aesthetic guidelines

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

Wallace Roberts & Todd, LLC

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 Universitys 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 asColorados 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 asopen 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 PlanFoundation 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 CSUs 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 CSUs 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 PlanMaintain 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 CSUs 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 campuspurpose 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 campusframework 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-dardseither required by prescriptive controlsthat must be met or recommendations that are firmin principle, but nonspecific in detail. Thoseidentified with an open bullet o are guidelinesconcepts 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 buildings 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 Universitys 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 Interiorsguidelines to prepare a resource managementplan for the treatment of the landscapes 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 universitys 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.

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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 tolerantlowmaintenance evergreen groundcover where it isnot used by students.

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

o 1. Replace lawn with drought tolerantlowmaintenance 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.


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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 faade 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 faade, 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 faade 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 sites 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 faadeorganization 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 Universitys 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 Universitys 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 CSUs 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 assecondary 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


2 - 37


Plant Palette Campus Appropriate Growth Approval Uses Characteristics Rqmts.

Trees

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ABIES CONCOLOR White Fir z z z zACER GLABRUM Rocky Mountain Maple z z z z z zACER GRANDIDENTATUM Bigtooth Maple z z z z z z z zACER PLATANOIDES Norway Maple z z z z z z zACER SACCHARINUM Sugar Maple z z z z z zACER TATARICUM Tatarian Maple z z zALNUS TENUIFOLIA Thinleaf Alder z z z zAMELANCHIER SPP. Serviceberry z z z zBETULA FONTINALIS Rocky Mountain Birch z z z z z zBETULA PAPYRIFERA Paper Birch z z z z z zCERCIS CANADENSIS Eastern Redbud z z z z zFRAXINUS PENNSYLVANICA Green Ash z z z z z z zGLEDITSIA TRIACANTHOS INERMIS Thornless Honeylocust z z z z z zKOELREUTERIA PANICULATA Golden Raintree z z z z z z zMALUS SPP. Crabapple z z z zPICEA GLAUCA White Spruce z z zPICEA PUNGENS Colorado Spruce z z z z z zPICEA PUNGENS GLAUCA Colorado Blue Spruce z z z z z zPINUS ARISTATA Bristlecone Pine z z z z zPINUS EDULIS Pinyon Pine z z z zPINUS FLEXILIS Limber Pine z z z z z zPINUS PONDEROSA Ponderosa Pine z z zPINUS STROBIFORMIS Southwestern White Pine z z z zPOPULUS TREMULOIDES Quaking Aspen z z z z z z zPRUNUS CERASIFERA 'NEWPORT' Newport Plum z z z z zPRUNUS MAACKII Amur Chokecherry z z z z z zPSEUDOTSUGA MENZIESII Douglas Fir z z z z zPYRUS CALLERYANA Callery Pear 'Redspire's z z z zQUERCUS GAMBELII Gambel Oak z z z zQUERCUS ROBUR English Oak z z z z zSORBUS AUCUPARIA European Mountain Ash z z z z zTILIA CORDATA Little Leaf Linden z z z z z zULMUS AMERICANA American Elm z z z z z z z z

2 - 38 MAIN CAMPUS

Plant Palette Campus Approp. GrowthApproval Uses Characteristics Rqmnts.

Shrubs

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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


Plant Palette Campus Appropriate Growth Approval Uses Characteristics Rqmts.

Trees

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ABIES CONCOLOR White Fir z z z zACER GLABRUM Rocky Mountain Maple z z z z z zACER GRANDIDENTATUM Bigtooth Maple z z z z z z z zACER PLATANOIDES Norway Maple z z z z z z zACER SACCHARINUM Sugar Maple z z z z z zACER TATARICUM Tatarian Maple z z zALNUS TENUIFOLIA Thinleaf Alder z z z zAMELANCHIER SPP. Serviceberry z z z zBETULA FONTINALIS Rocky Mountain Birch z z z z z zBETULA PAPYRIFERA Paper Birch z z z z z zCERCIS CANADENSIS Eastern Redbud z z z z zFRAXINUS PENNSYLVANICA Green Ash z z z z z z zGLEDITSIA TRIACANTHOS INERMIS Thornless Honeylocust z z z z z zKOELREUTERIA PANICULATA Golden Raintree z z z z z z zMALUS SPP. Crabapple z z z zPICEA GLAUCA White Spruce z z zPICEA PUNGENS Colorado Spruce z z z z z zPICEA PUNGENS GLAUCA Colorado Blue Spruce z z z z z zPINUS ARISTATA Bristlecone Pine z z z z zPINUS EDULIS Pinyon Pine z z z zPINUS FLEXILIS Limber Pine z z z z z zPINUS PONDEROSA Ponderosa Pine z z zPINUS STROBIFORMIS Southwestern White Pine z z z zPOPULUS TREMULOIDES Quaking Aspen z z z z z z zPRUNUS CERASIFERA 'NEWPORT' Newport Plum z z z z zPRUNUS MAACKII Amur Chokecherry z z z z z zPSEUDOTSUGA MENZIESII Douglas Fir z z z z zPYRUS CALLERYANA Callery Pear 'Redspire's z z z zQUERCUS GAMBELII Gambel Oak z z z zQUERCUS ROBUR English Oak z z z z zSORBUS AUCUPARIA European Mountain Ash z z z z zTILIA CORDATA Little Leaf Linden z z z z z zULMUS AMERICANA American Elm z z z z z z z z

4 - 24 FOOTHILLS CAMPUS

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aesthetic guidelines

Documents