campus Design Trends For University and Business Leaders

Transcription

1 Change in the Academy: The Shifting Landscape in Campus Design Presenters Cathy Blake, ASLA, Stanford University Jonathan Ceci, ASLA, Ayers Saint Gross Mark Hough, ASLA, Duke University Learning Objectives 1) Learn how fundamental shifts in campus design are affecting the way university clients select and collaborate with consulting landscape architects. 2) Understand the evolving and increasingly important role that landscape architects are playing on campuses today. 3) Learn how universities' missions for sustainability have translated into more landscape driven, landscape architect led planning and design efforts. 4) Discover ways in which the form and aesthetics of campuses are changing to accommodate a noticeable shift of social life from indoors to outdoors. Change in the Academy: The Shifting Landscape in Campus Design Environmental Social Pedagogical 1

2 Environmental Ratings Systems Environmental Student Advocacy Environmental Peer Competition 2

3 Master Planning from the Ground Up Implementing Green Infrastructure Responding to Region Managing Natural Resources Reducing Carbon Footprints Addressing Climate Change Environmental Trends in Campus Design Master Planning from the Ground Up ASLA 2014 One Annual Ohio Meeting State and EXPO Framework- Ohio State University Master Planning from the Ground Up Open space is a critical component of our civic infrastructure. The Olentangy River is the geographic center of the Columbus campus, and as such represents a singular opportunity. A transformed river corridor will be an active research and learning corridor ASLA 2014 One Annual Ohio Meeting State and EXPO Framework- Ohio State University 3

4 Master Planning from the Ground Up a pastoral recreation zone; and a highly functional infrastructure conduit enabling multi- modal transportation, stormwater management, a continuous regional open space network, and renewable energy through geothermal wells. The restored stream tributaries and associated open space elements are critical contributors to the green reserve. ASLA 2014 One Annual Ohio Meeting State and EXPO Framework- Ohio State University Implementing Green Infrastructure ASLA 2014 Annual Southwest Meeting and EXPO Concourse UMass Amherst Implementing Green Infrastructure Stormwater Concept Planting Concept ASLA 2014 Annual Southwest Meeting and EXPO Concourse UMass Amherst 4

5 Implementing Green Infrastructure Shoemaker Green s site is located at a low-point of a large watershed atop a historic stream that was previously buried and piped roughly 30 feet below the site. ASLA 2014 Annual Shoemaker Meeting and Green EXPO University of Pennsylvania Implementing Green Infrastructure Innovative stormwater management includes a state-of-the-art rainwater system that captures over 90 percent of site stormwater and condensate from an adjacent building. The harvested stormwater is run through a series of natural systems (plantings and soils) before being collected and reused for irrigation water. ASLA 2014 Annual Shoemaker Meeting and Green EXPO University of Pennsylvania Managing Natural Resources 30,000 acres put in conservation: Annual Grasslands Native Vernal Wetlands Artificial Wetlands ASLA 2014 Annual Campus Meeting and Conservation EXPO Lands UC Merced 5

6 Managing Natural Resources there will be no net loss of ecosystem services, such as carbon sequestration, storm water retention, filtration (bioremediation), groundwater recharge, water quality, erosion control, shade and climate control, biodiversity of plants and animals, soil health, etc ASLA 2014 Annual Meeting Master and EXPO Plan - Cornell University Managing Natural Resources EAST CAMPUS 97 ACRES WEST CAMPUS 720 CENTRAL CAMPUS 122 GOLF COURSE/ DUKE INN DUKE FOREST 456 7,060 MARINE LAB, BEAUFORT 15 ASLA 2014 Annual Meeting Land EXPO Holdings Duke University Managing Natural Resources ASLA 2014 Annual 2024 Meeting Illustrative and EXPO Master Plan Duke University 6

7 Managing Natural Resources ASLA 2014 Annual 2024 Meeting Illustrative and EXPO Master Plan Duke University Managing Natural Resources Duke is A UNIVERSITY IN THE FOREST: Preserve and strengthen the identity of the Duke campus as a community within a forest by identifying natural areas to be preserved, particularly selected areas of the Duke Forest, by identifying natural areas that need to be conserved and restored, limiting construction and interventions to those that maintain the quality and character of the natural environment; by limiting expansion and using infill development where possible. and by identifying means of preserving tree canopy, habitat and air & water quality. ASLA Planning 2014 Annual Principle Meeting and EXPO from 2000 Master Plan Duke University Managing Natural Resources ASLA 2014 Annual 2024 Meeting Illustrative and EXPO Master Plan Duke University 7

8 Addressing Climate Change We believe colleges and universities must exercise leadership in their communities and throughout society by modeling ways to minimize global warming emissions, and by providing the knowledge and the educated graduates to achieve climate neutrality. ASLA 2014 Annual Meeting Presidents and EXPO Climate Commitment Addressing Climate Change 2007: Exceptional Drought in the Southeast US ASLA 2014 Stormwater Annual Meeting and Reclamation EXPO Pond - Duke University Addressing Climate Change ASLA 2014 Annual Campus Meeting Water and EXPOConsumption- Duke University 8

9 Addressing Climate Change Cleared Site ASLA 2014 Stormwater Annual Meeting and Reclamation EXPO Pond - Duke University Addressing Climate Change Trails, pavilion, amphitheater, boardwalks, overlook, extensive plants ASLA 2014 Stormwater Annual Meeting and Reclamation EXPO Pond - Duke University Addressing Climate Change Planting Strategy Water Fluctuation Zone Group 1: Deep Inundation Group 2: Deep Inundation & Dry Soil Tolerant Group 3: Inundation & Drought Tolerant Group 4: Short Term Inundation & Drought Tolerant Group 5: Brief Flood & Drought Tolerant Group 6: No Flooding/Drought Tolerant ASLA 2014 Stormwater Annual Meeting and Reclamation EXPO Pond - Duke University 9

10 Addressing Climate Change Planting Strategy ASLA 2014 Stormwater Annual Meeting and Reclamation EXPO Pond - Duke University Addressing Climate Change Pond Benefits: Will reduce water volume 1-year storm (64% reduction) 2-year storm (54% reduction) 10-year storm (40% reduction) Will act as a stormwater harvesting device Water quality & nutrient reduction (N, P, TSS) Will reduced demand on the City s water system by 100m gallons Will promote water conservation efforts Has led to the restoration of approximately 3000 linear feet of degraded stream section Will support Duke s pedagogical mission Will add a beautiful landscape to the campus ASLA 2014 Stormwater Annual Meeting and Reclamation EXPO Pond - Duke University 10

11 S o c i a l S o c i a l P r o g r a m Campus life as response to online learning social/collegial interaction Program as basis for outdoor spaces Increasing emphasis on flexible placemaking landscape/architectural blur Landscape as generator of campus ritual, memory and lifelong connection Exercise as social gathering and fitness Food as a social experience and collector o Campus life as response to online learning social/collegial interaction 1

12 o Campus life as response to online learning social/collegial interaction o Campus life as response to online learning social/collegial interaction o Campus life as response to online learning social/collegial interaction James ASLA H Clark Annual Center Meeting for Bioengineering and EXPO & Biosciences BIO-X

13 o Campus life as response to online learning social/collegial interaction That's why the Clark Center is an ark: It houses a menagerie of disciplines and specialties that co-exist side by side. But it's also a cauldron: Ideas and discoveries ASLA 2014 are Annual always Meeting brewing and and EXPO mixing inside it. On the October 2013 morning of the Clark Center s 10 year celebration, the Nobel Prize in chemistry was awarded to a Bio-X professor in structural biology: Michael Levitt. o Program as basis for outdoor spaces Knight Management Center o Program as basis for outdoor spaces Knight Management Center 3

14 o Program as basis for outdoor spaces o Program as basis for outdoor spaces TO MAIN QUAD, PALO ALTO ENTRY ENTRY BIKE PARKING OUTDOOR DINING OUTDOOR DINING BIKE PARKING PLAZA STAGE ENTRY PARK FOUNTAIN BIKE PARKING TERRACE FUTURE STUDENT MULTI-FUNCTION SPACE OR ENTRY WELLNESS CTR. TO LAW SCHOOL Campus Campus Center Center o Program as basis for outdoor spaces SPRING FAIRE Campus Center 4

15 Park Piazza o Increasing emphasis on flexible placemaking landscape/architectural blur THE COURTYARD is the heart of the building 5

16 o Increasing emphasis on flexible placemaking landscape/architectural blur Law School Neukom Building o Increasing emphasis on flexible placemaking landscape/architectural blur o Landscape as generator of campus ritual, memory and lifelong connection 6

17 o Landscape as generator of campus ritual, memory and lifelong connection Add San Diego Bear Sculpture o Landscape as generator of campus ritual, memory and lifelong connection Campus Center o Landscape as generator of campus ritual, memory and lifelong connection 7

18 o Landscape as generator of campus ritual, memory and lifelong connection something up o Exercise.as social gathering and fitness From Farm to Fork: Cooking something up Stanford School of Medicine BEFORE Stanford School of Medicine AFTER From Farm to Fork: Cooking something up o Food.as a social experience and collector From Farm to Fork: Cooking something up 8

19 Pedagogical Educational uses of campus landscapes Field Station Master Plan SCUP 2014 Merit Award Winner 1

20 Simons Center for Geometry and Physics Stony Brook University/The State University of New York SCUP 2014 Merit Award Winner the site integrates technology, science, and design into a cohesive whole learning takes place outside the classroom and lab. Educational campus landscapes: TEACHING. Campus as classroom RESEARCH. Hands on teaching collections, outdoor laboratory for studying habitats, high performance landscapes/buildings, visible infrastructure DISSECTION. Student engagement in campus planning/design Teaching Passive Learning Teacher as the center and dispenser of knowledge Active Learning Content as the Center Problem based learning Teacher as Coach and Mentor Fosters interaction Teaching surface as perimeter wall Fosters interaction Individualized teaching surface Shared computing display is limited Limited interaction Technology integrated Classroom typologies relate to teaching philosophy 2

21 Classroom case studies Classroom case studies Radford University, College of Business and Economics 3

22 University of Delaware engineering lab / workspace Swarthmore College DePauw University, Greencastle, IN 4

23 862 acres on the Stono River and Intercoastal Waterway Cultural Landscape with 300 year old Live Oak allee and colonial era cemetery Managed meadows Agricultural lands Long-leaf pine lowcountry forest Freshwater and brackish ponds Salt marsh and tidal estuary Research Teaching collections & outdoor laboratories Dixie Plantation, The College of Charleston, SC Satellite Campus with student housing Conference Center and Retreat Field stations for biology and ecology departments and for archeological research Organic farm Restored and managed natural lands 4.8 miles of interpreted walking trails Dixie Plantation, The College of Charleston, SC Dixie Plantation, The College of Charleston, SC 5

24 Interdisciplinary Sciences and Engineering Complex, University of Delaware Interdisciplinary Sciences and Engineering Complex, University of Delaware Graduate research monitoring performance of building and landscape Interdisciplinary Sciences and Engineering Complex, University of Delaware 6

25 Dissection Engaging students in planning and design Ringling College Campus Master Plan Ringling College Campus Master Plan 7