wall thickness and add depth by theresulting shadows. Windows and other glazingsystems should be located towards the interiorside of the wall to maximize this effect.

o 2. When walls are terminated to transitioninto a different material or into a glazed curtainwall, incorporate a masonry wall to emphasizethe wall thickness.

o 3. Encourage the use of solar screens or roofoverhangs on the south side of the structure tomanage direct sunlight into building spaces.

d. Signage


n 2. This signage should be integrated into theentrance design of the building.

n 3. Provide places in the main entrance vesti-bule to incorporate donor recognition opportu-nities (including signage). The signage shouldbe integrated in the overall architecturaldesign.

n 4. Provide location for a keystone indicatingthe year of construction (completion). Accept-able materials: natural stone or cast-stone



a. Pavement

Vehicular pavement, roadways, driveways aretypically asphalt and consistent with the city tofacilitate emergency services, delivery and com-munity interface.

Pedestrian pavement on the South Campus isimportant for utilitarian and aesthetic value. Itshould be a basic material for ease of maintenanceand adaptation/change through the development ofthe campus.




a. Courtyard and patio pavement may be stoneor precast (concrete or brick) pavers tocomplement the architecture.

b. Plazas – heavily exposed concrete, naturalgray color.

n 4. Precast concrete pavers – rectangular form,natural gray or beige tones to complement thebuilding materials.





Stone pavement




4 - 21


b. Planting

The plant materials (trees, shrubs, groundcover,grasses, vines and perennials) on the CSU Foot-hills Campus are an important opportunity topresent the mission and values of the university.With strong programs in agriculture, horticulture,forestry and natural resources the campus land-scape should be a place to actively showcasepositive values in management and aesthetics,conduct relevant forms of research. Time hascome where the plants native to Fort Collins arebeing valued by the greater community. Many ofthe trees important to the forests of the RockyMountains are found on the campus and could befurther employed in meaningful and beautifulcomposition.





n 5. Plant and maintain low-growing (1’ - 3’ inheight), drought-tolerant shrub species thatare visually appealing in their natural form(unpruned). These will serve to meet objec-tives of enhanced security, sustainability, andlow maintenance.












Plant Palette



• Requirements for optimal growth.

DefinitionsBioswale – A planting area that filters pollutantsout of storm water.

Screen – Plants that form a visual and/or physicalbarrier.

Pedestrian Barrier – Plants that form a physicalobstruction to pedestrian circulation.

In Lawn Area – Trees that function well in turf.

In Pedestrian Pavement – Trees that function wellin small planting areas surrounded by pavementand/or in tree grates.

Landmark Planting – Prominent trees within alandscape.

Showy Flowers/Seasonal Color – Plants that havedistinguishing flowers and/or seasonal color.

Evergreen – Plants that have green, persistingfoliage year-round.

Colorado Native – A member of a plant speciesthat inhabited Colorado prior to European contact.

Non-Invasive – Plants that will not proliferate andoverrun or displace native vegetation.

Historically Significant – Plants with a particularimportance in the history of the campus and/or thestate.

Small Shrub < 2’ Tall

Medium Shrub 2’-4’ Tall

Large Shrub >4’ Tall

Small Tree > 20’ Tall

Medium Tree 20’-40’ Tall

Large Tree > 40’ Tall

Full Sun >6 hours of direct sun per day.

Partial Shade 3-6 hours of sun per day.

Shade < 3 hours of direct sun per day.

Drought Tolerant – Plants that can tolerate aridconditions with little or no supplemental water.


4 - 23




Trees

CSU

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YUCCA SPP. Yucca


4 - 25





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3. Furnishings







a. Seating













4 - 27


Rack fortwobicycles

Multiple bike rack





c. Bicycle Racks




Fencing is a character defining feature of theFooothills Campus. It is critical to security of thevarious facilities and safety of the many animalshoused on campus.

Intent: unify the campus landscape with fencing thatmeets security needs.



o 3. Precast concrete block retaining walls

The retainingwall at theCollege Ave.underpass is agood example ofa rectangular,flat faceconcrete blockstructure


should be rectangular with a flat face. A mini-mum of three sizes of blocks should be usedfollowing an ashlar pattern. The color ofprecast concrete blocks should match theadjacent soil color, adjacent pavement, orbuilding.

n 4. Use forms and materials for fences and/orsite walls that complement the adjacent archi-tecture and site design.

o 5. Consider use of cor-tin steel in fencing,gates, bridges and other outdoor structures.


e. Site Lighting

Night lighting is critical for campus safety andvisitor orientation. Light poles are an importantelement in the landscape

Intent: to improve evening activity and enhance thecharacter of the Foothills Campus with the correctplacement of outdoor lights.

New light poles andfixtures used on theMain Campus shouldbe used at Foothills.

Cor-tin steel fits well into the Colorado FrontRange landscape.




n 4. Use full cutoff fixtures for street andparking lot lights.





4 - 29


4. Foothills Campus Signage

The intent of the campus signage system is tocontribute to clear and inviting wayfinding for thecampus community and visitors. Signs are to beconsistent in character within a hierarchy of typesfor specific purposes as applied to all the CSU,Fort Collins campuses.

This document initiates the update of graphics(forms, colors, and materials) and signage with thein coordination with the CSU FoundationDevelopment Office, Facilities Management, andthe Sign Shop. A sign design manual should becontracted to provide construction documents forspecifications of materials, typography, and costsfor budgeting of fabrication and installation.

n 1. Integrate signs into the system of openspace, circulation, and buildings – complementthe styles and materials.

o 2. Design all components to be economicallyfeasible for implementation and maintenance.

o 3. Build on the established character of thehistoric monuments along College Avenue.




n 7. Use cast concrete for the signage of theFoothills Campus. Color should be a warmnatural gray with sandblast finish.

Signage on the Foothills Campus is based on thehistoric stone and brick entry monuments locatedon the Main Campus. Consistency amongst theFort Collins campuses will be achieved throughthe use of stone bases (on most sign types), greenas the primary sign color, typography, and theplacement of the CSU logo. Additionally the signsystem calls for the further use of the existing streetsigns, and adding banners on the existing concretelight poles.

Entry monuments are to be on both sides of the road.


Street signs on the South Campus should matchthose of the Main Campus. Light poles should beused to hang banners and/or directional signage.




The original monuments of blond brick with castconcrete, stone base and cap.


5 - 1


V. IMPLEMENTATION

A. Implementing Design Review atColorado State University

Campus character and environment is increasinglyrecognized as one of the primary reasons studentsand faculty choose their academic institutions. Astrong campus image promotes a positive feelingtowards the academic institution that is reflected inacademic ideals, donations, alumni participationand attracting the best and the brightest. As acampus grows and changes – a given at most everyacademic institution – that character and environ-ment tends to shift and change. Change must berecognized as short-term decisions that do notcompromise the long term institutional ambition.

1. Background

Corresponding to a trend in city design, manyrapidly developing campuses have had DesignReview Boards (DRB) or, Design Review Com-mittees (DRC) since the mid 1980’s to controlcampus aesthetics. In 1994, SCUP (Society ofCollege & University Planners) recognized agrowing campus trend to correlate design directionwith campus change. SCUP sponsored an educa-tional session that addressed how one would set inplace and sustain campus planning and architec-tural design standards to allow flexibility inaccommodating change of all kinds. They identi-fied the necessary ingredients as “a committedadministration, a long-term external design reviewboard, an established master plan, watchful over-sight by a host of interested professional designersand ordinary citizens, and a guiding document thatdescribes campus style, standards, and futureaspirations.” In 1999, the organization againrevisited Design Review to address the benefitsand pitfalls. While no conclusive evidence wasgathered on the effectiveness of a DRC the gener-ally held perspective was one of benefit to theaesthetic campus composition and long termplanning strategies.

As a response to implementing incremental change,many other campuses have since instigated a seriesof review panels to be the watchdog of physicalchange. Panels have included Campus PlanningCommittees, which review master plans or devel-opment programs (much like a City’s PlanningCommission or Zoning Board); Design ReviewBoards, which review particular project designresponses; or Facilities Committees, which reviewoperations as well as new facilities. Often acampus will consider one such Committee orBoard to serve all functions.

Colorado State University has, to date, not utilizeda Design Review Committee to maintain aestheticdirection. The campus’ Facilities DevelopmentCommittee has served to provide informal recom-mendations. But, as there are yet no adoptedoverall Design Guidelines, the DRC is only fol-lowing the Master Plan for project review.

The role, responsibilities and potential composi-tion of a CSU Design Review Committee arediscussed herein.

2. Design Review CommitteeCharge

The Design Review Committee’s role is typicallyto review development proposals against anestablished set of criteria and provide input intohow best to meet the campus objectives with thebuilding and site program on hand. DRCs havebeen advisory, providing direction to a President,the Administration or at least a building committee,or regulatory, providing direct recommendationsfor change to a designer.

DRC roles have been solely peer review, whencomposed of architects, planners and landscapearchitects; solely administrative, when composedof Facility Directors, Campus Architects, CampusPlanner, or Building and Planning department

5 - 2 I M P L E M E N T A T I O N

representatives, or solely “community participa-tion” when composed of faculty, staff and students.Other models combine professional peers, admin-istrators and campus community members andcombine peer, administrative and communityreview.

a. DRC Responsibilities

The typical responsibilities of a Design ReviewCommittee include:

• Implement the goals of the strategic plan asthey relate to land use and design.

• Implement the direction of the campus masterplan or development plan.

• Enforce design guidelines; translate designguidelines to specific situations.

• Review projects and programs for designquality and consistency.

• Make findings as to when and why to allowdeviations or variances.

• Make recommendations as to design improve-ments.

• Make recommendations as to Value Engineer-ing decisions that effect design quality andconsistency.

• Make recommendations as to selection ofarchitect/landscape architect/planner.

• Promote campus design vision to the Presidentor Administration.

• Be proactive to administrators when tools ordirection are not available, suggesting the needfor guidelines, detailed planning studies orother physical improvements.

b. Benefit

The benefits of a Design Review Committee havevaried based upon the charge, role and responsi-bilities at different campuses. However, observa-tion and participation in a few Campus DesignReview Committees has revealed potential ben-efits for Colorado State University.

• Often a designer needs assistance to understandthe larger campus environment outside theirbuilding or site program. The Design ReviewCommittee can clarify campus wide directionand translate design guidelines in these particu-lar situations.

• A designer could potentially receive conflict-ing or inconsistent direction. This is increas-ingly evident when there is a Building Commit-tee, with multiple ‘clients’ as is typical in theuniversity setting. A Design Review Commit-tee could provide direction and make findingsas to why a particular direction should bepursued.

• Recognizing that design and beauty are notalways black and white decisions, DesignReview Committees often translate the “gray”and provide a well thought out direction to boththe building/site designers as well as theadministrators and building committee.

• Budgets have increasingly tightened and thecost of construction has and will most likelyescalate. Decisions regarding materials,quality and cost should be thoroughly discussedby an independent body, rather than only at aValue Engineering session or Cost Reductionsession. A Design Review Committee could betasked with weighing the recommended costreductions against the quality and contributionto the campus as a whole.


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c. Design Review CommitteeProcedures

Design Review Committee presentations aretypically comprised of open and closed sessions.The open session will include the presentation bythe Executive Architect, questions from the Board,and the Board’s recommendations. The DRCconsiders comments from the related Universityproject management team prior to each DRCpresentation. The closed session allows the DRCcandid discussions to arrive at a consensus posi-tion for its recommendations.

A standard packet of information is provided to theDRC members in adequate time for their thoroughreview. Written summaries of board discussionsand recommendations are maintained, and shouldbe distributed to all concerned parties.

d. CSU Decisions &Recommendations

To embark on a Design Review Committee pro-cess, the CSU Administration must decide on theappropriate charge (advisory or regulatory), role(peer review, administrative and/or communityparticipation), and process. The following recom-mendations are the author’s counsel based uponserving on the UC Riverside DRB for three yearsas a professional member and presenting to numer-ous other design review boards, both at academicinstitutions and for agencies.

Advisory: It is recommended that CSU inauguratean advisory Design Review Committee with thecharge of providing recommendations to thePresident and Vice President of AdministrativeServices on campus planning (Master Plan) anddesign project implementation. The Master Planand the new Aesthetic Guidelines will be thedecision makers’ tools for determining compli-ance. Rather than multiple boards, one DRC

should represent the Main Campus, Foothills andSouth Campus. This will serve to promote unityand cohesion amongst the separate campuses.

Combined Role: It is recommended that the CSUDRC have a combined role, with peer review,administrative review and community participa-tion. A suggested committee of 7 members wouldbe composed of three peer professionals (peerreview) from off campus – an architect, a land-scape architect and a planner; up to three campusrepresentatives (community participation) thatcould be chosen from the Faculty Council, mem-bers of key departments, or ASCSU members; andone representative from the Facilities ManagementDepartment (administrative) responsible fordesign and construction. Planning & Real EstateServices and Design & Construction Staff wouldbe resources to the voting committee.

(Note: peer professionals should be noted Colo-rado professional leaders with a strong portfolio ofcampus work, and are usually reimbursed on a timeand materials basis for their service).

Process: The primary responsibilities of a CSUDesign Review Board would be to review projectsduring the planning and design process and toparticipate in the selection of consultant architects,landscape architects and planners for major cam-pus projects. The DRB should meet regularly(possibly quarterly) based upon the needed projectreviews.


3. Next Steps

Should the CSU Administration determine thevalue of a Design Review Committee, the follow-ing work program could be implemented:

1. Allocate budget and resources for DRC assis-tance and reimbursement.

2. Establish responsibilities for appointing bothoutside and on campus members.

3. Determine conflict of interest requirements(such as, can a professional member hold adesign contract with CSU for a particularproject; is there a monetary limit to annualdesign contracts?).

4. Invite candidates and select appropriate DRCmembers.

5. Determine design submission requirements andpresentation formats for DRC .

6. Determine and manage calendar of DRCreview.

7. Follow up DRB meetings with minutes andrecommendations to Administration.

4. Comparison with Select PeerInstitutions:

A limited review of other western educationalinstitutions shows the diversity of design reviewcomposition, role and processes.

a. Arizona State University,Tempe

ASU has a Campus Public Art & Design ReviewCouncil that is advisory to the executive vicepresident and provost. The Council develops thevision and guidelines for campus planning, includ-ing public art, participates in the selection ofconsultant architects, landscape architects andplanners, and reviews projects during the designprocess. It recommends the procurement or com-missioning of works of public art and their sitingon the campus, and it explores the sources offunding of public art for existing facilities, beyondthose funded by the percent for art levy on newconstruction. It is composed of 16 members onstaggered three-year terms. All members, with theexception of one from the City of Tempe, are withthe University. ASU has a School of Architectureand an Art program, so peer expertise is availableon campus. (See footnote 1)

b. University of CaliforniaRiverside

The UCR Design Review Board (DRB) is chargedwith the review of major planning initiatives (e.g.area studies, master plans), and facilities siting,facilities design and landscaping for majorprojects to ensure that they are consistent with theLong Range Development Plan and UCR’s plan-ning principles as specified in the Campus Designand Landscape Guidelines. The Board is advisoryto the Chancellor via the joint recommendations ofthe Vice Chancellor, Academic Planning & Budgetand Vice Chancellor, Administration. The jointrecommendation is the result of consultation withthe DRB.


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Membership is composed of nine persons: twoexternal consulting architects, one external consult-ing Landscape Architect, Assistant Vice Chancel-lor, Capital & Physical Planning, Assistant ViceChancellor, Design & Construction, Chair (ordesignee) Academic Senate Physical ResourcesCommittee and three faculty-at-large, on rotatingthree year terms. The term for the external archi-tects and landscape architect is three years. Ap-pointments are staggered so that one new appoint-ment is made each year. Appointments are made bythe Executive Vice Chancellor on the joint recom-mendation of the Vice Chancellor, AcademicPlanning & Budget, and Vice Chancellor, Adminis-tration. The joint recommendation is the result ofconsultation with the DRB.

Each major planning initiative and/or project ispresented to the Board at the following milestones:Detailed Project Program (DPP)/pre-design;Schematic Design preceding Office of the Presi-dent review and Regents Design Approval; andadditional reviews on an as needed basis, asappropriate. (See footnote 2)

c. University of California SanDiego

The UCSD Design Review Board (DRB), anadvisory board to the Chancellor, is charged withthe review of facilities design and major landscapeprojects to ensure such projects are architecturallyappropriate and consistent with the Long RangeDevelopment Plan and the UCSD Master Plan.Projects that have significant visual impact on theCampus, regardless of the size of the project, arealso reviewed by the DRB. The DRB is composedof eight members: four private sector architects,who serve four-year staggered terms, and fourcampus representatives. The external architects areselected by the Vice Chancellor-Resource Manage-ment and Planning on the recommendation of theAssistant Vice Chancellor-Facilities Design andConstruction and the external architects currently

serving, on the DRB, on the basis of professionaldesign experience. The four campus members are:the administrative Co-Chair, C/CPC-1 the facultyCo-Chair, C/CPC (who is also chair of the Aca-demic Senate CCCE); the at-large faculty memberselected by the Academic Senate; and the ViceChancellor-Resource Management and Planning.Staffs from Facilities Design & Construction andPhysical Planning Departments serve as consult-ants to the DRB.

Typically, major projects are reviewed by theDRB three times before being submitted for designapproval. The three reviews by the DRB are: pre-design, concept presentation, and final schematicdesign. On occasion, additional reviews may berequired; specifically, a review of the proposedexterior materials and color or when a project hasbeen previously approved by the DRB but latermodified by value engineering or for some otherreason. In all cases, however, the DRB reviewprocess must be completed prior to submission forRegental design approval. (See footnote 3)

d. University of ColoradoDesign Review Board

The CU DRB is a six member board that reports tothe President on matters of campus facilities, land-use development and concerns for the aesthetic andphysical characteristics for all University ofColorado properties. Their role is to advise andcounsel on matters of good planning and designpractice only. The DRB is advisory to the Presi-dent. It generally works cooperatively with designarchitects and landscape architects to satisfy allconcerns. Since its inception in the mid-1960s,only a handful of projects have been referred to theOffice of the President for resolution when thedesign architect and the DRB could not agree. Ineach case, the President has supported the DRB’sposition. They do not regulate, rule or determinepolicies of the university with respect to land use,facilities planning, campus design or capital


budgeting. The DRB reviews Conceptual Design,and occasionally program plans where the planinvolves major campus land development issues. They take formal action at Schematic Design andDesign Development phases. (See footnote 4)

Footnotes1 Arizona State University Website

www.asu.edu2 University of California Riverside, Mr.

Timothy Ralston, Assistant Vice Capital &Physical Planning

3 University of California San Diego Websitewww.ucsd.edu

4 University of Colorado at Boulder websitehttp://www.colorado.edu

B. CSU Design Review CommitteeSubmittals

Consultant teams must review the UniversityBuilding (Design) Construction Standards Manual.This Manual also outlines who reviews projectsand who serves as the University representative.CSU may need to revise their Construction Stan-dards Manual after this document is adopted.

In addition to the design submittals outlined in theUniversity Building (Design) Construction Stan-dards Manual, every project team that is involvedwith a project that includes new construction, oradditions or modifications to the exterior of anexisting buildings will be required to present theproposed project design at a conceptual level (pre-schematic). At this presentation, the appropriaterepresentation method(s) shall be used to help thereviewing committee understand the impact of theproposed project on the existing campus environ-ment and evaluate the conceptual design for itscompliance with these aesthetic guidelines. Thefollowing products are examples of acceptablepresentation tools: computer generated 3-D modelwith sun study and key eye-level views to analyzethe impact of new building massing on campusopen space and buildings; computer generatedanimations of an eye-level walk-thru simulation ofthe project area; hand drawn perspective sketchesof the proposed project (eye-level views); photomontages of the existing campus environment withan overlay of the proposed project (eye-levelviews); etc. The project team shall outline theproposed presentation (products, tools, and methodappropriate for the project) of the conceptualdesign(s) for review and approval by the Univer-sity representative. The development of alternativeproject solutions is encouraged at this stage of theproject.


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Project Review Schedule / Consultant SubmittalRequirements

Submit the following for DRC review two weeksprior to the DRC meeting presentation. Submittalsshould be in electronic form in .pdf file format. Itis expected that each of the items will advancethrough the design process. The lists for eachsubmittal states if specific detail is required inaddition to that previously addressed.

Presentations to the DRC will be made by theArchitect/Engineer Design Team (A/E). Thepresentations should be electronic projection withhandouts for the committee members. Models ofthe project are generally appreciated but notnecessarily required.

1. Conceptual Design Phase

The intent of the Conceptual Design Phase is to fitthe program to the site. Alternative schemes areencouraged to study how to best achieve theproject goals.

a. Project program, tabulation of square footageof uses inside and outside the building withinthe project area

b. Project budget

c. Campus context plan as it fits within the relatedobjectives of the campus master plan andAesthetic Guidelines, indicating existing andproposed development

d. Site concept plan illustrating building footprint,access (project area and edges of surrounding‘sites’ on a scaled current survey of utilities,horizontal and vertical elements and condi-tions, project boundaries and setbacks.)

e. Conceptual floor plans

f. Conceptual massing diagram (always include

massing of adjacent buildings and structures).-dimensional massing simulation with viewstudies are required when the structure servesas a gateway or orientation point on campus,shadow simulation at noon March 21, June 21and December 21.

g. Conceptual elevations (ideally in perspective;always include elevations of adjacent build-ings), indicating all major materials

h. Landscape concept plan delineating paved andplanted areas

i. Sustainability goals

j. Written design statement (could be illustratedwith diagrams)

2. Schematic Design Phase

a. Summary of any deviations to the previouslyapproved Conceptual Design Phase submittal

b. Project program

c. Project budget including allocation for build-ing, site and landscape

d. Context Plan – illustrating adjacent buildings,circulation and open space

e. Site Plan– indicating finish floor elevations,utilities and access (entrances and service) tothe building

f. Landscape Plan – including but not limited tograding, drainage

g. Floor Plans– including roof plan

h. Massing – multiple views of the 3 dimensionalmodel including but not limited to pedestrianlevel views

i. Shadow studies, 10 AM, 2:00, and sunset,March 21, June 21 and December 21


j. Building elevations – colored, ideally inperspective; always include elevations ofadjacent buildings, indicating all major materi-als

k. Information on any building mounted or sitemounted equipment / utilities (example: cutsheets / illustrations for proposed equipment,building / site sections indicating equipmentsizes and screening systems indicating viewlines from adjacent public spaces, etc.)

l. Written design statement

3. Design Development Phase

a. Summary of any deviations to the previouslyapproved Schematic Design Phase submittal

b. Project program

c. Project budget.

d. Context Plan – illustrating adjacent buildings,circulation and open space

e. Site Plan– indicating finish floor elevations,utilities and access to the building, projectboundary and limit of work

f. Landscape Plan – including but not limited tograding, drainage, signage, lighting, furnish-ings, plant species, installation size, andpavement materials.

g. Floor Plans– including roof plan and associ-ated mechanical equipment

h. Massing – multiple views of the 3 dimensionalmodel including but not limited to pedestrianlevel

i. Shadow studies, 10 AM, 2:00, and sunset,March 21, June 21 and December 21

j. Building elevations – colored, ideally in

perspective; always include elevations ofadjacent buildings

k. Exterior materials (site and building) andexterior colors (sample mock-up board)

l. Materials and colors for transitional spaces(entrance vestibules, lobbies, etc.)

m. Exterior building lighting and lighting oftransitional spaces (overhangs, vestibules,entrances, lobbies)

n. Written design statement

o. Summary of changes due to Value Engineering

4. Construction DocumentPhase

No review by the DRC unless design changes aremade that affect building exterior, site design, etc.

5. Construction Phase

No review by the DRC unless design changes aremade that affect building exterior, site design, etc.

DRC Site Visit(s)

a. Review of sample wall / sample panel / etc.(note: require Contractor / A/E team to coordi-nate timing of the various mock-ups, etc. so thatthe DRC can perform review of all relevantmaterials during one visit)

b. Final walk-thru during punch-listing period


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VI. APPENDIX

A. Glossary of Terms

Sustainability“Sustainability” implies that the critical activitiesof a higher education institution are (at a minimum)ecologically sound, socially just and economicallyviable, and that they will continue to be so forfuture generations. A truly sustainable college oruniversity would emphasize these concepts in itscurriculum and research, preparing students tocontribute as working citizens to an environmen-tally sound and socially just society. The institutionwould function as a sustainable community, em-bodying responsible consumption of food andenergy, treating its diverse members with respect,and supporting these values in the surroundingcommunity.Association of University Leaders for aSustainable Future (ULSF)http://www.ulsf.org/about.html

Metrics TerminologyTo clarify how the terms are used in this project, alist of terms related to performance metrics aredefined with examples and comments at the end ofthis document. The definitions are derived fromcommon practice and the Merriam-Webster Dictio-nary.

Benchmark — a standardized problem or test casethat serves as a basis for evaluation or comparisonThe terms Benchmark and Baseline are often usedinterchangeably.

Benchmarking — the act of comparing a perfor-mance metric to a benchmark or baselineConsistent and repeatable benchmarking requiresclearly defined performance metrics andprotocols for developing the reference case toserve as the baseline.

Building Performance Index — A high levelindicator of the performance of a buildingBPI is often used to refer to the energy useintensityThere is no standard definition of this term. It issometimes used to refer to the energy useintensity and sometimes used to account for manydifferent factors (energy, environmental,economic, etc.) into one term. This term is notused in this project at this time because it is notspecific and can lead to confusion.

Design Guideline — a set of rules and strategiesto help building designers meet certain perfor-mance criteria such as energy efficiency orsustainability. Although LEED and BREEAM aretechnically rating systems for new construction,they are often used as design guidelines for newbuildings.

Energy Audit — a systemized approach to mea-suring, recording, and evaluating the operatingperformance of a building or building system withthe intention of improving the performance

Index — a number (as a ratio) derived from aseries of observations and used as an indicator ormeasure (Merriam-Webster 2004)An index is usually taken as a percentage.

Indicator — a parameter, or a value derived froma set of parameters, that points to, provides infor-mation about and/or describes the state of a phe-nomenon. It has significance beyond that directlyassociated with the parameter value. (Flanders2000)“Indicators are one of many tools for simplifying,quantifying, and communicating vast amounts ofinformation in ways that are more easilyunderstood. They are also useful for alerting usto what areas that need more attention, as well asareas that see improvement.”

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Measurement and Verification — refers to theprocess of examining and proving the results ofimplementing energy and water conservationmeasures

Metric — a standard of measurementA performance metric is a metric of someperformance characteristic; however, not allmetrics are performance metrics. For example,area is a metric but it is not a performancemetric.

Performance Goal — a specific statement of adesired level of achievement.Performance metrics should be carefully chosento measure progress toward performance goals.

Performance Index — a number (as a ratio)derived from a series of observations and used asan indicator or measure.A performance index is a secondary levelperformance metric. Performance index is notused in this project to avoid introducing moreterms than are necessary.

Performance Indicator — a high-level perfor-mance metric that is used to simplify complexinformation and point to the general state of aphenomenon.Performance indicators are used to communicategeneral trends and are often used on a programplanning level to show progress toward goals. Seethe definition of indicator for more discussion.

Performance Metric — a standard of measure-ment of a function or operationPerformance Metrics should measure andcommunicate progress toward achievingPerformance Goals. There are different levels ofperformance metrics. The Performance MetricsProject is generally concerned with the primarylevel, which is the lowest level. The primary levelperformance metrics are applicable to a specificproject, such as the BEUI and end use energy

break down. Secondary performance metrics areoften combinations of lower level performancemetrics and other data, and they are used to showperformance of a group of buildings or across anentire building category. An example of asecondary performance metric would be the grossenergy intensity of a group of office buildings.

Performance Objective — a general statement ofdesired achievementReduce building energy consumption, reduceemissions related to building operation

Procedure — a standard method or set of methodsfor determining one or more performance metrics

Protocol — a detailed plan of a scientific ormedical experiment, treatment, or procedureProtocol is often used interchangeably withprocedure; however, protocol usually inferssomething that is officially recognized as astandard.

Rating System — a system of rules for comparingthe performance of a whole building or buildingsystem to benchmarksSome rating systems, such as EnergyStar, aredesigned to rate the measured energyperformance of existing buildings, and some,such as LEED, are designed to rate the expectedperformance during the design stage. In addition,LEED and BREEAM are environmental ratingsystems and energy is only one part of the rating.One point of confusion is that LEED is often usedas a design guide.


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ReferencesFlanders, L. (2000). Assistant Director (UNDivision for SD) at the conference SustainableDevelopment of Coastal Zones and Instru-ments for its Evaluation, Germany, 23-26 Oct.2000. Merriam-Webster On-Line Dictionary.(accessed January 21, 2004).

Office of Energy Efficiency and RenewableEnergy, “Metrics Terminology.”

http://www.eere.energy.gov/buildings/highperformance/performance_metrics/metrics_terminology.html, accessed February2006.

B. Bibliography and Resources• Facilities Management, Colorado State Univer-

sity, Appendix F, Sole Source Products, De-cember, 1998

• Facilities Management, Colorado State Univer-sity, Building (Design) Construction StandardsManual

http://project.fm.colostate.edu/csu/FMPro?-db=projects.fp5&-lay=cgi&-format=standards.htm&-view

• Association of University Leaders for a Sus-tainable Future, The Talloires Declaration 10Point Action Plan, 1994

• Bade, Michael, Feasibility Study for a GreenBuilding Policy for the University of Califor-nia. Office of the President, Design & Con-struction Services, 2003.

• Book 2127 of Official Records, Recorded 10May 1995, Sonoma: Office of the Recorder,County of Sonoma, 2001: 237.

• Book 2422 of Official Records, Amended bythe Certificates of Amendment and Recordedon 14 October 1969, Sonoma: Office of theRecorder, County of Sonoma, 2001: 567.

• Book 2565 of Official Records, Recorded 16September 1971,. Sonoma: Office of theRecorder, County of Sonoma, 2001: 510.

• City of Boulder. Landscape Requirements forStreetscapes, Parking Lots and all other Devel-opments.

• Colorado State University, Physical Develop-ment Plan, May 2005.

• Colorado State University, Setting the Standardfor the 21st Century: Strategic Directions,September 15, 2005

• Colorado State University, The UniversityMaster Plan “Foundation for a New Century”,2004.

• County of Sonoma, Office of the Recorder,“The Sea Ranch Restrictions: A Declaration ofRestrictions, Covenants and Conditions”.

• Deno, William R., Body & Soul ArchitecturalStyle at the University of Colorado at Boulder.Boulder: University of Colorado at BoulderPublication Service, 1994.

• Downing/Thorpe/James & Associates, “Uni-versity of Colorado at Boulder Research ParkDesign Guidelines.” http://fm.colorado.edu/researchpark/designguidelines/, accessedJanuary 2006

• Harvard University, Harvard UniversityAllston Campus Institutional Master Plan.

• James E. Hansen II., Democracy’s College inthe Centennial State: A History of ColoradoState University. Salt Lake City: Publisher’sPress, 1977.

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• Johnson, Carol R., Landscape Master PlanReport: Agnes Scott College, Decatur, Geor-gia. Cambridge, MA: Carol R. Johnson Associ-ates, Inc, 1999.

• Los Alamos National Laboratory, “LANLSustainable Design Guide.” http://www.eere.energy.gov/buildings/highperformance/pdfs/sustainable_guide/32763_sustainable_guide.pdf, accessed Janu-ary 2006.

• More Design Guidelines References: http://envstudies.brown.edu/thesis/2004/Molly_Macgregor/Extra%20Pages/References.htm#1

• Ohio State University and Sasaki & Associates,OSU Phase II Design Guidelines: Chapter 4.http://www.fpd.ohio-state.edu/assets/Master_Planning/columbus/volumes/volume3/v3c4.html#2, accessed January, 2006.

· Stanford University and the EnvironmentalStewardship Committee (Title Unknown,Topic: Sustainability). http://cpm.Stanford.edu

• The Sea Ranch Association “The Sea RanchDesign Manual and Rules.” 23 April 2005.

• The Sea Ranch Association, The Sea RanchRestrictions: A Declaration of Restrictions,Covenants and Conditions, May 1965.

• U.S. Green Building Council, “LEED-NCApplication Guide for Multiple Buildings andOn-Campus Building Projects (AGMBC),”https://www.usgbc.org/FileHandling/show_general_file.asp?DocumentID=1097,accessed January 2006.

• University of California Riverside, CampusDesign Guidelines, January 1996

• University of California, Berkeley, “LandscapeHeritage Plan,” http://www.cp.berkeley.edu/lhp/index_flash.html, accessed January 2006

• University of California, Berkeley, “NewCentury Plan: A Strategic Framework forCapital Investment at UC Berkeley,” http://www.cp.berkeley.edu/ncp/goals/index.html,accessed January 2006.

• University of California, San Francisco,“Mission Bay Campus Master Plan & DesignGuidelines,” http://campusplanning.ucsf.edu/physical/missionbayplan.php, accessed January2006.

• University of Central Florida, Master PlanDesign Guidelines, 2005.

• University of Colorado at Boulder, “The Plan:University of Colorado at Boulder CampusMaster Plan,” http://www.colorado.edu/masterplan/plan/plan.cgi, accessed January2006.

• University of Illinois at Urbana-Champaign,Design Guidelines, 1999.

• University of Massachusetts, Amherst Facili-ties & Campus Planning, “Design GuidelinesUMass Amherst,” http://www.umass.edu/fp/pdf_documents/Design_Guidelines.pdf, ac-cessed January 2006.

• University of Nebraska, Lincoln, CampusDesign Guidelines: University of Nebraska –Lincoln City and East Campuses. Lincoln, NE:University of Nebraska, 2002.

• University of Pennsylvania, “Design Guide-lines and Review of Campus Projects,” http://www.facilities.upenn.edu/uop/BldgDesignGuidelines.pdf, accessed January2006.


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• Wallace Roberts & Todd, LLC, GeorgiaInstitute of Technology Campus Design Guide-lines. Coral Gables: Wallace Roberts andTodd, LLC, 2000.

• Wallace Roberts & Todd, University of Cali-fornia, San Diego, University Center SixthCollege Neighborhoods Planning Study, Octo-ber 2004

• Wallace Roberts and Todd, LLC and Leo A.Daly HNTB Corporation, Georgia Institute ofTechnology Campus Master Plan. 1998.

• Yale University, Yale University: A Frameworkfor Campus Planning.

D. Acknowledgements

Keith Ickes, Vice President for Administrative Services

Brian Chase, Director Facilities Management

Tommy Moss, Construction and Design Manager, Facilities Management

Fred Haberecht, Landscape Architect, Facilities Management

Tyler Kiggins, Intern Landscape Architect, Facilities Management

Joshua Culwell, Intern Landscape Architect, Facilities Management

Tyrel Strugeon, Intern Landscape Architect, Facilities Management


Kathleen A. Garcia, FASLA, Partner in Charge

Maarten Pesch, AIA, Architectural Principal

Laura Burnett, ASLA, Project Director,

Minden Ten Eyck, Landscape Designer

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