LIMA CAMPUS MASTER PLAN · ] LIMA CAMPUS. MASTER PLAN . Your campus has completed an exciting process of creat-ing a physical master plan for the campus. The plan sets a vision for

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 ]


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


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


PLANNING PROCESS �


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


> 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.”

][


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


> 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.”][


� OPPORTUNITIES, CHALLENGES, AND GOALS


existing conditions(2004)

EXISTING CONDITIONS �


> ThecampusislocatedontheeastsideofLimaandisinthe

“seam”betweenurbanizedLimaandruralBathtownship.

> TheProcterandGambleplantisaveryimportantemployer

inthearea.However,thehighvolumeoftrucktrafficonMu-

maughRoadandattheintersectionofMumaughandRoute

309isdisruptiveandattimespresentsasafetyconcern.

> Suburbanstripcommercialdevelopmentismostlikelyto

continueeastalong309asavailablesitesaredevelopedand

residentialdevelopmentcontinueseastofthecampus.

> Residentialdevelopmenteastofthecampuswillcontinueon

largelotsthatcanaccommodatesepticsystemsandprivate

wells.

> Thereareopportunitiestolinkthecampusintothecounty

greenwayandbikewaysystem.

campus context

�0 EXISTING CONDITIONS


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


> 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



View

Building footprint

Vegetation edge

Original axis

Campus heart

Major path

Existing entrance

CAMPUS DESIGN

*

2004 campus map

[


> 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




ENVIRONMENTAL ISSUES

Possible lakes

Drainage basins

Drainage ways

Flood plain (Zone A)

Vegetation

2004 campus map

[


> Thepatternofbuildingusesiscurrentlyverycoherent,with

theadministrationbythe“frontdoor”andotherstudentser-

vicebuildingsadjacenttothePublicServiceBuilding.This

coreofcommonstudentservicespaceshouldbestrength-

enedandcontinued.

campus land and building use


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



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


> Gatewayimageneedstobeimprovedattheentrances.

> Someparkinglotsarenotwell-placed,havingbeenlocatedby

opportunityratherthanbydesign.

> Therearenoclearpedestrianroutesbetweentheparking

supplyandthecampuspedestriansystems.Parkingand

pathwaylightingneedstobeimproved.

> Pedestriancirculationisnotalignedwithbuildingentrances.

campus circulationand parking




Fall 2003

[


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


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 ��


> 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



> 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


�� 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



> 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.


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.


MASTER PLAN ��

BUILDING LEGEND

Common StudentService Spine

Existing

Proposed

Parking (all lots are potential building sites)

SR 309

MU

MA

UG

H R

OA

D


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


MASTER PLAN ��

FOREST PRESERVATION ZONE

Forest succession zones

Cultivated or prairie grass areas

ATHLETICZONE

CAMPUS ENTRANCE

ZONE

CAMPUS QUADS

CAMPUS OPEN SPACE


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.


MASTER PLAN ��

B

k

L

G

M

A

I

F

J

J

H

E

D

C

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.


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


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)


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.

*


TheinstitutionsarepartoftheLimacommunityandarecon-

sideredimportantresources.Continueddevelopmentofthe

communityandthecampusshouldbeintegrated.Theplan

recommendsappropriatephysicalmodificationsdesignedto

improvethecommunityinterface.

Someofthemodificationsinclude:

> Enhancelandscapingalongtheedgesandtheaccessways

intothecampus

> Placementofpublicly-accessiblebuildingsneartheprimary

vehicle-circulationrouteandparkingareas

> Sharedusebuildingsopentothepublicshouldbelocated

alongthecommonstudentservicespinebetweenthetwo

campusquads

community interface

�� 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


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


DESIGN GUIDELINES ��


�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.





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



50'- 60'

80'-100'

30'- 40'

300'-400'

100'-120'

Existing building Edge

Proposed building EdgeDiagram A: Campus Build-To Lines



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





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 ��


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


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)


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 ��



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


countryman Hall

Keese Hall


1

2

3

4

5

6

7

8

9

existing48,600 GSF

16,000 GSF

72,000 GSF



Pedestrian link

50,000 GSF


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


�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


countryman Hall

Keese Hall


1

2

3

4

5

6

7

8

9

existing48,600 GSF

16,000 GSF

72,000 GSF



Pedestrian link

50,000 GSF


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

Documents

LIMA CAMPUS MASTER PLAN · ] LIMA CAMPUS. MASTER PLAN . Your campus has completed an exciting process of creat-ing a physical master plan for the campus. The plan sets a vision for