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LIMA CAMPUS MASTER PLANTHE OHIO STATE UNIVERSITY RHODES STATE COLLEGE
Goody Clancy | DesignGroup
July 2008
] LIMA CAMPUS MASTER PLAN
table of contents
TABLE OF CONTENTS
Introduction 1
Planning Process 2
Opportunities, Challenges, and Goals 4
Existing Conditions 9
> Campuscontext 10
> Campusdesign 12
> Environmentalissues 14
> Campuslandandbuildinguse 16
> Utilities 17
> Campuscirculationandparking 18
Goals, Vision, and Principles 20
Master Plan and Guidelines 26
> Openspaceandcivicstructure 28
> Densityanddevelopment 30
> Circulation 32
> Communityinterfaceandgrowth 36
> DesignGuidelines 38
Appendix
> Phasing/Implementation 47
LIMA CAMPUS MASTER PLAN ]
] LIMA CAMPUS MASTER PLAN
Yourcampushascompletedanexcitingprocessofcreat-
ingaphysicalmasterplanforthecampus.Theplansets
avisionforthefuturephysicalimprovementsonthe
campus.Theplanwascreatedprimarilyin2004through
aninteractiveprocessbetweenthecampuscommunity
andaconsultantteamconsistingofarchitects,landscape
architectsandurbanplanners.Thisprocesscreated
anenvironmentinwhicheachinstitution—TheOhio
StateUniversityatLima
(OSUL)andRhodesState
College(RSC)—worked
witheachotherand
theconsultingteamto
developavisionandplan
forthephysicalgrowthof
thecampus.Theplan-
ningteamworkedwith
theinstitutionstoestab-
lishcommongoalsand
createasenseofcom-
munity,integratedwitha
senseofplace.Westartedwitheachinstitution’saca-
demicmission,studentpopulationcharacteristics,and
programneeds;thenidentifiedareasofagreementand
convergence;andfinallyillustratedhowmutualbenefits
canaccruefromavarietyofphysicalplanningdecisions,
landusepolicies,space-sharingstrategies,studentser-
viceorientation,andcommunityoutreach.
Thefollowingsummarizestheprocessthatwasusedto
establishcommongoalsandcreatealong-termvisionfor
theLimacampus.
introduction
INTRODUCTION �
University - refers to The Ohio State University at all locations across the state, and any centralized responsibility for management of these landholdings.
Campus - refers to the entire parcel of land (all 565 acres).
Developed Campus - refers to the core 60 or so acres with exist-ing and future development, re-gardless of building ownership or administrative responsibility.
Undeveloped or balance of campus - the entire parcel of land beyond the devel-oped campus (the balance of approx. 565 acres) regardless of ownership or responsibility.
OSU Lima - refers to the institu-tion, which is a part of the larg-er Ohio State University, which has administrative responsibil-ity over its own institutional affairs and facilities and shares responsibility for campus-wide initiatives at Lima.
RSC - refers to Rhodes State College, as an institution, which has administrative responsibility over its own institutional affairs and facilities and shares responsibility for campus-wide initiatives at Lima.
definitions
LIMA CAMPUS MASTER PLAN ]
1
2
3
4
PHASE ONE:
DEVELOPING THE FOUNDATION FOR PLANNING
Inthefirstphasetheplanningteamfocusedondefiningthe
problembyvisitingthecampus,interviewingcampususersand
analyzingphysicalconditionsonthecampuspresentin2004.
PHASE TwO:
CREATING A COMMON VISION
Tocreateasenseofcommunityandasenseofplace,avision-
ingsessionwasheld,duringwhicheveryonewithinthecampus
communitydiscussedtopicsandissues.
Thesecondpublicforum,thevisioningsession,wasthekey-
stoneintheplanningprocess.
PHASE THREE:
CREATING A DRAFT DISTRICT PLAN AND GUIDELINES
Thisphasewasdevotedtotransformingthevisionintoadraft
documentconsistingoftextandgraphicsthatcommunicate
aspecificplanningframeworktoguidecampusdevelopment.
Theplanwillbeaguidetodecision-makingandphysicaldesign
oncampusbasedontheidentifiedgoalsandprinciples.The
plandefinesastructureforgrowthwhilemaintainingtheflex-
ibilitytorespondtoresourceallocation,unanticipatedchanges,
andphasingcapabilities.
Thedraftmasterplananddesignanddevelopmentguidelines
consistsofaseriesofinterrelatedplancomponents(ingraphic
andnarrativeformats),eachaddressingaparticularsetofpro-
gramdecisions,growthconsiderationsandpracticalissues.
PHASE FOUR:
FINALIZING THE DISTRICT PLAN AND GUIDELINES
Thelastphasewasdevotedtocollectingallthecommentson
thedraftplanandmakingtheadjustmentandcorrectionsnec-
essarytopublishthefinaldocument.
planning process
� PLANNING PROCESS
] LIMA CAMPUS MASTER PLAN
PLANNING PROCESS �
LIMA CAMPUS MASTER PLAN ]
DuringWorkSessionOne(December8to10,2003),admin-
istrators,faculty,staff,studentsandcommunityplannersfrom
bothinstitutions—22peopleinall—wereinterviewedand
informationonthephysicalcampuswascollected.Beloware
highlightsfromthisinformation-gatheringsession.
Whatwasheard:Topicsofagreementgreatlyoutweighedpoints
ofdisagreement.Severalissuesemergedaroundwhichconsen-
sushasbeenbuiltacrossthecommunity.
> Cohesive image and structure for the whole campus.
“Thecollegeinthewoodsand“academicvillage”arecon-
ceptsthatpeopleunderstand,areattachedto,andwanttosee
carriedthroughintheirvisionofthefuturecampus.Thelo-
cationandmassingoffuture
newbuildingsshouldorga-
nizethecampusintoaclear
andcompactstructurethatis
legibleagainstthebackdrop
ofwoodedareas.Newsignageisneeded,bothtogivedirec-
tionfromtheregionandtoidentifydestinationsoncampus.
Adistinctivelandmarkattheentranceorcentershouldbe
seenfromafar.
opportunities, challenges, and goals
“We should be a beacon to the community.” ][
� OPPORTUNITIES, CHALLENGES, AND GOALS
] LIMA CAMPUS MASTER PLAN
> Distinct identities for OSU Lima and Rhodes State College
Howmuchshouldbesharedandhowmuchshouldbe
separate?Stakeholdersholddifferentviewsonthebenefitsof
sharedspace,butallagreethatmoredistinctionbetweenand
identificationforthetwoinsti-
tutionsisneeded.Thecampus
needsaspineofcommonstudent
servicesandbetter-definedareas
foreachinstitution.Thefour
buildings–thenewstudentlifecenterandthreeexisting
buildings–thatseperatethetwocampusquadswillbecome
thebridgethatconnectsthetwoinstitutions.Departmental
spacesarealsoneededforidentityandinteractionwithin
disciplines.Theplanrecommendsthatacommonlandscape
designpalettealongwithrelatedlighting,benchesetc.,be
utilizedthroughouttheentiresitetocreateasenseofunity.
Buildingdesignandsignagehowever,shouldfluctuateinor-
dertohelpestablishindividualidentitiesforeachinstitution.
> wayfinding. Thelackofacohesivestructureforthecampus
asawholeandofdistinctidentitiesforeachinstitutionre-
sultsin“studentsandvisitorswanderingaroundnotknow-
ingwheretheyare.”Thisoccursaftertheyhavesuccessfully
discoveredoneoftwodifferentlysignedentrancedrives.The
studyofpedestrianandvehicularcirculationpatterns,includ-
ingarrivalsequencesforvisitorsandservice
deliveries,shouldbecombinedwithsignage
togiveclarityandpurposetomovementon
campus.
> Student Life. Atthecoreofeveryone’svisionisavibrant
campuscommunity,wherestudentsminglewitheachother
andfaculty,staybeyondclasses,participateinsocial,recre-
ational,andculturalactivities,anddevelopasindividuals
andgroups.Manyareexcitedbythepossibilityofcampus
housingmorebecauseitwouldrequiresupportservicesthat
wouldstrengthenstudentlifegenerally,thanbecauseofthe
residencehallsthemselves.Foodvendorsareneeded—offer-
ingavarietyoffoodchoices,accessiblethroughoutcampus,
atflexibletimes.Includeloungesandinformalgathering
“The campus should be aplace where all students feel at
home and want to stay.”][
OPPORTUNITIES, CHALLENGES, AND GOALS �
“We need to be more independent in orderto come together.”
][
LIMA CAMPUS MASTER PLAN ]
spacesinbuildings,studentcarrelsandlockers,laptophook-
upsandinternetaccess,boardsandkiosksinopenspacesan-
nouncingcommunityevents.Programcommonspaceswith
activitiesandextendcampuslifeintotheevening.
> Student Life Center. Animmediatewaytosupportstudentlife
istobuildastudentcenter,agatheringspacethatbringsthe
campuscommunitytogether.Thiswasclearlyanideashared
byamajorityofthoseinterviewed.The
centercouldincludeacommonloungewith
foodcourt,acybercafé,studentactivities
andmeetingrooms,abookstore,alibrary,
seminarrooms,anauditorium,perform-
ingspaces,gamerooms,afitnesscenter,
andsupportservices.Someproposeclassroomsandofficeson
upperfloors.Othersseeinsteadarecreationcenter,withmore
emphasisonathleticthemesandplayingfields,performing
someofthesamesocialandcivicfunctionsasastudentcenter.
Stillothersfeelthatbothareneeded.Severalproposetogener-
aterevenuebyleasingthesespacestotheoutsidecommunity.
Incorporatingintothecentertheelementsofstudentlifemen-
tionedabovewouldnoteliminatetheneedtoprovidegathering
spacesthroughoutcampus.Thecenterismostoftenproposed
asanewbuilding,butsomealsothinkofitasamajorexpan-
sionofReedHallorCookHall.
> Natural Areas. Thewoodsinthecollege.Thereisconsensus
thatthelandscapesettingattheOSULima/RSCcampusis
beautifulandpartofitsimage;thattheecologicalresources
ofthenaturalareasareeducationalassetstothecollegesas
wellasenvironmentalassetstotheregion;andthatevery
effortshouldbemadetomaintaintheintegrityofthesere-
sourcesinfuturegrowth.Withintheseparameters,different
opinionsarevoicedaboutwhatusesshouldbeexcluded,and
howbesttomanagethenatural
areas—foragriculture,biologi-
calresearch,recreation,and/or
conservation.
“A student center largeenough to hold assemblies, nice
enough to lease for functions.”][
“Recognize the natural resources and their value to the campus— natural areas offer opportunities
as outdoor laboratories.”
][� OPPORTUNITIES, CHALLENGES, AND GOALS
] LIMA CAMPUS MASTER PLAN
> Sustainable Campus. Theconsequenceofrecognizingthe
campus’snaturalareasistosite,design,andmanagefuture
growthinwaysthatwillprotecttheresourcesfordecadesto
come,andhonoratraditionofenvironmentalstewardship.
Themostfrequentlyheardplanningprincipleinsupportofa
sustainableapproachisto“buildapedestriancampus.”
> Growth Potential. Thefollowing
academicprogramshavegrowth
potential;Nursing,otherHealth
Sciences,Biology,Ecology,other
LifeSciences,CriminalJustice/
LawEnforcement,EarlyChildhoodEducation,Business
Programs,History.Someprogramsaregrowing—some
throughincreasedstudentenrollmentanddemand,others
throughdepartmentalfaculty’sfocusingonspecialties.Pro-
gramgrowthneednotresultindemandformorebuiltspace.
Conversely,spacesthatsupportstudentlifeandimprovethe
learningexperienceforallneednotwaitforprogramgrowth
tobejustified.Thefastest-growing
program,Nursing,couldalsobe
theonefieldofstudythatcould
bridgeRSCandOSULima.
> Competition. Manystateandcommunitycollegesinthe
regioncompetewithOSULima/RSCforstudents.Some
four-yearcampusesdirectlyattractstudentsfromOSU
regionalcampuses.Others,partneredwithRSCtocomple-
mentastudent’stechnicalcoursewithabachelor’sdegree,
alsopotentiallytakestudentsoutoftheOSUsystem.Several
schoolsoffertechnicalcoursesandspecialized
trainingthatdirectlycompetewithRSC.Cam-
pushousingatOSULima/RSCisseenasa
competitiveattractiontoexpandthecatchment
areaofOSULimastudents.Similarly,agreater
qualityofspacesandactivitiesforstudentlifeoncampus
makesadifferencetovisitingparentsandpotentialstudents.
“Growth in numbers may not be the way to expand. There are ways
to be good and modest in size.” ][
OPPORTUNITIES, CHALLENGES, AND GOALS �
“Let’s grow up, not out. We shouldn’t sprawl.”][
“In Ohio, there is acollege every 40 miles.”][
LIMA CAMPUS MASTER PLAN ]
� OPPORTUNITIES, CHALLENGES, AND GOALS
] LIMA CAMPUS MASTER PLAN
existing conditions(2004)
EXISTING CONDITIONS �
LIMA CAMPUS MASTER PLAN ]
> ThecampusislocatedontheeastsideofLimaandisinthe
“seam”betweenurbanizedLimaandruralBathtownship.
> TheProcterandGambleplantisaveryimportantemployer
inthearea.However,thehighvolumeoftrucktrafficonMu-
maughRoadandattheintersectionofMumaughandRoute
309isdisruptiveandattimespresentsasafetyconcern.
> Suburbanstripcommercialdevelopmentismostlikelyto
continueeastalong309asavailablesitesaredevelopedand
residentialdevelopmentcontinueseastofthecampus.
> Residentialdevelopmenteastofthecampuswillcontinueon
largelotsthatcanaccommodatesepticsystemsandprivate
wells.
> Thereareopportunitiestolinkthecampusintothecounty
greenwayandbikewaysystem.
campus context
�0 EXISTING CONDITIONS
] LIMA CAMPUS MASTER PLAN
Park
Golf Course
Golf Course
Proctor &Gamble
Bath Township
Perry Township
Airport
Potential Greenway Connec tion
High Street
Mum
augh
Roa
d
Thay
er R
oad
Lim
it to
City
Ser
vice
s
309
EXISTING CONDITIONS ��
Lima area context map
[
OSU Lima/RSCCampus
LIMA CAMPUS MASTER PLAN ]
> Thecampusislocatedattheendofaridge,withelevationfall-
ingoffonthreesides.
> Campusbuildingsarecurrentlyinatightgroupingaround
openspace,facilitatingasenseofcampusandapedestrian
environment.
>Thelandscapeimageofa“campusinthewoods”needstobe
strengthened.
>Thereshouldbemoreofanopenspacehierarchydevelopedon
thecampus.
> Thealignmentofentryroadscreatesgreatviewsofthecampus.
> Thedevelopablecoreofcampusoccupiesabout60acresof
theapproximately565acreplotoflandshownonpage13.This
MasterPlandealssolelywiththedevelopablecoreofcampus
withlessdetailedrecommendationsfortheremainingland.
OhioStateLimahasresponsibilityforthelargerlandareaand
itsmanagement.
campus design
�� EXISTING CONDITIONS
] LIMA CAMPUS MASTER PLAN
EXISTING CONDITIONS ��
View
Building footprint
Vegetation edge
Original axis
Campus heart
Major path
Existing entrance
CAMPUS DESIGN
*
2004 campus map
[
LIMA CAMPUS MASTER PLAN ]
> Forestland,muchofitofdiversehabitat,linestheeastside
ofthecampuscore.Thisassetshouldbepreserved,en-
hancedandprotected.
> Stormwatermanagementshouldbeaddressedfortheentire
565acrecampus,notonaproject-by-projectbasis.
> Manyofthemultipledrainagedividesoncampuslandcan
remain.Mostcurrentandfuturedevelopment,however,
willoccurinjustone.
Thisconditionwillrequirea
campus-wideapproachto
stormwatermanagement.
Itisrecommendedthata
stormwaterplanbedeveloped
fortheentire565acrecampus
cooperativelybetweenthe
institutions.OSULimahas
agreedtotaketheinitiativein
managingthisprocess.
environmental issues
�� EXISTING CONDITIONS
] LIMA CAMPUS MASTER PLAN
EXISTING CONDITIONS ��
ENVIRONMENTAL ISSUES
Possible lakes
Drainage basins
Drainage ways
Flood plain (Zone A)
Vegetation
2004 campus map
[
LIMA CAMPUS MASTER PLAN ]
> Thepatternofbuildingusesiscurrentlyverycoherent,with
theadministrationbythe“frontdoor”andotherstudentser-
vicebuildingsadjacenttothePublicServiceBuilding.This
coreofcommonstudentservicespaceshouldbestrength-
enedandcontinued.
campus land and building use
�� EXISTING CONDITIONS
GALVIN HALL TECHNICALEDUCATION LAB
AGRICULTURALBUILDING
MAINTENANCE BUILDINGMAINTENANCE ANNEX
COOk HALL
CLASSROOM BUILDING #1classroom building #2
PUBLIC SERVICEBUILDING
REED STUDENTACTIVITIES CENTERLIFE AND PHySICAL
SCIENCES
ENGINEERING AND INDUSTRIAL TECH
STORAGEBUILDING
kEESEHALL
] LIMA CAMPUS MASTER PLAN
EXISTING CONDITIONS ��
Currently,informationaboutexistingutilitiesissorelylacking
throughouttheentirecampusandphysicalplantmanagers
andservicepersonnelhavetroubledeterminingthelocationof
waterandsewerlines,powerlinesandfiber-networkcables.In
someinstances,thegeneralwhereaboutsofanunderground
utilitiespathisknown,butamoreprecisealignmentanddepth
belowgroundremainsamystery.Asof2008,therearenodraw-
ingsandnoCADD-baseddocumentationofeitherutilitiesorof
thebuildingsthemselves.Thisrepresentsatremendoushandi-
capwhentryingtodeterminethepresentutilityneedsofthe
campus,letalonecalculateadditionalcapacityissuesasplanned
newbuildingscomeonline.Toremainawell-functioningcol-
legecampusandtobepreparedforfuturegrowth,thisbasic
informationmustbeobtained.It is strongly recommended that
the funds be found to survey the entire campus to determine
more detailed information about all utilities, both local connec-
tions to individual buildings as well as the primary and second-
ary sewer, water, fuel oil, power, phone and fiber lines that run
underground.
Whilesimplydocumentingexistingconditionsisthehighest
priority,thereareotherpressingneedsthatshouldbeaddressed
intheshortormediumterm:
> Waterpressureislow,especiallyforbuildingsthatlayata
considerabledistancefromthemaintrunklines(toiletsdon’t
flushonthethirdfloorofsomebuildings).
> Undergroundfueloiltanksthatarenolongerusedneedto
belocatedandremoved.
> Newfiresuppressionequipmentisdesired.
Despitetheinfrastructureneeds,thegoodnewsisthattheca-
pacityofcampusutilitiesisgenerallyplentifulandabletosup-
portinstitutionalgrowth.Power,forinstance,cansupportup
tofouradditionalbuildings.Sewercapacity,inaddition,isgood
andburieddeepenoughthatobtainingtheappropriateslope
shouldnotbeaproblemfromanywhereoncampus.
utilities
LIMA CAMPUS MASTER PLAN ]
> Gatewayimageneedstobeimprovedattheentrances.
> Someparkinglotsarenotwell-placed,havingbeenlocatedby
opportunityratherthanbydesign.
> Therearenoclearpedestrianroutesbetweentheparking
supplyandthecampuspedestriansystems.Parkingand
pathwaylightingneedstobeimproved.
> Pedestriancirculationisnotalignedwithbuildingentrances.
campus circulationand parking
�� EXISTING CONDITIONS
] LIMA CAMPUS MASTER PLAN
EXISTING CONDITIONS ��
Fall 2003
[
LIMA CAMPUS MASTER PLAN ]
GOALS
Givenwhatweunderstoodduringtheinterviews,thefirstcam-
pusforum,andourobservations,weoffertheseinitialgoalsfor
theCampusPlan.
> GiveamemorableandcohesiveidentitytotheOSULima/
RhodesStateCollegecampus.
> Withinthatframework,createdistinctidentitiesforeachof
theco-locatedinstitutions.
> Contributetostudent-centeredcommunitylifeoncampus
throughspacesandactivities.
> Preservethenaturalenvironmentthroughcompact,efficient,
andwell-informedland-usepolicy.
VISION
OSULimaandRhodesStateCollegefaculty,staff,studentsand
administratorsparticipatedinaCampusPlanningCharretteon
February5,2004,intheReedHallcafeteria.
Afterapresentationbytheconsultantteam
offindingsfrominterviewsandsiteanalyses,
participantsweredividedintosevendiscus-
siongroups,eachwithaquestiontoanswer.
Eachdiscussiontablehadbeenequippedwith
campusmaps,tracepaper,markers,newsprint
padsandeasels.Facilitatorshelpedeachgroup
expressideasinplans,whilereportersselected
bythegrouptooknotesandpresentedthe
resultsoftheirdiscussiontothelargergroupat
theendoftheday.
goals, vision, and principles
�0 GOALS, VISION, AND PRINCIPLES
] LIMA CAMPUS MASTER PLAN
Thegroupswereaskedto:
Table1 Design your first visit to campus.
Table2 Design a campus that maximizes the quality of
student life.
Table3 Design a campus that fosters an ideal learning
environment.
Table4 Design an ideal day on campus.
Table5 How should the campus grow?
Table6 Design the most blended/integrated campus.
Table7 Design a campus with the most distinct identities for
each institution.
Inaddition,thegroupswereaskedtonote
changesandimprovementsthatcouldbe
implementedrightaway,asfirststepstowarda
longer-termvision.
Thegroupsdeliberated,brainstormedand
drewforuptofourhours,includingover
lunch.Mapsandnewsprintwerethenpinned
tothewalls,andthelargergroupfollowedeach
table’spresentation.Theinter-
actionwaslively,withpresent-
ersgainingmomentumastheyexplainedhow
theirgroupansweredtheassignedquestion.
Manyideaswereexchangedandsignificant
componentsofacommonvisionwereechoed
inthedifferentpresentations.
Fromthegeneraldiscussion,andthenotes
andplansofthecharrette,thefollowingsetof
principlesemerged—articulatingthevision
thatwillguidethecampusmasterplan.
GOALS, VISION, AND PRINCIPLES ��
LIMA CAMPUS MASTER PLAN ]
> Keepthecampuscompactandcontiguousasitgrows.
> Encouragegrowthtowardthesouth,southwestandwest.
> Establishsustainabilityasthegoaltoguideallcurrentand
futuredecisionsaboutcampusgrowth.
> Assumethatthestudentpopulationwillgrowmodestly.
> Buildnewcampusspacesandusestoretaincurrentstudents
andattractmoreinthefuture.
> Developtheprogramofnewspacesanduseswiththegoalof
meetingtheneedsofstudents.
> Supporttheoveralldirectionofcompact,incrementalgrowth
oftheacademiccoreandacompactresidentialdistrictadja-
centtoandwell-connectedtothecampus.
campus growthPRINCIPLE A
�� GOALS, VISION, AND PRINCIPLES
> EstablishtheentrancefromRoute309asthebestregional
locationtowhichtodirectvisitors.Createanew,positive
imageforthecampusasawholeatthisentrance–
awelcomingstatement.
> StrengthenthelocalcharacteroftheentrancefromMu-
maughRoad,whichcouldofferviewsofrecreationalfacilities
availabletostudentsandthecommunity.
> Providefromthemainentrance,Route309,andthesecond-
aryentrance,MumaughRoad,agoodsequenceforvisitorsto
reachcommonadministrativefunctionsandbuildings.
> Retainandenhancethewoodlandimageasanimportant,
definingidentityforthecampus.
> Selectconsistentlandscapingmaterials,furnishings,
lighting,signage,outdoorspaces,andotherelements
throughoutthecampus.
campus imagePRINCIPLE B
PRINCIPLE C
] LIMA CAMPUS MASTER PLAN
GOALS, VISION, AND PRINCIPLES ��
> Design,build,renovate,andmaintaincampusbuildingsto
beofthehighestqualitywithinacohesivearrayofcompat-
iblematerialsandstyles.
> Reinforcethecommitmenttopublicsafetybyinstituting
uniformsecuritymeasuresandinsuringappropriatelighting
levels.
> Constantlymaintainlandscaping,furnishingsandbuildings
tohighstandardsofappearance,goodrepairandsustainabili-
ty,askeytotheexperienceofastrong,positivecampusimage.
> DevelopaniconicfocalelementforthecampusattheRoute
309entrance.
> Establishacontinuousaccesslooparoundthecoreofex-
istingbuildings,toprovidelimitedaccessforappropriate
serviceandemergencyvehicles.
> Establishwell-designedpedestrianspinesthatbeginatthe
heartofcampusandextendintotheparkinglots.
> Designwalkstobeusedaslimited-accessserviceroutesto
thebuildingsaroundthecore.
> Separateserviceroadwaysandoperationsfromgeneral
pedestrianandvehicularcirculation.
> Consolidateparkingsuppliesintowell-designed,well-litlots
attheperimeterofthecore.
> Designacomprehensivesignagesystem,ofbothdirectional
andidentifyingsigns,toguidecirculationthroughoutthe
campus,designatefacilitiessharedbythewholecampus,
andidentifyfacilitiesassociatedwitheachinstitution.
> Considerfundingafullparkingandtraffic-circulation
planningstudyinthenearfuture.
> Developlandscapeandopenspacedesignguidelines,
includingstandardstoscreensurfacelots.
> Createapick-upanddrop-offroutethroughtheparkingand
greenspaceareasatthesouthentranceofReedHalland
CookHall;thiswillneedtoaccommodatebusesandvans
andbeADAcompliant.
circulationPRINCIPLE C
LIMA CAMPUS MASTER PLAN ]
�� GOALS, VISION, AND PRINCIPLES
> Buildthecampusopenspacenetworkfromthepedestrian
spines.
> Keeptheexistingquadastheheartofcampusandofthe
open-spacenetwork.
> Createnewopenspaceswhenimportantneedsarise,such
asanewquadtothesouthtoorganizefuturegrowthand
enlargethecampus.
> Preservetheforestandagriculturalusestothenorth,north-
eastandeastofcampuswiththecaveatthatsomeimpactto
theforestpreservationzonemaybenecessaryfortheexpan-
sionofparkinginthefuture.
> Maintainatrailaroundthenaturalareas,attheborderbe-
tweenwoodsandfields.
> Designandmaintainacomprehensivedrainagesystemfor
thecampus,includingwater-detentionand-retentionfacili-
ties;followbestmanagementpractices.
> Createindoorandoutdoorgatheringplacesforinformal
interactionamongstudentsandfaculty.
> Providefoodandbeveragesinarangeofvenuesandat
varioustimesofday.Identifyaprogramforastudentlife
feasibilitystudy.
> Developaprogramofusesandlocationoptionsfora
StudentLifeCenterandrecreationcenter.
> Organizespacewithinacademicdepartmentstoinclude
centersofinformalmeetingspace,togiveidentityto
disciplinesandtoallowfacultytointeractwitheachother
andmeetwithstudentsoutsidetheiroffices.
campus lifePRINCIPLE E
open spacePRINCIPLE D
] LIMA CAMPUS MASTER PLAN
GOALS, VISION, AND PRINCIPLES ��
> Continuetofostercommunityinvolvementindetermin-
ingwhicheducationalprogramsbestservetheneedsofthe
region.
> Pursuemultipleopportunitiesforcommunityinvolvement
intheextracurricularprogramsandactivitiesofthecampus.
> Usethedesignofnewentrancesasopportunitiesforsiting
buildingsandopenspacefacilitiesavailabletothecommu-
nity,andinformationalopportunitiestoannounceeventsand
activitiesthatareopentothecommunity.
> Maintainarecreationalandbiketrailthroughcampus,
aroundthenaturalareas,thattakesadvantageoffutureop-
portunitiestoconnecttoregionalbiketrails.
> Continuetobuildfacilitiesthataccommodatelargegather-
ings(100to150people)toservetheneedsoftheinstitution
andthecommunity.
relationship to communityPRINCIPLE F
> Providestudyareasforgroupprojects,whicharegrowingas
ateaching/learningmethodacrossdisciplines.Incorporate
studentlockers,carrelsandstudyareasintoasmanyloca-
tionsaspossiblewithinexistingandfuturebuildings.
> Providemorecomputerlabswithgeneralaccess,wireless
internetaccess,andpossiblyacybercafé.
> Utilizelibraryspacemoreeffectivelyandstrengthenitsrole
asameetingandlearningcenter,possiblybyincorporating
computerlabsandacybercafé.
> Expandandbetterlocateservicessuchashealthservices,
wellness,childcare,andcounseling.
> Continuetopursueopportunitiesforstudenthousing.
LIMA CAMPUS MASTER PLAN ]
master plan and guidelines
�� MASTER PLAN
Thisplansetstheland-useanddesigndirectionforthegroundsattheLimaCampus,hometoTheOhioStateUniversityatLimaandRhodesStateCollege.Therecommendationsintheplanincludebothlong-termdevelopmentprojectsandimprove-mentsthattheinstitutionswouldliketoseehappenverysoon.
Thisdocumentgrewoutofacollaborativeprocess.Itprovidesaframeworkforthecampus’sdevelopmentforthenext20yearsandbeyond.Itsflexibilitywillallowtheinstitutionstoachievetheirvision,mission,andgoals.
RHODES STATE COLLEGE MISSION STATEMENT
As a college that exists to change lives, build futures, and improve communities through higher learning, Rhodes State College seeks to become the College of choice in west-central Ohio.THE OHIO STATE UNIVERSITy STATEMENT OF PURPOSE
To advance the well-being of the people of Ohio and the global community through the creation and dissemination of knowledge.
Themasterplanandguidelinessettheframeworkforfuturephysicaldevelopmentofcampus.Thisplanincorporatessignifi-cantnewdecisionsandconfirmsimportantdecisionsfrompastplanningefforts.Keyelements:> Theplanidentifiesextremelysensitiveenvironmentalfea-
turesthatwillbepreserved.> Thetwoinstitutionswillcreatedistinctidentitieswithinthe
structureofonecampusviauniquesignageanddistinctivearchitecturalcharacter(seedesignguidelinesinthischapter).
> Theplanestablishesaframeworkofopenspaceandpedes-trianspinesonwhichlong-termfacilitiescanbelocated.
> Acombinationofnewandexistingbuildingswillformthecommonstudent-servicesspinebetweenthetwofuturequads.
] LIMA CAMPUS MASTER PLAN
MASTER PLAN ��
BUILDING LEGEND
Common StudentService Spine
Existing
Proposed
Parking (all lots are potential building sites)
SR 309
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LIMA CAMPUS MASTER PLAN ]
Thecreation,enhancementandpreservationofopenspaceis
addressedintheplan.Aspecialemphasisisplaceduponan
appropriateapproachtothenaturalsystemsthatarepresenton
campus.Anopen-spacehierarchyisproposedfornaturaland
cultivatedareas,athleticfields,landscapedopenspaces,civic
andgatheringspaces,viewcorridors,campusentrancesand
destinations,andapedestriancirculationnetworkofprimary
andsecondaryroutesandnodes.Thisframeworkhasbeen
shapedandreinforcedbyexistingandrecommendedbuilding
edges,heights,spacing,orientation,andground-leveluses.
Characteristicsofthedifferentzonesshownatrightinclude:
> Forest Preservation Zone–Thenaturalstateoftheforest
isleftintactwithminimalmanagementandtheprimary
humanimpactisahikingtrailthroughoutthezone.
> Campus Quads–Includesignificantexpansesofgrass
forinformal,passiverecreation,amixoftreeclustersand
specimentrees,numerousfootpathswithintermittent
benchesandsittingwalls.
> Athletic Zones–Playfieldsforsoccer,baseball,softball,
ultimatefrisbeeandtouchfootball.Walkingpaths,aservice
roadandtenniscourtsarealsoincluded.
> Campus Entrance Zone–Theprimarygatewaytothe
campuswillincluderowsofornamentaltreesandshrubs,
specializedlandscapefeatures,andalargemonumentsign.
campus open space and civic structure
�� MASTER PLAN
] LIMA CAMPUS MASTER PLAN
MASTER PLAN ��
FOREST PRESERVATION ZONE
Forest succession zones
Cultivated or prairie grass areas
ATHLETICZONE
CAMPUS ENTRANCE
ZONE
CAMPUS QUADS
CAMPUS OPEN SPACE
LIMA CAMPUS MASTER PLAN ]
Theplanoutlinesstrategiesforincreasingspaceutilizationin
existingfacilitiesandsetsoutrecommendationsfortheloca-
tionandprogramsizeofnewfacilitiestoaccommodatefuture
growthoncampus.Theintentforthisstrategyistopresent
footprintsforfuturebuildingsthatrepresenttheultimate
developmentcapacityofthecampuswithoutdiminishingthe
scaleandcharacteroftheexistingbuildingsandopenspaces.
Desiredprogrammaticandfunctionaladjacenciesfornewfa-
cilities,forexistingfacilities,andforadditionalcampushousing
haveallbeenexplored.Theplanrecommendsdecisioncriteria
forselectingappropriateshort-andlong-termlandusesoutside
thecampuscore.
density anddevelopment capacity
�0 MASTER PLAN
kEy USE STORIES GSF (MAXIMUM CAPACITy)
A Student Life Center Building 3 48,600
B Physical Plant 1 16,000
C Galvin Hall Renovation 2 72,000
F Academic 3 50,000
G Academic 3 77,000
H Academic 3 84,000
I Reed Addition 2 14,000
k Extension Services 2 30,000
L Academic 3 91,000
M Academic 3 91,000
565,600 GSF
Themasterplanidentifiesthepotentialfor565,600GSFofnew
facilitiesontheLimacampus.Inordertomaintainahuman
scaletothecampuswherebuildingsarenotallerthan50'-60',
themasterplanrecommendsthatnewstructuresbebuiltto
threestoriesinheight.
] LIMA CAMPUS MASTER PLAN
MASTER PLAN ��
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Parking
walkway
OpenSpace
OpenSpace
The exact size, location and use for each new building is conceptual in nature. The sites are generic and should have the flexibility to be utilized by either the OSU Lima or RSC to meet their space utilization needs.
LIMA CAMPUS MASTER PLAN ]
Theplanhaslocatedfuturepedestrianandbicyclecirculation,
withspecialfocusoncreatingandenhancingthecharacterof
thecampusthroughanappropriatehierarchyanddesignof
paths.Theplanaddressestheinterrelationshipsamongpedes-
trianandbicyclecirculation,campusopenspace,andfacilities
andparking.
Theprimarypedestrianroutesshownintheadjacentmapwill
carryalargeloadofpedestriantrafficandshouldbe10'-12'in
width.Thesearelikelytoberoutesforemergencyvehiclesand
landscaping-servicevehiclesaswellandshouldbedesignedto
accommodateadditionalloadsstructurally.Secondaryroutes
shouldbe6'-8'inwidth.Thedesignatedbikeroutetocampus
shouldbealongon-street,5'stripedbikelanesinbothdirec-
tionsoftravel.Cyclistswillbeexpectedtowalktheirbikeson
thecampusproper.Securebikeracksshouldbelocatednearthe
entriesofallbuildingoratacommonfacilitythatofferslockers,
restroomsandcoveredbikeparking.Finally,atrailthatencir-
clestheentirepropertyshouldbeplanned.Apath4'-6'inwidth
isdesiredwithbencheslocatedadjacenttobuildingsentrances
andaroundgatheringplaces.
pedestrian andbicycle circulation
�� MASTER PLAN
] LIMA CAMPUS MASTER PLAN
MASTER PLAN ��
LIMA CAMPUS MASTER PLAN ]
Theplanrecommendsthelocationandtreatmentofcirculation
routesforautomobiles,deliveriesandemergencyvehicles,with
aspecialfocusoncreatingvehicular-freepedestrianzones.The
planalsosetsoutrecommendationsonthelocationandquanti-
tiesofparking,payingparticularattentiontotherelationships
betweenparkingandvehicularcampusentrancesandmajor
pedestrianroutes.Theroadwaystothecampusfromthetwove-
hicleentriesshouldbedesignedastree-linedboulevardstoen-
hancethesenseofceremonyuponarrival.Thevisualaxisofthe
primaryentrywillterminateatthevisitorentryandguardhouse
whilethesecondaryentryfromthewestwillterminateatoneof
thegrandentriestothenewStudentLifeCenterBuilding.
Shownonthemaponpage35arenewandexistingparkinglots
thattotal2,520spaces,upfromthe2004figureof1,904.Also
shownarerecommendationsforfourareasofparking-lotex-
pansiontocreateanadditional800spacestoaccommodatefu-
turegrowthinthestudentpopulation.Finally,amoredetailed,
futureanalysisofaparkingandtrafficplanisrecommended.
vehicular circulation
�� MASTER PLAN
PARkING
Existing 1,904 spaces
Planned 2,520 spaces (net gain 616)
Potential Expansion 3,320 spaces (net gain 1,416)
] LIMA CAMPUS MASTER PLAN
MASTER PLAN ��
VEHICULAR CIRCULATION
*Moving Reed Hall's service access point will need further exploration due to convenience and safety issues that may arise from its relocation.
*
LIMA CAMPUS MASTER PLAN ]
TheinstitutionsarepartoftheLimacommunityandarecon-
sideredimportantresources.Continueddevelopmentofthe
communityandthecampusshouldbeintegrated.Theplan
recommendsappropriatephysicalmodificationsdesignedto
improvethecommunityinterface.
Someofthemodificationsinclude:
> Enhancelandscapingalongtheedgesandtheaccessways
intothecampus
> Placementofpublicly-accessiblebuildingsneartheprimary
vehicle-circulationrouteandparkingareas
> Sharedusebuildingsopentothepublicshouldbelocated
alongthecommonstudentservicespinebetweenthetwo
campusquads
community interface
�� MASTER PLAN
] LIMA CAMPUS MASTER PLAN
MASTER PLAN ��
Theplancontainsrecommendationsabouttheultimatebound-
aryofthecampusthatreflectland-useprotectionpolicies,the
needforfuturegrowthreserves,andanevaluationofdevel-
opmentandpartnershippotential.Theplanalsoaddresses
thenear-andlong-termuseoflandnotcurrentlyrequiredto
achievetheacademicmissionsofOSULimaandRSC.
acquisition line
2004 Campus Map with property boundary highlighted
�� DESIGN GUIDELINES
LIMA CAMPUS MASTER PLAN ]
design guidelinesCarefulsiteplanning—thearrangementoffacilitiesonthe
land—isfundamentaltothecharacteroftheplace.Siteplan-
ninginvolvesidentifyingandstrengtheningdesiredrelation-
shipsamongbuiltelements,andconsiderstherelationshipto
buildingsinoutdoorspaces.ItisrecommendedthattheLima
campusdevelopaprocessandmethodologyforsitingfuture
buildingsinaccordancewiththemasterplan.
Throughtheplanningprocess,thecampusMasterPlanselect-
edappropriatesitesforfuturedevelopment.Attentiontoimpor-
tantsiteplanningfactorsnotexplicitlyoutlinedintheMaster
Plan—setbacks,creationofcampusspacesandpreservation
andenhancementofviews—canensurethatthesesitesare
developedinwaysthatrespectandenhanceboththecampus
andthesurroundingneighborhoodwhilemeetingtheneedsof
thetwoinstitutions.
OneofthePlan’sprimarycomponentsisthe“CivicStructure,”
theoutdoorpublicroomsofthecampus,andthestreetsand
pathsthatinterconnectthem.AtOSULimaandRhodesState
CollegeCampus,thisincludestheexistingquadrangleandthe
variouscourtyards,streetsandpaths,andtheoutdoorrecre-
ationandathleticsareas.TheOSULima/RSCcampusdraws
itsmemorablesenseofplacefromitspublicspacesandthe
waythattheyareorganizedtocreatebothorderandvariety.The
CivicStructureofthecampusdefinestheshapes,sizes,and
charactersofthesespaces,theirlocations,andthewaysthat
theyareinterconnected.Itreinforcesthesenseofcampusunity
andsenseofplace.Inmostcases,buildingsareabackdropor
anedgetothespacesandmovementcorridorsthatmakeupthe
CivicStructure,butthebuildingsgivelifeanddimensiontothe
spaces.Inthatrespect,buildingmassinganddensitybecomea
componentofCivicStructure.
ThefollowingDesignGuidelinesaredirectedtowardthegoal
ofcreatingbuildingandsiteimprovementsthatcontributeto
thequalityoflifeoncampusandthequalityoftheenvironment
andcharacterofthecampus.
CAMPUS REALM (CR)
CR-1 Open Space
a. Considertheexperienceofavisitorapproachingorleaving
acampusdestination,andshapespacestoprovideaposi-
tiveexperiencenotjustwithinbuildings,butontheway
to,from,andbetweenbuildingsaswell.Emphasisshould
beplacedongivingeachdestinationarelationshiptothe
campusasawholeandorientingtravelersastheymove
aroundtheneighborhoodandthecampus.Visualconnec-
tionsthroughconsistentsignage,landscapingandpathde-
signwillstrengthenthesenseofconnectivitythroughout
thecampus
b.Designoutdooropenspacetoaccommodatemanytypesof
events.Campusesbenefitfromabroadrangeofoutdoor
spaces,frombusyplazastolargegreenssuitableforhost-
ingsizeableevents;fromplacesthatcanaccommodatea
pick-upgameofFrisbeetomoreintimateareasforconver-
sationorreflection;andfromplacesthatfeelinsulartothe
campuscommunitytoplacesthatwelcomeinthelarger
community.Significantcampusopenspacesshouldbe
designedasinviting“outdoorrooms,”providingasense
ofplace.Accommodatingarangeofoutdoorspaces
willmakethecampusmoreversatileanddynamicwhile
supportingadiversityofneeds.Theuseofhigh-quality
landscapingandmaterialsaccompaniedbyregularmain-
tenanceshouldbecontinued.
CR-2 Building Landmarks and Gateways
a. Landmarkbuildingsareexceptionalandshouldbejudi-
ciouslylocatedatcrucialnodesintheplanofthecampus.
Thisspecialstatusshouldbeconsideredforbuildingswith
aprogramthatispublicincharacter.
> Insomecases,urbanbuildingsarticulatespecialcondi-
tionsofthecampusbytheirexceptionalmassingorde-
sign.Inafewextremecases,theydominateandcontrol
] LIMA CAMPUS MASTER PLAN
DESIGN GUIDELINES ��
LIMA CAMPUS MASTER PLAN ]
�0 DESIGN GUIDELINES
thespacearoundthembytheirexceptionalsizeand/or
bythespecialcharacteroftheirdesignandmaterials.
> Landmarkbuildingsprovidethearticulationandempha-
sisneededtoenhancespecialplaces.Forexample,they
terminateanaxisorprovideafocalpointforaspaceora
street.Itisoftennotnecessaryordesirableforanentire
buildingtohaveaspecialcharacter:therequisitevisual
emphasiscanoftenbeachievedbytheincorporationof
specialfeaturesinthedesignormassingofthebuilding.
> Thespecialcharacterofthesebuildingsmayreflectthe
publicnatureoftheirprogram,whichtendstoinclude
importantcollectivespaces,oruseswithhighsymbolic
andfunctionalvaluetothewholecampus.
b.Campusgatewaysshouldbeidentifiedwithuniqueland-
scapingorpublicartfeaturesthatdenoteentryintothe
campus.Thesegatewayelementsincludelocationsatthe
CampusDriveentryfromSouthMumaughRoadandthe
JamesBiddleDriveentryfromtheHardingHighway.In
additiontolandscapeandpublicart,architecturalele-
mentsofthepotentialStudentLifeCenterlandmarkbuild-
ingshouldcreateagatewayforthoseenteringthecampus
onfootfromtheproposedparkinglot.Allgatewaysshould
incorporateaconsistentsetofelementsandshouldpromi-
nentlydisplaythenameoftheinstitutions.
CR-3 Pedestrian Paths – Travelingoncampusinvolvesmove-
mentbetweenbuildingsandparkingandbetweenbuild-
ingsandotherbuildings.Thismovementtakesplaceona
networkofprimaryandsecondarywalkwaysthroughout
campus,indicatedonthePedestrianandBicycleCirculation
diagramonpage33.
a. Primarypaths–Thesearealsoreferredtoasthemain
spinesofcirculationthroughcampus.Theyservedouble
dutyasapavednetworkthatsupportsoccasionaluseby
serviceandemergencyvehiclesneedingaccesstothecen-
terofcampus.Thus,theprimarypathsshouldbe10'-12'in
widthanddesignedtopotentiallyaccommodatetheweight
ofemergencyvehicles.Theyshouldalsobeengineeredto
drainwellandmustnotexceeda5%slopeforADAaccess.
b.Secondarypaths–Theseroutesshouldbe6’-8’inwidth
andshouldalsobeengineeredtodrainwellandmustnot
exceeda5%slopeforADAaccess.
CR-4 Landscaping – Theplantingoftrees,shrubsandother
landscapefeatureshelptoshapeopenspaceintooutdoor
“rooms”,provideaforegroundtobuildings,andcandefine
pedestrianandvehicularroutes.Thoughtfulplacementand
selectionofplantingsshouldminimizemaintenanceneeds
andmaximizesecurity.Placementandselectionshouldalso
beconsideredstrategically:
a. Placeshadetreesalongpedestrianwalkways,throughout
parkingareasandaroundnodes.
b.Massshrubstoaccentuatebuildingentriesandareasof
highinterestorvisibility.Reducetheuseofshrubsfor
foundationplantingaroundbuildingsinthefuture.
c. Favorabroad-strokeapproachtoplantings:deployplantsin
rowsandmassesratherthaninfussyanddetailedarrange-
ments(thepreferenceisfornativeplantsifappropriate).
d.Useplantmaterialtodefineandunifystreets,paths,and
openspacesandtoreinforcethebasicstructureofthe
campus.
e. Chooseplantmaterialthatisappropriatetothescaleof
thelocationinwhichtheyareplanted
CR-5 Parking Lots – Giventhatsurfacelotswillcontinueto
providealloftheCollege’sparkingneedsintheforeseeable
future,careshouldbetakentoensurethattheyarewellde-
signedtohelpimprovethecampusidentityandenvironmen-
talquality.Thefollowingitemsshouldbeconsidered:
a. Signagethatmarkstheroutetotheprimaryparkingareas
shouldbeclearandlocatedalongtheprimaryvehicle
routesintocampus.
b.Lightingfortheparkinglotsandaccessroutestothem
shouldbeadequatetoensuresafetyofmovingvehicles
andpedestrians.
c. Edgesofthesurfacelotsshouldbewelllandscapedwith
shrubsandtrees,especiallywhenawalkwayisimmedi-
atelyadjacent.
] LIMA CAMPUS MASTER PLAN
DESIGN GUIDELINES ��
LIMA CAMPUS MASTER PLAN ]
�� DESIGN GUIDELINES
d.Rowsoftreesshouldbeplantedwithinparkingareasto
createshadeandvisuallybreakupthelargeexpansesof
asphaltontheprimaryparkinglots.
e. Clearpedestrianpathsthatconnectthroughparkinglots
andtodestinationsshouldbeprovided.
f. Allparkinglotsarepotentialfuturebuildingsitesand
thereforereplacementparkingmustbeconsideredforany
futurebuildingprojects.
CR-6 Signage (buildings,wayfinding,entrancegateways)
a. Signageoffersauniqueandrelativelyinexpensiveway
tocreateamoreeasily-navigableandcoherentcampus.
Whileeachbuildingorpublicspaceneednotinventits
owngraphic-designpalette,considerationtocreatecom-
plementarypalettesforOSULimaandforRSCshouldbe
considered.Regardless,itishighlydesirabletodevelop
newcampus-widesignageevery10to15years.Periodic
renewalofsignageprovidesaveryeffectivemediumfor
communicatingeachistitution'screativeenergy.Within
thenexttwodecades,someproportionofthecampus’s
conventionalsignscouldbereplacedbyelectronicsignage
withthecapacitytodisplayregularlyupdatedinformation.
b.First-timevisitorsshouldbeabletofindtheirway
aroundeasilyfromthemomenttheysetfootoncampus.
Ataminimum,thecampusshouldcontainthesetypes
ofsignage:
> Regulatory(e.g.“permitparkingonly”)
> Buildingidentification
> Directional(i.e.,signspointingtowardthelocationof
buildingsandparkingstructures)
Foradditionalconsiderationistheuseofkiosksoncam-
pusthatcanserveassmallinformationcenters.They
shouldbelocatedalongtheprimarywalkingcorridorsand
couldpotentiallyhouseacomputerthatcouldcontaina
hostofinformationaboutthecollege,inadditiontodirec-
tionalinformationandpedestrian-scalecampusmaps.
SITE PLANNING (SP)
SP-1 Build-to Lines – Buildingsshouldbesitedanddesignedto
establishandreinforcetheopenspacesofthecampus.The
build-tolines,showninDiagram Ainred,representcritical
spatialedgesalongwhichmajorfacadesshouldbealigned.
(Insomelocationstheyareshownrelativetoanedgeofan
existing,adjacentbuildingwithakeydimensiontohighlight
therecommendedsetbackdistance.)Ultimately,thenewand
existingbuildingfacadeswillbeusedtoestablishandrein-
forcetheprimarycampusopenspaces.
SP-2 Building Entry Locations
a. Celebrateentrylocations.Buildingentrancesshouldbe
clearlymarkedandincludeanarchitecturalfeatureunique
tothebuilding:alargeawning,acolumnedportico,atwo-
storyglasswall,etc.
b.Frontdoorsshouldfacequadrangleandsignificantcourt-
yardspaces.Newbuildingsshouldbedesignedtoopen
] LIMA CAMPUS MASTER PLAN
DESIGN GUIDELINES ��
50'- 60'
80'-100'
30'- 40'
300'-400'
100'-120'
Existing building Edge
Proposed building EdgeDiagram A: Campus Build-To Lines
LIMA CAMPUS MASTER PLAN ]
�� DESIGN GUIDELINES
notonlyontostreetsbutalsoontocampusgreenspaces.
Thisapproachwillprovidegatheringandrecreationareas
forbuildingusers,helpdefineedgestoopenspacesand
ensurethatoutdoorcommonspacesremainlively.
(SeeDiagram B)
SP-3 Loading and Servicing Locations – Campusroadwaysand
theserviceloopshouldbedesignedtofacilitateandintegrate
serviceanddeliveryvehicleaccess.Totheextentfeasible,
sharedaccessshouldbeprovidedbetweenadjacentbuildings
tominimizeconstructionofredundantdriveways.Certain
campuscorridorsmayservemultipletransportationfunc-
tions;apathwayusedprimarilybypedestriansduringthe
daymaybesharedbydeliveryvehiclesduringoff-peakhours
orusedbyservicevehiclesduringemergencies.Facilities
suchasloadingdocksshouldbelocatedunobtrusivelyand
screenedbylowwallsandlandscapingasneededtoensure
compatibilitywiththeadjacentcampususes.
(SeeDiagram B)
*Moving Reed Hall's service access point will need further exploration due to convenience and safety issues that may arise from its relocation.
recommended Entries to new buildings
locations for service and loading docks
Diagram B: Building Entry and Servicing Locations
*
SP-4 Campus Continuity – Whileavarietyofplantings,paving,
publicart,andotherlandscapedesignelementsshouldpro-
videauniqueidentitytoeachofthecampus’smajorpublic
spaces—andintheprocessenrichthecampus’soverallqual-
ityandcharacter—itiscriticaltoemphasizekeyelementsof
continuitythatconveyacohesivequalitytothecampus:
a. Continuouswalkwaysthatutilizeconsistentpaving;
b.Whereverpossible, trees lining important walkways;they
offervisualemphasis,welcomeshadeduringmuchofthe
year,andcreatevisualcuesthathelpvisitorsandothers
navigatethecampus;and
c. Continuityofsitefurnishingssuchas lighting, benches and
seat walls,bikeracks,treegrates,emergencytelephones,
trashcans,bollardsandplanters.
SP-5 Parking Lot Setbacks – Tomaintainaqualityenvironment
forpedestrianslandscapedsetbacksarerequiredforallpark-
inglotsandtheiradjacentpedestrianpaths.Parkinglots
shouldbesetbackaminimumof25'fromthemainroads
(enoughspaceforawalkwayandrowsoftreesoneachside).
BUILDING DESIGN (BD)
BD-1 Height/Scale
a. Whilemostexistingbuildingsoncampusaretypicallytwo
stories,inorderforthecampustogrowinamorespace-
efficientmanner,newbuildingsshouldbethreestories
inheight.Exceptionsincludetheadditionstoexisting
two-storybuildingsortheproposedsingle-storyphysical
plantmaintenancebuilding.Newthree-storybuildings
shouldacknowledgearchitecturallytheprevailingtwo-
storyheightofthecampusthroughdesignelementsthat
couldincludesetbacks,cornices,orthechangeofmaterial
orcolorbetweenthesecondandthirdfloors.Additionally,
atlandmarkbuildinglocations,towers,cupolasandother
architecturalfeaturesarepermittedtoexceedthethree-
storylimitforemphasis.
b.Themassingstrategyoflargebuildingsshouldbeusedto
breakdownthescaleofthebuilding.Thiscanbedoneby
] LIMA CAMPUS MASTER PLAN
DESIGN GUIDELINES ��
LIMA CAMPUS MASTER PLAN ]
�� DESIGN GUIDELINES
designingabuildingtolooklikeacollectionofsmaller-
scalepiecesusingsetbacks,notches,porticos,bays,a
discontinuousrooflineorcomparablevisualelement.No
façadeshouldextendformorethan80’withoutthehighly
visiblearticulationnotedabove.
BD-2 Materials – Buildingsshouldappearsolidandlonglast-
ing.Theuseofstone,masonry,steelandglassisencouraged
whilecheaplookingmaterialssuchasdrive-it(fakestucco)
shouldbeavoided.Materialuseshouldbeconsideredstrate-
gicallyinordertohelpcreateavariedcharacterbetweenOSU
LimabuildingsandthosedesignedforRhodesStateCollege.
Individualarchitecturalexpressivenessshouldalsobeusedto
helpcreatevariedcharacterforthetwoinstitutionsthatshare
thesamecampus.
BD-3 Fenestration
a. Thegroundfloorsofnewbuildingsshouldbetranspar-
entandincludesignificantfenestration.Makinginterior
activityclearlyvisibletopassersbywillprovideasenseof
thekindsofteaching,research,orotheractivitythatgoes
oninsideeachbuildingandallowpassersbytoglimpse
acquaintances,enjoythevitalitythatgatheringplaces
foster,betemptedtograbasnackorenjoypublicart,and
similaractivities.Ground-levelfaçadesadjacenttointerior
usesshouldbeastransparentaspossiblewithoutsacrific-
ingthecharacteristicmixofredbrick,lightstonetrim,
andglassthatdefinesmuchofthecontinuitybetween
buildings.Makedininghalls,cafés,andotherfood-service
facilities,inparticular,visibletopassersby;wherepossible,
theseactivitiesshouldspilloutintooutdoorpublicspaces
byprovidingforoutsidedining.
b.Whereappropriate,carefulproportioningandplacement
ofwindowsonallmajorfaçadesisessentialforblending
newconstructionwithexistingbuildings.Windowplace-
mentshouldavoidexcessiveregularityorirregularityand
largepicturewindowsandglasscurtainwallsshouldbe
minimized.Windowlocationsshouldprovidebalanceand
reflecttherhythmsandcadenceofadjacentbuildings’
facades.
Appendix-phasing/implementation
APPENDIX - PHASING ��
] LIMA CAMPUS MASTER PLAN
The animated maps on the following pages illustrate a three-
step phasing strategy. The initial phase of the strategy includes
the development of the new Student Life Center building (A)
and a 50,000 gsf academic building (F) adjacent to it. To serve
these two new uses, 1000 spaces of replacement parking is
shown immediately to the south and west (D1 & D2). Phase I
additionally includes a new physical plant (B) building, miscel-
laneous pedestrian enhancements and gateway improvements.
The 2nd phase will bring a new campus quad to the south (J2),
enclosed by a new academic building (G) and an addition to
Reed Hall (I). A large academic building adjacent to Galvin Hall
(H) is also planned in addition to open space improvements
through the wooded area and along the edges of the campus
property line.
The final phase will see additional academic buildings built
around the South Quad (L,M) as well as a new Extension
Services buildings (K). During this time period, new athletic
fields and tennis courts are planned (O) as well as a location for
potential student housing in the long term (N).
�� APPENDIX - PHASING
LIMA CAMPUS MASTER PLAN ]
Public service building
galvin Hall
Tech Ed lab
cook Hall
reed Hall
life and Physical sciences building
countryman Hall
Keese Hall
agricultural Extension building
1
2
3
4
5
6
7
8
9
existing48,600 GSF
16,000 GSF
72,000 GSF
Parking (450 spaces)
Parking (550 spaces)
Pedestrian link
50,000 GSF
gateway improvements
A
B
C
D1
E
phase 1
D2
F
1
23
4
5
6
7
8
9
A
B
C
ED1
D2
F
Gw
Gw
Gw
APPENDIX - PHASING ��
] LIMA CAMPUS MASTER PLAN
Parking (600 spaces)
77,000 GSF
84,000 GSF
14,000 GSF
open space improvements
Formal development of south Quad
H
I
J1
phase 2Public service building
galvin Hall
Tech Ed lab
cook Hall
reed Hall
life and Physical sciences building
countryman Hall
Keese Hall
agricultural Extension building
1
2
3
4
5
6
7
8
9
existing48,600 GSF
16,000 GSF
72,000 GSF
Parking (450 spaces)
Parking (550 spaces)
Pedestrian link
50,000 GSF
gateway improvements
A
B
C
D1
E
phase 1
D2
F
G
9
B
H
I
J1
D1
D2
1
23
4
5
6
7
8
GA
C
E F
J2
D3
J2
J1
J1J1
J1
D3
J1
Gw
Gw
Gw
LIMA CAMPUS MASTER PLAN ]
�0 APPENDIX - PHASING
15,000 GSF
91,000 GSF
91,000 GSF
site of potential student housing
athletic fields and tennis courts
information center
M
N
phase 3Parking (600 spaces)
77,000 GSF
84,000 GSF
14,000 GSF
open space improvements
Formal development of south Quad
phase 2Public service building
galvin Hall
Tech Ed lab
cook Hall
reed Hall
life and Physical sciences building
countryman Hall
Keese Hall
agricultural Extension building
1
2
3
4
5
6
7
8
9
existing48,600 GSF
16,000 GSF
72,000 GSF
Parking (450 spaces)
Parking (550 spaces)
Pedestrian link
50,000 GSF
gateway improvements
A
B
C
D1
E
phase 1
D2
k
L
F
9
k
B
M
F
N
H
L
I
D1
D2
1
23
4
5
6
7
8
GA
C
E
J1
J2
J1
J1J1
J1
D3
J1
H
I
J1
G
J2
D3
N
O
O
Gw
Gw
Gw
P
P