CSU Chico Master Plan 2005

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California State University, Chico

Master Plan 2005

June 27, 2005

California State University, Chico

Master Plan 2005

June 27, 2005

Prepared by AC Martin Partners, Inc.

CSU CHICO MASTER PLAN 2005

Acknowledgements

CSU CHICO MASTER PLAN COMMITTEE Scott G. McNall, Provost and Vice President, Academic Affairs Dennis Graham, Vice-President for Business and Finance Greg Francis, Executive Dean & Director of Facilities Planning Jim Moon, Vice President for Student Affairs James Jessee, Director of Academic Publications, Facilities and Database Services

AGRICULTURE TEACHING and RESEARCH CENTER (ATRC)

ack 2

A. Charles Crabb, Dean, College of Agriculture Mark Cole, Director, ATRC Bradley Dodson H.N. (Hank) Wallace

CITY OF CHICO Tom Lando AC MARTIN PARTNERS, Inc. Planning, Urban Design and Architecture Richard Thompson, AIA, AICP Craig O’Connor Susan Painter, Ph.D. John Uniack Christopher Hahn Janetta Burt

A C K N O W L E D G E M E N T S

CSU CHICO MASTER PLAN

2005

Table of Contents PAGE ACKNOWLEDGEMENTS

ack.1

TABLE OF CONTENTS

toc.1-toc.4

LIST OF EXHIBITS

loe.1-loe.4

MESSAGE FROM THE PRESIDENT

mfp.1

EXECUTIVE SUMMARY

ES.1-ES.2

INTRODUCTION

Intro.1-Intro.4

i. i.

Context of the Master Development Plan

Intro.1

I.i I.ii

State of California Master Plan for Higher Education Mission of the University

Intro.1 Intro.1 Intro.2

toc

II. II.i

The Goals of the CSU Chico 2005 Master Plan Speciﬁc Goals for the CSU Chico 2005 Master Plan

Intro.3 Intro.3

1

III. III.i

Planning Process Participation in the Planning Process

Intro.4 Intro.4

CHAPTER 1 EXISTING CAMPUS AND THE CONTEXT FOR PLANNING

1.1-1.20

1.1

Historic and Community Setting

1.1

1.2

CSU Chico and the Community

1.2

1.3

Growth of the University: 1887 to the Present

1.3

1.4 1.4.1 1.4.2 1.4.3

University Enrollment The California State University (CSU) System Northern California and the CSU Chico Service Area FTES Targe Targets ts for CSU Chico

1.4 1.4 1.4 1.5

1.5 1.5.1 1.5.1.1 1.5.1.2 1.5.2 1.5.3 1.5.4 1.5.5 1.5.6

Existing Conditions Analysis The 1990 Physical Master Plan Major Features 10-Year Attainment Attainmen t and Changes In Campus Needs Campus Boundaries and Edge Conditions Land Use and Functional Organization Access, Parking and Vehicle Circulation Open Space and Pedestrian Circulation Bicycle Circulation and Parking

1.6 1.6 1.6 1.6 1.7 1.8 1.9 1.1 1.10 0 1.1 1.10 0

T A B L E

O F

C O N T E N T S

CSU CHICO MASTER PLAN 2005

PAGE 1.5.7

Campus Quadrants

1.12

1.6 1.6.1 1.6.2 1.6.3 1.6.4

The Visual Environment Landsca Landscape pe Systems Lighting Site Furnishings Signs

1.12 1.14 1.15 1.15 1.15

1.6.5

Building Architecture Architecture,, Materials and Finishes

1.1 1.16 6

1.7 1.7.1 1.7.1 1.7.2 1.7.2 1.7.3 1.7.3 1.7.4 1.7.4

Building Conditions Buildi Building ng Conditio Conditions ns and Life Cycle Substan Substandard dard Faciliti Facilities es Student Recreati Recreation on Child Care

1.18 1.18 1.19 1.20 1.20

1.8

Opportunities and Constraints

1.20

CHAPTER 2 GUIDING PRINCIPLES

toc

2.1-2.5

2.1 2.1.1 2.1.2

Principles Guiding the Plan Campus Designed to Reinforce Educati Educational onal Mission Open Space as Campus Organizing Tool

2.1 2.1 2.2

2.1.3 2.1.4 2.1.5

2.3 2.3

2.1.6 2.1.7

Campus Character Deﬁned by Mature Landscape Open Spaces Formed by Building Edges Varying Architectural Styles Harmonized by Common Building Materials and Landscape Integration of Campus and Community Sustainability

CHAPTER 3

THE CSU CHICO 2005 MASTER PLAN

3.1 3.1.1 3.1.2 3.1.3 3.1.3.1 3.1.3.2 3.1.4 3.1.5 3.1.6

The Big Picture: The Campus Physical Framework for New and Upgraded Facilities Achieving Anticipa Anticipated ted Growth Proposed Land Use Vehicle Circulation and Campus Entries Vehicle Circulation Circula tion Campus Entries Open Space and Pedestrian Circulation Campus Residential Communities Ancillary and Support Facilities

3.1 3.1 3.1 3.2 3.2 3.3 3.4 3.4 3.5

3.2 3.2.1 3.2.2 3.2.3 3.2.4

Landscape Improvements Design and Planning Principles Landscape Context Landscape Improv Improvements ements Landscape Design and Vegetatio Vegetation n Management Practices

3.6 3.6 3.6 3.7 3.8

3.3

The Plan and the Natural Environment

3.9

3.4 3.4.1 3.4.1.1 3.4.1. 1 3.4.1.2

Proposed State-Supported Academic Facilities State-Suppo State-Supported rted Facilities Faciliti es State-Supporte State-Supported d Instructional Space Needs Special State-Suppo State-Supported rted Facilities Needs

2

T A B L E

O F

C O N T E N T S

2.4 2.4 2.5

3.1-3.30

3.10 3.10 3.10 3.10

CSU CHICO MASTER PLAN

2005

PAGE 3.4.2 3.4.3 3.4.4 3.4.5 3.4.6 3.4.7 3.4.8

Proposed State-Suppo State-Supported rted Academic Facilities Butte Hall Rehabilitation New Facilities Student Services Center Modoc II Siskiyou II Rio Chico Physical Education and Aquatics Center Facility

3.11 3.11 3.11 3.12 3.13 3.13 3.14

3.4.9 3.4.10

Outdoor Physical Educational Facilities Land Acquisiti Acquisitions ons

3.15 3.15

3.5 3.5.1 3.5.1.1 3.5.1.2

3.16 3.16 3.16

3.5.1.3 3.5.2 3.5.3 3.5.4 3.5.5 3.5.6 3.5.7 3.5.7.1 3.5.7. 1

Proposed Non-State-Supported Facilities Non-State-Sup Non-State-Supported ported Facilities Conditions and Needs Summar y University-Sponsored Housing: Building Community, Supporting Student Learning Master Plan Housing Recommend Recommendations ations Outdoor Recreation Wildcat Activity Center (Student Recreation Center) Aquatics Center Child Care Regional & Continuing Educational Facility Circulation and Parking Vehicular Access and Circula Circulation tion

3.16 3.17 3.19 3.20 3.20 3.21 3.22 3.22 3.22

3.5.7.2 3.5.7.2 3.5.7.3 3.5.8 3.5.9 3.5.10 3.5.1 0

Parking Facilities Bikeways and Bicycle Parkin Parking g Areas Northern California Natural History Museum Turner Art Gallery Faculty Housing

3.23 3.24 3.25 3.26 3.26

3.6 3.6.1 3.6.2 3.6.3 3.6.4 3.6.5

The Infrastructure Plan Physical Utilities Plan Rooﬁng Sustainability and a LEED Campus Strategic Energy Plan Telecommun Telecommunications ications Plan

3.27 3.27 3.28 3.28 3.29 3.30

CHAPTER 4 THE IMPLEMENTA IMPLEMENTATION TION PLAN

4.1-4.8

4.1 4.1.1 4.1.2

Funding the Master Plan State-Suppo State-Supported rted Capital Programs Non-State-Sup Non-State-Supported ported Programs

4.1 4.1 4.1

4.2

Phasing Plan

4.2

4.3 4.3.1 4.3.2 4.3.3

Design Guidelines for New Facilities Building Forms Building Materials Historic Core

4.3 4.3 4.3 4.4

4.4

The Sign Plan

4.5

4.5

The Lighting Concept

4.6

4.6

The Site Furnishings Concept

4.7

T A B L E

O F

C O N T E N T S

toc 3

CSU CHICO MASTER PLAN 2005

4.7

Additional Studies

4.8

ATRC.1-ATRC.20

AGRICULTURE TEACHING AND RESEARCH CENTER (ATRC)

toc 4

Introduction

ATRC.1

Description of the ATRC

ATRC.1

Existing Conditions Existing Fields Conditi Condition on of the ATRC Facilities Faciliti es ATRC Facility Facilit y Issues

ATRC.1 ATRC.2 ATR C.2 ATRC.3 ATRC.3

The ATRC Vision Future ATRC Capacities Capaciti es

ATRC.5 ATRC.6

Long-Term Development Plan Introducti Introduction on Relationship to the California State University Capital Outlay Program Third Party Assistance Assista nce

ATRC.6 ATRC.6 ATRC.1 ATRC.10 0 ATRC.10 ATRC.1 0

Speciﬁc Descriptions of Major Development Projects Agricultural Demonstration and Research Facility New Dairy Dair y Commodi Commodity, ty, Grain and Hay Storage Pesticide, Seed and Fertilizer Building Equipmen Equipmentt Storage Facility Swine Facility Facilit y ATRC Conference Center ATRC Events Center

ATRC.11 ATRC.11 ATRC.11 ATRC.11 ATRC.12 ATRC.13 ATRC.13 ATRC.13 ATRC.13 ATRC.14 ATRC.1 4 ATRC.14 ATRC.1 4

Renovated and Expanded Facilities Meats Laborator y Upgrade Waste Managem Waste Management ent System Beef Unit Additions and Upgrade Sheep Unit Additions and Upgrade Ornamental Horticulture Unit Additions and Upgrade Securit Securityy Other Infrastructure Infrast ructure Be autiﬁcation Beautiﬁca tion and Wayﬁnding

ATRC.15 ATRC.15 ATRC.15 ATRC.16 ATRC.1 6 ATRC.16 ATRC.1 6 ATRC.1 ATRC.17 7 ATRC.17 ATRC.1 7 ATRC.18 ATRC.18

BIBLIOGRAPHY APPENDIX A: WAYFINDING WAYFINDING AND SIGN PLAN

T A B L E

O F

C O N T E N T S

B.1 (Under Separate Cover) Cover)

CSU CHICO MASTER PLAN

2005

List of Exhibits PAGE ACKNOWLEDGEMENTS

No Exhibits

TABLE OF CONTENTS

No Exhibits

LIST OF EXHIBITS

No Exhibits

MESSAGE FROM THE PRESIDENT

No Exhibits

loe EXECUTIVE SUMMARY 1

ES.1 ES.2

Primary Master Plan 2005 Projects ATRC Master Plan of Facilities

es.1 es.2

INTRODUCTION

i.1 i.2 i.3

Kendall Hall - Administrat ion and Historic Gateway to CSU Chico Bell Memorial Union (BMU) Mural on Exterior of Modoc Hall

Intro.1 Intro.2 Intro.4

CHAPTER 1 EXISTING CAMPUS

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.11 1.12 1.13 1.14

Aerial View of the CSU Campus (c. 2000) City of Chico Parcel Map City of Chico General Plan Design Element Excerpt City of Chico Population Growth 1985-2002 Chico Normal School (destroyed in ﬁre, August 13, 1927) Era 1: 1887-1921 Era 2: 1921-1935 Era 3: 1935-1964 Era 4: 1964-1986 Era 5: 1986-2001 CSU Chico Service Area Growth: Population Projection by Northern CA County CSU Chico Primary Service Area CSU Chico’s New Campus Planned Physical Capacity Target CSU Chico Campus

L I S T

1.1 1.2 1.2 1.2 1.3 1.3 1.3 1.3 1.3 1.3 1.4 1.4 1.5 1.6

O F

E X H I B I T S

CSU CHICO MASTER PLAN 2005

PAGE

loe

2

1.15 1.16 1.1 1.17 7 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34 1.35 1.36 1.37

Surrounding Land Use Existing Land Use Vehicular Circulatio Circulation n and Parking Diagram CSU Chico Parking Structure at 2nd and Ivy Streets Campus Open Space and Pedestrian Pedestria n Circulatio Circulation n Routes Principle Bicycle Routes and Campus Bicycle Parking Facilities Campus Quadrants Quadran ts Diagram The George Peterson Rose Garden Visual Analysis Diagram The “Three Women” Sculpture Sculptur e Pedestrian Spine Open Space North of Meriam Library CSU Chico’s Rich Landscape Heritage Mature Trees on the CSU Campus The Campus Light Standard for the Historic Core Area Campus Kiosks Brick and Concrete -- Campus Identity Materials Major Campus Buildings Glenn Hall Age of Major Structures Building Condition and Life Cycle Potential Development Sites Properties for Potential Acquisition and Better Utilization Rio Chico Neighborhood

1.7 1.8 1.9 1.9 1.10 1.11 1.12 1.12 1.13 1.13 1.14 1.14 1.14 1.14 1.14 1.15 1.15 1.16 1.16 1.17 1.18 1.18 1.19 1.20 1.21 1.21

1.38

Opportunities & Constraints Analysis Summary

1.22

CHAPTER 2 GUIDING PRINCIPLES

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11

Lawn as an Occasio Occasional nal Outdoor Classroom On-Campus Patio Dining Areas as Major Focal Points for Social Integration Fine Arts Sculpture Garden Campus Botanical Botanic al Specimen Tree (Ginko biloba) Identiﬁca Identiﬁcation tion Plaque of Specimen Tree (Ginko biloba) Kendall Hall - Trinity Hall - Laxson Auditorium Green Main Campus Mall Looking East Towards Kendall Hall Meriam Library North Mall Mature Landscape Specimen Tree in Large Open Space Laxson Auditorium Frames Main Campus Entry Green

2.1 2.1 2.1 2.2 2.2 2.2 2.2 2.2 2.3 2.3 2.3

2.12 2.13 2.14 2.15 2.16 2.17 2.18

Performing Arts Center CSU Chico Historic Core Modernist Architecture Architectu re Style Integrated Into Campus by Large Trees City of Chico Downtown City of Chico Downtown: Steps Away From the CSU Chico Campus Historic Photograph of Big Chico Creek c. 1995 Big Chico Creek Today

2.3 2.4 2.4 2.4 2.4 2.5 2.5

CHAPTER 3 THE CSU CHICO 2005 M MASTER ASTER PLAN

3.1 3.2 3.3 3.4 3.5

L I S T

Proposed Land Use Artist’s Rendering of the Campus Gatewa Gatewayy Area Artist’s Rendering of New Pedestrian Plaza First Street Today Artis Artist’s t’s Rendering of an Improved Campus Gateway Area

O F

E X H I B I T S

3.1 3.2 3.3 3.3 3.4

CSU CHICO MASTER PLAN

2005

PAGE

3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28

George Peterson Rose Garden Landscape Impro Improvement vement Areas The Campus East Mall Area The CSU Chico Mature ‘Campus Forest’ Big Chico Creek Raparian Area Infrared Aerial Photo of CSU Chico and Downtow Downtown n Chico Yolo Hall Physical Education Educati on Facility California State Universit y, Chico 2005 Master Plan Summary Proposed Taylor II College of Humanities and Fine Arts Facility Artist’s Concept of Planned Student Services Center Modoc II Project Concept Artis Artist’s t’s Rendering of the Proposed Siskiyou II Building Siskyou II Concept Rio Chico Academic and Aquatics Center Concept Chico Outdoor Athletics CSU Chico Student Housing Proposed Dormitory Cluster Student Housing Model Whitney Site and Proposed Site Plan College Park Site and Proposed Site Plan Whitney Hall Wildcat Activity Center (ASCSU Chico Student Recreation Center) AS Child Care Child Care Center Concept

3.29 3.30 3.31 3.32 3.33 3.34 3.35 3.36 3.37 3.38

Colusa Hall Parking Structure Concept for the East Stadium Block Site Cyclist in Front of O’Connell Technology Center Bicycle Storage Facility Along Warner Street Bicycle Parking Plaza with Hedge Screening Natural History Museum Concept The Northern Californi California a Natural History Museum The Northern Californi California a Natural Enviro Environment nment Example Print from Turner Collection Various CSU Chico Infrastructure Systems: In Need of Upgrades and Expansions Central Plant Expansion Area Sustainability A Better Campus and Community Environment Environment through Sustainable Design Computer Laboratories and Classrooms

3.39 3.40 3.41 3.41 3.42

3.5 3.6 3.7 3.8 3.9 3.9 3.10 3.12.5 3.11 3.12 3.13 3.13 3.14 3.14 3.14 3.16 3.17 3.18 3.18 3.19 3.20 3.21 3.21 3.22 3.23 3.24 3.24 3.24 3.25 3.25 3.26 3.26 3.27 3.27 3.28 3.29 3.30

CHAPTER 4 THE IMPLEMENTATION PLAN

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13

Artist’s Rendering of Proposed Siskiyou II Academic Building CSU Chico Long-Range Capital Program CSU Chico Master Plan 2005 Projects Tahama Hall Campus Brick, Window/Door Framing Materials and Color Langdon Engineering Center Campus Historic Roof Material Historic Core Sign Location Plan Building Wall-Mount Sign Concept Campus Lighting Level Zones Potential Bicycle Rack System Bench with Historic References and Made with Recycled Materials

L I S T

O F

4.1 4.2 4.2 4.3 4.3 4.4 4.4 4.4 4.5 4.3 4.6 4.7 4.7

E X H I B I T S

loe

3

CSU CHICO MASTER PLAN 2005

4.14 4.15

loe

4

Trash Receptacle with Classic Lines CSU Chico Master Plan 2005: Step One Towards Ultimate Construction Construc tion

4.7 4.8

AGRICULTURal AGRICUL TURal TEACHING AND RESEARCH CENTER (ATRC) ATRC.1 ATRC. 1 Aerial Photo of ATRC ATRC.2 ATRC Core Area Existing Conditions ATRC.3 Existing Land Assets ATRC.4 Oblique Aerial View of ATRC Core Area ATRC.5 32 Deteriorated and Outdated Buildings ATRC.6 Existing Parking Area ATRC.7 Existing ATRC Core Area Infrast ructure ATRC.8 ATRC Project Summary ATRC.9 Northe Northern rn California’s Agricult ure ATRC.10 ATRC. 10 Existing ATRC Core Facility ATRC.11 ATRC. 11 Proposed Phase I Projects ATRC.12 ATRC. 12 Proposed Phase II Projects ATRC.13 ATRC. 13 Proposed Phase III Projects ATRC.14 ATRC. 14 Proposed Phase IV Projects ATRC.15 ATRC. 15 Completed ATRC Master Plan ATRC.16 ATRC. 16 Illustrit ive ATRC Plan ATRC.17 ATRC. 17 The ATRC Public Usage

ATRC.1 ATRC.2 ATRC.3 ATRC.4 ATRC.5 ATRC.5 ATRC.6 ATRC.7 ATRC.7 ATRC.8 ATRC.8 ATRC.8 ATRC.8 ATRC.8 ATRC.8 ATRC.9 ATRC.10 ATRC. 10

ATRC.18 ATRC. 18 ATRC.19 ATRC.19 ATRC.20 ATRC.21 ATRC.22 ATRC.23 ATRC.24 ATRC.2 4 ATRC.25

ATRC.11 ATRC.11 ATRC.12 ATRC. 12 ATRC. ATRC.15 15 ATRC.16 ATRC.16 ATRC.17 ATRC. 17 ATRC.18 ATRC. 18 ATRC.19 ATRC. 19 ATRC.20

The ATRC Dairy The Commodity Storage Facilities Existing Agricult ure By-Product By-Produ ct Ponds Existing Beef Feed Lot With Pastures Pasture s Beyond The ATRC Sheep Unit ATRC Infrast ructure ATRC Beautiﬁcation Beautiﬁc ation Plan Farm Science Student s

BIBLIOGRAPHY

No Exhibits

APPENDIX A: WAYFINDING WAYFINDING AND SIGN PL PLAN AN

Under Separate Cover

L I S T

O F

E X H I B I T S

CSU CHICO MASTER PLAN

2005

Message from President For nearly ﬁve years, California State University, Chico has been engaged in the process of updating its facilities Master Plan. Last accomplished in 1990, periodic Master Plan updates enable the University to review its vision and values and to assess their ongoing validity and achievement through the physical design and character of the campus. The 2005 Master Plan provides principles and guidelines for the physical development of the 119 acre main campus and the 800 acre University farm so that Chico State can both build upon and sustain its distinctive strengths into the 21st Century. Closely tied to the University Strategic Plan, the Master Plan afﬁrms a compelling set of goals, none of which are more important than building a community of learning and hope worthy of the trust that our students and the people of California have placed in us. Other important goals ﬂow from our Strategic Plan through our Master Plan. These include accommodating and managing enrollment growth, protecting our distinctive living and learning environment environment as a residential campus, strengthening the extraordinary relationship the University has with its host city Chico, afﬁrming the harmony between the natural and built environments of the campus, and reinforcing reinfor cing the educational experience of our students through the buildings and spaces of the campus and its extended locations.

Yes, a good Master Plan reveals, but it also prepares. In compelling us to examine the University’s deﬁning values and characteristics, it also challenges us to consider how our identity and mission have prepared Chico State to meet the needs of an increasingly more complex workplace workplace and pluralistic society. society. Thus, a successful planning effort is simultaneously both retrospective and future-focused, for it underscores the connections between what we have achieved and what we are, and what we will become. Whether examining the historical record or considering the University’s next quarter century, we rely upon clarity in such matters to develop a greater sense of shared purpose, to promote institutional community, and to gain the resources and support to meet our high standards and aspirations. California State University, Chico is pleased to present this Master Plan and the campus it envisions. We are conﬁdent that those who read it will like, and be impressed, with what we have set forth. We hope its readers will gain a better sense through this Master Plan of Chico State and feel the pride in what we have accomplished accomplished and what we mean to the people and the communities who count on us.

Above all, the Master Plan communicates values. We declare our commitment to environmental sensitivity and respect and to sustainable building and living practices. We afﬁrm openness through a barrier-free campus. We demons demonstrate trate civic engageme engagement nt as a good neighbor and partner with the city of Chico, committed to building a stronger, safer and more desirable community together.. We articulate a keen sense of place, together psychologically, psychological ly, historically, aesthetically and geographically. geographic ally. We express conﬁdence in our identity and pride in our story.

President Paul J. Zingg

M E S S A G E

F R O M

T

H E

P R E S I D E N T

mfp 1

CSU CHICO MASTER PLAN

2005

Executive Summary 11

14

11

3 12

6

13

7

4

8

10

5 9

ES 2 1

1

15

New California State University (CSU) Supported Academic Facilities 1. Student Services Services Center 2. Taylor II Academic 3. Modoc II Academic 4. Siskiyou II Academic 5. Rio Chico PE III and Academic 6. Physical Education Education Pool

CSU Supported Renovations/ Modiﬁcations 7. Butte Hall 8. Colusa Hall

ES.1

EXECUTIVE SUMMARY CSU Chico is recognized as one of the most beautiful and student friendly campuses of the CSU System. This tradition will will continue and be reinforced as the many interrelated elements of the CSU Chico Master Plan 2005 are implemented over time. The Plan provisions are designed to accomplish this in parallel with a modest growth allowance that would take the campus to a student enrollment of 15,800 FTES. Although this growth target represents only an 1,800 FTES increase over the current capacity, representing some growth in new academic space, the campus needs a

New Non-CSU Supported Facilities 9. Wildcat Activity Center 10. Aquat ics Center 11. Student Housing Project 12. AS Child Care Center 13. Northern C California alifornia Natural History History Museum 14. Stadium Area Parkin Parking g Structure 15. Second Stree Streett Parking Structure

Primary Master Plan 2005 Projects

signiﬁcant number of new student support type facilities in several categories such as student housing, recreation, child care and parking to address unmet current demand. Replacement of aging and inefﬁcient academic facilities is also needed to insure an efﬁciently functioning campus and academic program. program. Given this set of existing conditions, the Master Plan accommodates a campus building plan that would see the construction of ﬁve new major academic buildings, two recreational facilities, a natural history museum, a child care center, approximately 1,300 bed-spaces of student housing and two par parking king structures. structures. Other large building and infrastructure renovation

E X E C U T I V E

S U M M A R Y

CSU CHICO MASTER PLAN 2005

New and Renovation Projects

3

4

5

2 1

6 7 9 8

12

10

13 11

16 15

14

1. Renovated Swine Unit 2. Renovated Beef Unit 3. New ATRC Events Center 4. New ATRC Conference Center 5. New Visitor Parking Area Area 6. Renovat Renovated ed and N New ew Horticultural Facilities 7. New Student Employee Living Area 8. New Equipment Storage Facility 9. New Pesticide/See Pesticide/Seed/Fertilizer d/Fertilizer Bldg. 10. Meat Laborato Laboratory ry Upgrades 11. Renovated Sheep Unit 12. Agriculture Demonstratio Demonstration n and Research F Facility acility 13. Expanded/ Upgrade Upgraded d Commodity Stora Storage ge Area 14. New Dairy U Unit nit 15. Expanded/Eco Expanded/Ecologically logically Upgraded Waste Pon Ponds ds 16. New Road Extension

ES.2

ATRC Master Plan of Facilities

ES 2

projects are also identiﬁed. This le level vel of commitment is dependent upon obtaining a signiﬁcant quantity of non-state resources in addition to the traditional State of California capital outlay funding. Further, since CSU Chico’s main campus has one of the smallest land areas among the CSU universities, fulﬁllment of various Plan projects will require acquisition of additional properties adjacent to the campus. To maintain and enhance the beauty of the CSU Chico campus, the CSU Chico Master Plan 2005 identiﬁes a number of improvements to the existing landscape and hardscape which are needed to address current visual and functional weaknesses. The Master Plan 2005 also contains a Design Guidelines section that sets forth a context for insuring that the design of new buildings contributes to a consistent architectural vocabulary for the campus, which over the years has developed utilizing brick and concrete as the predominant construction material with secondary design consistencies in the types and colors of window and door framing. These guidelines include speciﬁc recommendatio recommendations ns related to campus lighting, site furniture and signs/wayﬁnding.

E X E C U T I V E

S U M M A R Y

The Master Plan 2005 contains a separate chapter devoted to articulating a long term plan for the University Farm facility ofﬁcially known as the Paul L. Bryne Memorial Agriculture Teaching and Research Center (ATRC). This 800 acre facility, that serves as a hands-on laboratory for the CSU Chico College of Agriculture as well as a center visited and used by the educational/ agricultural business communities, has developed develope d a facility master plan identifying a wide variety of upgrades and improvements needed to b bring ring state-of-the–art agricultural agricultural technology instruction, enhanced real life agricultural experience, enhanced student safety, better livestock security, upgraded infrastructure functionality and added site beautiﬁca tion to the A ATRC. TRC. As the ATRC ATRC is an important meeting space space for the Northern California agricultural community, the Master Plan 2005 proposes the construction of multi-purpose Conference Center and Events Center facilities to be used jointly for academic and community purposes. These latter facilities will be ﬁnanced through a 50 percent matching fund arrangement with the private sector.

INTRODUCTION

CSU CHICO MASTER PLAN

2005

Introduction I.

CONTEXT OF THE MASTER DEVELOPMENT PLAN

The CSU Chico 2005 Master Plan (2005 MP) describes the agreed upon plan and physical framework needed to accommodate growth and change on the CSU Chico Campus over the next ten to twenty years. The State of California surpassed 35 million inhabitants in the year 2004 and continues to grow. This growth has direct implications for the California system of higher education and has affected the development of the 2005 MP. By Fall 2000, CSU Chico had reached its growth capacity of 14,000 FTES (full time equivalent students) and enrollments were expected to rise based upon the predicted state-wide rise in the number of collegeaged students seeking to enter the California State University University system. After considerable considerable University discussion, and in conjunction with the California State University Chancellor’s ofﬁce, campus leadership proposed a CSU Chico role of accommodating a small port ion of the state-wide enrollment demand by raising its physical growth capacity to 15,800 FTES. In addition to the growth pressures placed upon the University that will necessitate the construction of new classrooms and laboratories, there is a need to replace several aging campus buildings, a need to update other facilities and a need to accommodate several expanded academic programs. The CSU Chico 2005 Master Plan addresses these basic needs as well as various speciﬁc facility needs including: including: the need to replace, update and expand academic facilities at the University Farm (Agricultural Teaching and Research Center - ATRC); the development of a Student Recreation Center; the need to expand CSUC-sponsored student housing and the need to add additional parking and outdoor recreation space. Since the campus land holdings of 119-acres are very limited by Californi California a State University standards, new academic facilities, expanded student housing, outdoor recreation ﬁelds or additional parking will, in some form, require intensiﬁcation of uses on-site and/

or acquisition acquisition of addi additional tional pr property. operty. Both strategies have been employed in the 2005 MP MP.. The 2005 Master Plan also addresses a number of other issues related to the campus functional and visual en environment. vironment. As the campus is noted for its elegant architecture, mature landscaping, human scale and pedestrian orientation a major goal of the plan is to maintain and enhance where appropriate appropriat e those outstanding qualities of the campus. The 2005 MP addresses campus architecture, landscaping, open space, signage, lighting, bicycle storage and campus benches and trash receptacles. Further, just as the plan identiﬁes the location and describes the essential characteristics of the new and updated buildings for the campus, it also proscribes updates and expansions to essential campus infrastructure that supports those buildings. I.i

State of California Master Plan for Higher Education

In 1954 there were two University of California campuses and 10 California state colleges. Anticipating a pop population ulation boom, State leaders envisioned a new system of public higher education to match both the burgeoning population and the people’s optimism and ambition to have the best in public education. education. In that year year,, the State of California adopted a Master Plan for Higher Education. Education. This Master Pl Plan an deﬁned three tiers of public higher education that guaranteed access to higher education opportunities for all Californi Californians. ans.

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Kendall Hall - Administration and Historic Gateway to CSU Chico

I N T R O D U C T I O N

Intro

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CSU CHICO MASTER PLAN 2005

Intro

2

The University of California (UC) would be the top tier, doctoral degree-granting universities with full research programs, mandated to accept the top one-eighth of graduating high school seniors. The state colleges, colleges, later to be consolidated and called California State University (CSU), would be the “teaching” universities, granting undergraduate and masters degrees. Under th the e Maste Masterr Plan for Higher Education, the state colleges were mandated to accept the top one-third of students. The junior colleges, colleges, late laterr to be called community colleges, would be open to all. Remarkably, the plan was embraced and faithfully implem implemented ented statewide. It continues to guide public higher education almost 50 years years later. later. From a start of 12 total campuses in 1954, there are now 10 UC campuses campuses and 23 CSU campuse campuses. s. It is not an exaggeration to say that the 1954 Master Plan for Higher Education has produced a public higher education system that is the envy of the world, both in its

The physical campus is a potent instrument of the educational process. The physical campus can express the University’s status in the educational and surrounding communities, embody its values, and serve as the symbol of excellence for its students, faculty, staff and visitors. The 2005 MP advances the mission of the University by providing a strategy for development of the physical campus in ways that will further its principles and reinforce its goals.

quality and in the degree of access it offers to Californians.

and the world, through instruction, research, and public service.

The 1954 Master Plan for Higher Education represents a pact between the government of California California and its citizens. Under this pact, if the citizens support higher education with their taxes, the State, through its three-tiered system, commits to provide access to public higher education, according to the respective missions of the three tiers. In a remarkable achievement, the State of California has kept its higher education pact with the citizens since 1954, despite a staggering rate of State population growth and changing political climates. climates. At the UC and CSU llevels, evels, it has done so by expanding enrollment

Our ﬁrst priority is the education of our students by creating and maintaining selected quality undergraduate and graduate programs. We will be known for the purposeful integration of liberal and applied learning that provides our students with the knowledge, skills, and moral and intellectual virtues that form the basis for life-long learning and contribution.

roughly in proportion to population, despite the challenge of developing 21 complete new campuses and dramatically expanding 12 existing ones in a period of only 48 years.

frontiers of knowledge, the integration of ideas, the connecting of thought to action, and the inspiring of students.

From the vantage point of 2005, it is clear that the pressure is building to accommodate a bulge in the population of college-age students (the so-called “Tidal Wave II,” children of the baby-boomers), as well as an increase in demand for higher education for older students. This demand is being planned for throughout the CSU system and directly affects the planning for for CSU Chico. With this strong demand for higher education and the commitment made by the State to educate

I N T R O D U C T I O N

the top one-third of its high school graduates in the State College system, CSU Chico has committed to help serve this need. I.ii

Mission of the University

CSU Chico Mission Statement

California State University, Chico is a comprehensive university serving Northern California and other regions of the state, as well as the nation

We afﬁrm the importance of scholarship and public service. We support the exploration of the

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Bell Memorial Union (BMU)

CSU CHICO MASTER PLAN

We make the results of these academic efforts available for public scrutiny by all our constituents. We will maintain extensive continuing education and public service programs that serve the needs of our varied constituencies. The 2005 Master Plan has been created to support the CSU Chico Mission Statement in the context of the physical campus and its facilities.

II.

THE GOALS OF THE CSU CHICO 2005 MASTER PLAN

The CSU Chico vision contains goals that are directly linked to the development development of the physical campus which are expanded upon in this section. “Our shared vision for CSU Chico is to be the friendliest, safest, and most attractive university in Californi California.” a.” CSU System and C Campus ampus Context: The Master Plan, through accommodating the array of educational, support and cultural facilities maintained by and for t he university, supports the primary educational mission of California State University, Chico within the California State University system. Further, as reiterated in the Campus Strategic Plan and as strongly voiced during the campus issues identiﬁcation process, it is axiomatic that the quality of life at California State University, Chico -- as expressed in the elegant campus’ physical environment, its residential character and its existing facilities -- is a major resource that must be protected and nurtured as a high priority. priority.

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1. 2. 3. 4.

Develop high-qualit y learning environments in and outside the classroom; Invest in faculty and staff developm development; ent; Wise use of new technologies in learning and teaching environm environments; ents; Serve the educational, cultural and economic needs of Northern Californi California; a;

Accountable to the people of the State of California, diversify revenue resources and manage the resources entrusted to the university. Speciﬁc Goals for the CSU Chico 2005 Master Plan

In the course of the campus forums, speciﬁc meetings with staff and consultations with the President’s Cabinet, a series of speciﬁc goals were formulated that are articulated here. Other speci speciﬁc ﬁc goals related to the requirements of speciﬁc facilities are articulated in Chapter 3 and that in concept, identify the programmatic, spatial and other characteristics of those speciﬁc planned facilities or aspects of the physical plan. Enrollment Growth As indicated above, one of the principal forces behind the 2005 Master Plan is the need to accommodate current and anticipated growth. The initial stages of the 2005 MP study included extensive discussions related to campus growth in the c ontext of achieving a balance between any enrollment increases and the quality of life life at CSU Chico Chico.. On the basis of this process, and in response to the CSU system’s need to respond to the increasing demand for student enrollments, it was determined that CSU Chico would increase its enrollment cap to 15,800 FTES. Accommodating this growth on the campus thus became an important cornerstone goal of the 2005 MP. Campus Environment • •

In particular, the Master Plan supports the ﬁve major goals of the CSU Chico Strategic Plan for the future:

2005

•

•

•

Use open space as an organizational element. Promote a strong e expression xpression of landscape including a range of sizes and appropriate species of trees. Promot Promote e a walkable walkable campus that provides provide s a logical progression of spaces linking destinations. Preserve the natural characteristics of Big Chico Creek while permitting their visual enjoyment as viewed from the campus. Emphasize a scale of facilities that is compatible with human activities and perceptions.

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Intro

3

CSU CHICO MASTER PLAN 2005

•

•

•

Promote facilities that are part of a recognizable “family” of related structures, hardscape and other environmental elements identiﬁed with CSU Chico. Discourage the presence of the automobile and other motorized vehicles while encouraging pedestrian and bicycle modes of movement. Promote built systems that respe respect, ct, maintain and work with the natural environment.

Relationship with the Community •

•

Promote facilities that minimize aesthetic and functional conﬂicts with neighboring uses and facilities. Permit a free ﬂow of pedestrian activity between the University and downtown Chico.

Student Life Intro

• 4

•

•

Provide facilities that enrich the total student experience at CSU Chico at levels commensurate with other universities competing with CSU Chico. Promote Promote facilities that retain students on campus -- that reduce their need to leave the campus for various daily activities. Provide a sufﬁcient number and variety of spaces on campus that promote human interaction.

III.

PLANNING PROCESS

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Participation Process

in

the

Planning

The CSU Chico 2005 Master Plan is the result of the thinking and efforts of various campus groups, students, staff, policy-level academic bodies, the City of Chico and the consultant team. Initial inputs fr from om several campus forums receiving widespread campus opinions and perspectives about the issues facing CSU Chico over the next ten to ﬁfteen years were conducted in the Spring of 2000. Out of these perspectives a vision for the Master Plan emerged points of which were the subject of considerable campus policy-leve policy-levell debate. Alternative concept plans addressing the issues, as received from the campus, were shared with the campus at large in another set of forums conducted conducted in Fall 2000. At this point, pressing planning related issues involving the size, placement and program for a planned Student Recreation Center, a replacement/ expansion Taylor Hall II project, a planned Student Services building needed to replace an aging “temporary” facility and an expanded Regional and Continuing Education Center facility postponed consideration of the Master Master Plan until the Fall of 2001. 2001. At that time a new series of alternative plans were circulated and discussed among policylevel campus groups. Campus discussions focusing on future housing, parking, campus police and a Natural History Museum continued until the Fall of 2004 by which time the major components of the Master Plan had been articulated and were then ratiﬁed by the President’s cabinet allowing the completion of the draft Master Plan and associated California Environmental Quality Act (CEQA) activities to proceed.

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Mural on Exterior of Modoc Hall

I N T R O D U C T I O N

The ﬁnal 2005 Master Plan is the product of input from many sources and takes into account the University’s long-range vision as well as the phasing priorities necessary for long-term ﬁscal planning and integration with the Chancellor’s Chancellor’s ofﬁce requirements. requirements. The ﬁnal version of the Plan is to be presented to the CSU Board of Trustees for ﬁnal approval in July of 2005.

EXISTING CAMPUS

CSU CHICO MASTER PLAN

2005

Existing Campus and the Context for Planning

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HISTORIC AND COMMUNITY SETTING

California State University, Chico lies within the City of Chico, located in the northern portion of California’s Central Valley, six miles east of the Sacramento River River.. Dating to its founding in 1860, the town of Chico’s location in a valley area with good soils led to its early growth as a center of agricultural production. Even today today,, the areas of Butte County surrounding Chico represent a leading California region for walnuts, kiwifruit, almonds and and rice. In 188 1887 7 Chico was selected as the second city in California for a normal school which was to later evolve into Chico State College (1935) and then subsequently into a state university (1972).

Aerial View of the CSU Campus (c. 2000)

During its now 117-year history, the school increased its inﬂuence upon the town of Chico while major changes the national regional economy left theirinmarks upon and the local community. Toda Today, y, with a City of Chico population of over 65,000, CSU Chico is the city’s second leading direct employer and a major contributor to the local economy economy.. The CSU Chico main campus is located on 119 acres of land located north and west of the City of Chico’s downtown. downtown. Its proximat proximate e relationship to downtown Chico allows convenient dining and shopping access for students, faculty and staff who make a major contribution to its vibrant pedestrian nature. Big Chico Creek, with its banks of riparian vegetation, winds its way through

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the central portion of the campus property in a generally east-west east-west direction. This narrow swath of land, protected by law from future development, consumes over 12 acres of property thereby subtracting land from CSU Chico’s actual usable holdings. (CSUC is one of the smallest campuses in land area in the CSU system). system). Big Chico Creek also serves as the backbone of Bidwell Park, a large natural and recreational area that stretches for eleven miles along the creek immediately east of the Campus.

Given the major inﬂuence the University has upon the life of the City of Chico and the region, there is a clear need for CSU Chico and the local government to work together on a wide range of common issues. During the development of the 2005 Master Plan, the City of Chico and other local government ofﬁcials were invited to give input into the planning process. The 2005 Master Plan EIR itself also proposes several mitigation measures designed to lessen impacts of CSU Chico upon the surrounding community. Further, there have been various proposals requiring

CSU Chico also maintains a functioning 800acre farm facility located two miles south of the main campus. campus. The Agriculture Teaching Teaching and Research Center (ATRC) basically serves as a laboratory facility where College of Agriculture students learn ﬁrst-hand about agricultural production with an emphasis on crops and animals produced in Northern California.

CSU Chico Downtown

This City parcel map illustrates the numerous properties that surround

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1.2

the campus.

CSU CHICO AND THE COMMUNITY

1.2

CSU Chico is a major economic and cultural force in the northern Sacramento Valley region providing direct employment to over 1,800 University faculty and staff and producing an equally signiﬁcant indirect “multiplier effect” upon the local economy. Added to this is the large direct economic stimulus emanating from the out-of-region student population. This econo economic mic impact has its strongest expression upon the City of Chico. Within the City of Chico the University has a signiﬁcant daily inﬂuence upon the retail sales of downtown Chico.

CSU Chico is an integral part of the City of Chico’s Downtown Planning Framework.

1.3

CSU Chico, because of its size, also places a signiﬁcant demand upon local municipal services including police, ﬁre and public infrastructure (roadways) and utilities. Similarly, CSU Chico, as an extension of the modern world, produces a number of negative impacts upon the environment such as auto trafﬁc generated by students, faculty, staff and visitors; noise and the consumption of non-renewable natural rresources. esources. The sum of all current impacts and those anticipated in the future as a result of the CSU Chico 2005 Master Plan, are analyzed and described in the Environmental Impact Report (EIR) prepared in relationship to the Master Plan 2005 proposals.

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City of Chico Parcel Map

City of Chico General Plan Design Element Excerpt

CSU Chico and the City are working together as each adjust to local and regional growth.

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City of Chico Population Growth 1985-2002 (Source: City of Chico)

CSU CHICO MASTER PLAN

the cooperation of both the City of Chico and the University to achieve projects that directly beneﬁt both the community and CSU Chico. The propose proposed d joint parking structure at Second and Normal Streets is a notable example of such a proposal (see Section 3.5.7.2 below). CSU Chico’s cooperat cooperation ion with other institutions such as local school districts, Butte College, Shasta College and the Butte County Private Industry Council illustrate other ways the University works with local agencies to provide its educational services in a decentralized fashion, partially in an attempt to reduce vehicle trips and the negative impacts associated with them. 1.3

1.7

2005

Era 2: 2: 1921-1935

GROWTH OF THE UNIVERSITY: 1887 TO THE PRESENT

The diagrams on this page illustrate the progressive growth of the campus dating from the founding of the campus in 1887 as a normal school to the present era. The ﬁrst normal school building located in the heart of the campus burned down in 1927 and was later replaced with today’s brick Kendall Hall which set the tone for the family of buildings that make up the historic core of the campus (See also Section 4.3.3).

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Era 3: 3: 1935-1964

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Era 4: 4: 1964-1986

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Era 5: 5: 1986-2001

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Chico Normal School (destroyed in fire, August 13, 1927)

Era 1: 1 887-1921

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Est. 1999 CSUC Student Projected 2015 CSUC Student Population Population

County

Butte

3,788 84

79

71

Glenn

251

408

366

Lassen Modoc

121 30

164 36

148 32

Plumas

81

90

81

Shasta

667

916

822

Siskiyou

119

138

124

Sutter

343

483

433

Projected 2015 Service

Tehama

400

555

498

Area Increase in CSU Chico

34

39

35

Yuba TOTAL 1.11

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4,710

Colusa

Trinity

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Projected 2015 CSU Chico FTES

180

235

211

6,098

8,395

7,530

CSU Chico Service Area Growth: Population Projection Projection by Northern CA County

1.4

UNIVERSITY ENROLLMENT

1.4.1

The California State University (CSU) System

Projections of a “Baby Boom Echo” or “Tidal Wave II” swell in students entering universities across the nation has occupied the thinking of university planners over the past few few years (see also introduction). introduction). These estimates for California State University (CSU) students have ranged from little effect on the system up to an additional 60,000 students (headcount) over the historic highs realized for the system in the 1990-1991 period. Clearly some areas of the state are growing readily where as others are less so. so. Strategies for absorbing the growth have included increasing facility utilization and particularly increasing summer enrollments (YRO, Year Round Operation), distance learning (satellite centers and telecommunications instruction) and construction of new campus facilities including additional campuses and expansion of existing existing campuses. Many o off the state universities, including CSU Chico, have been viewed as sites that could absorb additional students as they entered the system. Enrollments at CSUC hav have e in fact fact risen to historic levels starting in the 2000 academic year when the University entered into a period of consistently exceeding its enrollment capacity of 14,000 FTES.

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Northern California and the CSU Chico Service Area

Approximately 55 percent of CSU Chico students list their area of permanent residence as outside the twelve northern California counties that comprise the primary service area. This underscores the popularity of the cam campus pus statew statewide. ide. By applying the current proportion of CSUC students that live in the CSU Chico service area to the service area population and applying that proportion to estimated future population of the service area, an estimate can be derived for the future number of students coming from from the service area. This estimate was performed using the 12 CSUC service area counties for which population

Service area counties indicated in green. Yellow squares indicate CSU Chico campus and satellite facilities.

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FTES: +2,060

CSU Chico Primary Service Area

CSU CHICO MASTER PLAN

2005

projections were available for the year 2015 as provided by the California Department of Finance. Adjustments were made to equate equate the future student populations to Full-Time Equivalent Student Student (FTES). This resulted in an estimate of potential growth in CSU Chico C hico FTES of 2,060 by the t he year 2015. 1.4.3

FTES Targe Targets ts for CSU Chico

Based on the potential growth of the CSU Chico service area and the t he general statewide demands associated with the “Baby Boom II” phenomenon, an agreement was made to raise the campus physical capacity of CSU Chico from 14,000 to 15,80 15,800 0 FTES. This increase in capacity implies that there will be an additional need for academic space. Although the average space requirement for CSU system facilities is as identiﬁed in the table “Projecting Future Academic Space Needs,” projections of future space needs needs for the campus were developed based on taking taki ng the estimated future departmental needs and applying CSU space standards to each of the types of spaces identiﬁed. Translating the required spaces into actual campus space needs also involved factoring in the removal of substandard capacity spaces and/or the conversion of one space type to another to arrive at the total future space required to achieve the future campus physical capacity associated with 15,800 15,800 FTES. The proposed State supported academic facilities that once built would essentially result in attaining the new campus FTES capacity are described in Section 3.4.1.

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CSU Chico’s New Campus Planned Physical Capacity Target: 15,800 FTES

1 5    o    c    i    h    C ,    U    S    C    r    e    t    n    e    C    a    i    d    e    M    l    a    n    o    i    t    c   u    r    t    s    n    I   :    t    i    d    e    r    C    o    t    o    h    P

Projecting Future Academic Space Needs

Average Space Need, All CSU Academic Facilities

75 ASF/ FTES

Classroom/Laboratory Related Facilities:

46.5 ASF/ FTES

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CSU Chico Campus (Campus historic core indicated by terra cotta colored buildings)

1.5

EXISTING CONDITIONS ANALY ANALYSIS SIS

1.5.1

The 1990 Physical Master Plan

1.5.1.1 Major Features

In 1990 a master plan of facilities was adopted by the California State University Chancellor’s Ofﬁce setting the maximum capacity for CSU Chico at 14,000 FTES. This capacity was quickly realized in the early 1990’s but enrollments subsequently declined during the mid 1990’s. The campus FTES capacity was again attained in the year 2000 when enrollments statewide rose as part of the demographic “Baby-Boom II” phenomena. Statewide planning ffor or this next wave of student enrollment has become one of the key forces underlying the thinking for the CSU Chico 2005 Master Plan as elaborated in this document.

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1.5.1.2 10-Y 10-Year ear Attainment Attainment a and nd Changes Changes in Campus Needs

The 1990 CSUC Master Plan identiﬁed a number of facility needs, most of which have been retained and/or readdressed in the 2005 Master Plan, such as the Student Services Center, a replacement of Taylor Hall, a new and expanded Child Care Facility and a signiﬁcant classroom/laboratory facility for the northeast section of the campus (Modoc II). The only major state-fund state-funded ed project fr from om the 1990 Master Plan that has been fully funded and constructed is the expanded Physical Education facility now referred to as Yolo Hall. Another important feature of the 1990 Master Plan was the indicated intent to purchase the properties comprising the Rio Chico neighborhood north of First Street and west of Cherry Street for the construction of surface parking. parking. This area is surr surrounded ounded by CSU Chico land and as such represents a logical opportunity purchase with a view toward increasing the size of available CSUC

CSU CHICO MASTER PLAN

2005

Residential Residential

Chico High School

Residential

Railroad

Historic District Downtown Chico

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land resources for future campus use. The Rio Chico site, with its location adjacent to the existing campus and to the Big Chico Creek, is suitable for several types of campus uses/facilities including parking, recreation, academic and/or housing. The 1990 Master Plan had also identiﬁed interest in the campus’ purchase of the College Park neighborhood located west of Warner Street and immediately east of the University-owned Konkow / Meechoopda / Esken student residential complexes. complexes. The 1990 Master Plan had proposed that the College Park properties be developed as a large surface parking facility serving the northern parts of the campus. The 2005 Master Plan identiﬁes College Park as a location for the development of additional University constructed student housing (see Section 3.5.1.2).

1.5.2

Campus Boundaries and Edge Conditions

Over the years, as the City of Chico has grown, all properties surrounding the campus have been built upon and have become part of a larger, denser Chico urban fabric. Today, the campus directly abuts, or is adjacent to,

Surrounding Land Use

1

several residential neighborhoods, Downtown Chico, a railroad-related industrial area and various institutional u users. sers. The adjacency of Downtown Chico to the southeast is of beneﬁt to the campus as discussed below in Section 3.5.7.2, as it presents opportunities for the development of programs mutually beneﬁcial to the City and University such as the shared joint parking structure initiative. Similarly, the City of Chico mixed-residential and railroad industrial areas, to the south and southwest of the campus and part of the City’s historic district, represent areas for potential targeted University acquisitions for speciﬁc University or University-related needs -- as has occurred with the University acquisition of the Ella Caroline Sapp Hall Alumni House on Normal Street and the University warehouse facilities (Buildings R and S) on Cherry Street. Also to the southwest of the campus is the small residential enclave referred to as the Rio Chico Block. This block of older housing is surrounded by University property and, with acquisition, represents a logical area for future parking and/or other CSU Chico programming. (See Sections 3.4.8 and 3.5 3.5.4 .4 for a summary of the potential development of the Rio Chico block.) The western edge of the campus is largely deﬁned by the Union Paciﬁc Railroad tracks and the Highway 32

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mixed-residential area immediately beyond. This area, even given the tracks as a barrier, also represents some potential for future use by the University. Within a block’s d distance istance northwest of the campus on the west side of Nord Avenue lie residential areas that contain CSU Chico’s University Village student housing complex. Immediately south of W West est Sacramento Avenue, a small residential area east of the existing CSUC Konkow, Meechoopda and Esken residential halls is referred to as College Park and is viewed as an important area for the development of additional University-sponsored housing (see Section 3.5.1.2). 3.5.1.2). The remaining northern boundaries of the campus are adjacent to Chico High School and a small, four block, well-maintained residential neighborhood. To the far eastern edge of the campus, the campus directly interfaces with the Bidwell Mansion State Park, Children’s Park and the Bidwell Memorial Presbyterian Church.

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1.5.3

Existing Land Use

Land Use and Functional Functional Organization

The existing CSU Chico campus land uses can be considered in terms of a generalized functional classiﬁcation as depicted on the Existing Land Use exhibit on this page. The campus core devoted to most academic and administrative activities includes classrooms, laboratories, the library, faculty and staff administrative ofﬁces. It is the largest and most central campus use and almost exclusively pedestrian in orientation. The other large land areas on the campus are devoted to the outdoor Physical Education facilities and the student housing areas. Both of these areas are located directly adjacent and accessible to the campus core but in peripheral areas where their specialized environments can maintain their own character: their need for or organized ganized and often publicly oriented activity in the case of the outdoor PE areas and their more private residential orientation in the case of the student housing areas.

CSU CHICO MASTER PLAN

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Student support facilities are generally dispersed around the periphery of the campus where students living off-campus can more easily access them and likewise parking areas are also located at the campus periphery where they can be accessed by students, faculty, staff and visitors without bringing auto trafﬁc into the campus pedestrian-oriente pedestrian-oriented d core. The largest campus support area on the campus is the corporation yard located north of First Street and immediately west of the railroad tracks. Lastly, the Big Chico Creek water course and Resource Conservation Area, comprised of some ﬁve campus acres, is a major element in the campus environment as it traverses the entire campus in the east-west direction. (See also Section 3.3.) 1.5.4

Vehicular Circulation Circulation and Parking Diagram

street grid. Major access streets include 2nd Street along the southern portion of the campus, Esplanade running north and south which provides major access from the east, Highway 32 which acts as a major north/ south route serving the western portions of the campus and West Sacramento Avenue that is used to access northern parts of the campus and as a link to Warner Street, the other major north/south street providing access to the campus.

Access, Parking and Vehicle Circulation

The CSU Chico campus, with the principal exception of Warner Street, exists as an island of campus land accessible from the periphery by the City of Chico public

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CSU Chico Parking Structure at 2nd and Ivy Streets

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Surface parking lots and the Second and Ivy Street parking structure are located on the periphery of the campus and likewise, with minor exceptions, are linked directly to the major access streets described above. 1.5.5

3. 4.

Open Space and Pedestrian Circulation

integrated with the primary pedestrian spine system; Sports ﬁelds which are concentrated on the western side of the campus; The Big Chico Creek riparian zone which meanders across the center of the campus visually and functionally dividing the campus along an east-west axis; Ancillary active open space often consisting of building fore courts, building court yard type spaces and small lawns located off major pathways.

Even with its relatively small campus acreage, CSU Chico has a developed network of open spaces and pedestrian pathways that provide a framework for the placement and linkage of campus buildings, facilities and points of interest. In general there are ﬁve major types of open spaces on the campus which in turn are interconnected and/or traversed by pedestrian paths:

5.

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1.5.6

2.

Primary

Pedestrian

Spine system

of concentrated pedestrian activity interconnecting major campus activity centers; Quad and mall spaces formed by campus building groups and connected and

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Campus Open Space and Pedestrian Circulation Routes

Figure 1.19 illustrates the location and extent of these ﬁve major types of open space at CSU Chico.

Bicycle Circulation and Parking

Around 30 percent of CSU Chico students use bicycles as their primary form of travel to the campus, only slightly fewer than use the automobile (35 perce percent). nt). Bicycle riding

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1 11

1.20

contributes to the student environment by allowing freer communication among riders and pedestrians, by reducing noise impacts upon the campus environment sometimes introduced by automobile trafﬁc and by the enhanced aesthetic-healthful experience it brings to the rider. rider. On the negative side, by allowing bicycles into the campus, pedestrian environment problems are created related to the storage of bicycles and related to conﬂicts that arise between riders and pedestrians. The Spring 2000 CSU Chico Bicycle Survey recorded 4,934 bicycle parking places on the CSU Chico campus. This represe represents nts about 1.1 spaces per estimated regular bike user and assuming an average parking space at about 20 SF, constitutes over two acres of bicycle parking facilities on on the campus. The parking spaces are distributed throughout the campus and are generally associated with classroom facilities and other major student destinations like the Library and the Student Union (BMU). (BMU). Some bicycle parking areas, such as the Siskiyou East (388 spaces), Whitney Hall East (292 spaces) and

Principle Bicycle Routes and Campus Bicycle Parking Facilities

Tehama Hall East (182 spaces) areas, are large facilities that detract from the aesthetic quality of potential landscaped open space that could be created if the bicycles were concealed, consolidated or if suitable storage space could be found elsewhere. Bike rules related to walking bikes on campus grounds have generally reduced pedestrian conﬂicts but conﬂicts between vehicles on public streets and cyclists cyclists continue. In 1996, the City of Chico Police Department estimated that the rate of collisions involving pedestrians and bicyclists was nearly twice the state average. This led to the City’s application for a Safe Alternative Transportation Grant which has been used for educational and enforcement efforts in an attempt to reduce injury and fatal collisions by 30 percent. City of Chico planning policies also promote dedicated Type 1 and 2 bicycle facilities (bike trails and bike lanes) in various opportunistic situations as a strategy that helps reduce potential vehicle/cycle conﬂicts.

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1.21

1.5.7

Campus Quadrants Diagram

Campus Quadrants

The CSU Chico campus is naturally divided into north and south campus areas by Big Chico Creek and into east and west areas by Warner Street. This basic scheme creates four campus quadrants that will be used to focus discussions about Master Plan proposals considered in Chapt Chapter er 3. The No Northwest rthwest Quadrant has been modiﬁed to group together all the functionally related areas containing student housing east of Warner Street into a combined Northeast Quadrant. See diagram on this page. 1.6

THE VISUAL ENVIRONMENT

California State University, Chico is considered one of the most beautiful and pleasant campuses in the CSU system making it a wonderful place to study, work and interact with other persons. The p pleasant leasant visual

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The George Peterson Rose Garden: Enhancing the Pedestrian Experience

environment is one reason that the campus is extremely popular with students from outside the area. An understanding of the CSU Chico visual environment, its protection and enhancement are therefore important themes for discussion and inclusion in the master plan.

CSU CHICO MASTER PLAN

Major Orientation Feature

Major Orientation Open Space

Secondary Orientation Feature

Major Pedestrian Route

2005

Major Barrier or Campus Edge

Butte Hall

Big Chico Creek Kendall Hall Meriam Library

1 1.23

Visual Analysis Diagram 13

The most outstanding qualities of the CSU Chico campus include the collection of historic and architecturally rich buildings; a heavily landscaped environment, including a large number of elegant specimen trees; a generally logical arrangement of buildings around a system of open spaces and pathways; a compact, walkable, relatively automobile-free campus and a close proximity to a vibrant pedestrian-oriented downtown.. Notwithstanding these strengths downtown and visual resources, there are areas of

open spaces and major edge features. In this t his analysis, because of their size, mass and/or architectural character, major buildings such as Kendall Hall, Butte Hall and the Meriam Library become of primary importance as visual orientation/navigation landmarks in the environment. Similarly, other visually “attractive” buildings, open spaces or other strongly visual elements of the environment become secondary orientation features or important features in a more local context. Examples of these types of secondary

the CSUand/or Chico campus thatcharacteristics exhibit weak visual functional that detract from the overall impression the campus presents. presents. A review of the camp campus us strengths and weaknesses is given below. The identiﬁed weaknesses are addressed in subsequent sections of the 2005 Master Plan document including sections on Landscape Improvements (landscape and hardscape) (Section 3.2), Lighting (Section 4.5), Site Furniture (Section 4.6), Signs (Section 4.4) and Design Guidelines for New Facilities (Section 4.3).

orientation featuresin front include the “Three Women” sculpture of Colusa Hall, O’Connell Technology Center as the most

The accompanying Visual Analysis graphic attempts to illustrate the most impressionable visual features of the CSU Chico campus: the landmarks, pathways,

1.24

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The “Three Women” Sculpture

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One major feature of the CSU Chico open space-landscape system is the Big Chico Creek with its heavily vegetated river banks. This approximately 50-foot landscape zone effectively divides the campus into northern

Pedestrian Spine Open Space North of Meriam Library

1.25

1 14

imposing structure on the west part of the campus and the Big Chico Creek foot bridge near the Physical Science Building as it is the most important campus link at the east edge of the campus. campus. The entire Big Chico Creek and its associated tree-lined banks at once form a visual barrier, edge and common linear element that is visible from almost any vantage point on campus -- thus making it a major orientation feature of the campus. 1.6.1

Landscape Systems

The grounds and landscape environment at CSU Chico consist of a network of pathways and green spaces that generally link, frame, visually unify, surround and modulate the buildings and other facilities of the campus. Additionally, many of the campus open spaces serve as settings for study, recreation and public art. Although much of the campus landscape presents a visually strong image and provides for a functional network of pedestrian pathways, some components of campus landscape system can be improved upon.

and southern areas currently mutually accessible at some seven locations along its ¼ mile stretch stretch through the campus. Big Chico Creek probably acts as a greater visual barrier across the campus than an actual barrier to pedestrian travel. travel. Due to the dense vegetation along the stream banks one can not see beyond the creek and thus it becomes a kind of edge to both the northern and southern portions of the campus. campus. Where the creek crosses the pedestrian ‘mall’, linking the Meriam library with the northern housing area around Whitney, Lassen and Shasta Halls, it obscures vista views between these important destinations of campus activity. As the Big Chico Creek vegetation had obscured views across the campus, other mature tree plantings have likewise made some buildings difﬁcult to see, hiding architectural features and diminishing the visual use of buildings as potential navigation aids. In bo both th of these generic situations an enhanced program of tree trimming and appropriate replacement upon tree death or inﬁrmity is called for for.. A ﬁrst step in this process was the development of a tree inventory substantially completed in the 1992-93 period. Development of a CSU Chico Landscape Improvement Plan is delineated in Section 3.2. This plan further exp explores lores and seeks to improve the system of open spaces, landscape systems and pedestrian and bicycle pathways on the campus.

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CSU Chico’s Rich Landscape Heritage

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Mature Trees on the CSU Chico Campus: A Strong Part of the Pedestrian Experience

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1.6.2

Lighting

Site lighting is currently provided by several types of ﬁxtures placed throughout the campus. Generally, though notoptimally, these ﬁxtures are for perceived to provide sufﬁcient illumination pedestrian circulation along the critical paths. A notable notable e exception xception is lighting within the creek area where lighting levels are deemed insufﬁcient due to denser vegetative screening, and inherently, inherently, creating an environment of vulnerability. Along 1st Street, and within the historical core around Taylor Hall, a traditional ﬂuted post and acorn ﬁxture is utilized. Throughout much of the core several types of contemporary orb ﬁxtures are used. These are post mounted on a raised concrete foundation. More recent additions especially along the campus perimeter utilize unobtrusive ‘shoebox’ type ﬁxtures. Along the campus / City of Chico

2005

kiosks, and trellis structures. Most of these elements have been added to the campus over time and in some cases, as in the instance of the kiosks, trash receptacles and benches, have probably been the subject of various at unifying theirolder appearance campusattempts wide. Some of the ﬁxtures (kiosks, benches) have endured much use, wear and consequent repair and need to be replaced. Some of the newer furnishings are stylistically incongruous with their older cousins. With the development of the Master Plan, existing site furnishings will become obsolete and out of place in many areas. The use of consistent associative style of site furniture along with lighting and signage will enhance the cohesiveness of the campus as a whole.

edges, and intersections lit primarilystreets with utilitarian cobra style are street ﬁxtures.

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1.6.4

Campus Kiosks: Dated and in Poor Condition

Signs

A family of painted-incised-letter wood signs

1.28

1.6.3

The Campus Light Standard for the Historic Core Area

Site Furnishings Furnishings

Outdoor furnishings around the campus include: benches, trash receptacles, bike racks, planter pots, seatwalls, non-ﬁxed tables with umbrellas and chairs, pin-up

are used throughout the campus to identify major buildings and facilities. These have deteriorated with time and recall imagery common to state park facilities instead of a structured learning environment where a more formal updated, although understated, image is probably probably warrant warranted. ed. Various w wall all and special purpose signs have also been added over time to the t he campus environment which now differ in design and condition. Section 4.4 and the Appendix provides a basic sign plan for CSU Chico that addresses the current weaknesses in the campus sign and way ﬁnding system. The sign plan describes the locations and approach for replacing major campus signs.

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1.6.5

Building Architecture, Materials and Finishes

Section 4.3, Design Guidelines for New Facilities, discusses the basic building/ architectural vocabulary that has developed over time on the CSU Chico campus. Much of the architectural character is deﬁned through the use of concrete and brick building materials that contribute to an impression of overall campus unity. These will continue to be used on future buildings as described in Section 4.3.

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Brick and Concrete -- Campus Identity Materials

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Major Campus Buildings (CSU Chancellor’s Office Numbering System)

1. KENDALL HALL 2. AYMER JAY HAMILTON BUILDING 4. AYRES HALL 5. SISKIYOU HALL 6. GLENN HALL 7. ALVA P. TAYLOR TAYLOR HALL 8. PHYSICAL SCIENCE SCIENCE 9. ACKER GYMNASIUM GYMNASIUM 10. COLUSA HALL 11. STUDENT HEALTH CENTER 13. WHITNEY HALL 14. RECREATION AND LEARNING LEARNING CENTER 16. LAXSON AUDITORIUM AUDITORIUM 19. TRINIT Y HALL 20. SHURMER GYMNASIUM GYMNASIUM 21. MODOC HALL 22. BELL MEMORIAL UNION 23. PLUMAS HALL 25. VESTA HOLT HOLT HALL 26. BOILER-CHILLER PLANT 27 27.. PERFORMI NG ARTS CENTER 28. LANGDON ENGINEERING CENTER 29. BUTTE HALL 30. BUILDING S - WAREHOUSE WAREHOUSE RECEIVING

31. BUILDING R - WAREHOUSE WAREHOUSE 39. YOLO HALL 50. CONTINUING EDUCATION EDUCATION 51. SELVESTER’S CAFE 52. LASSEN HALL 53. SHASTA HALL 54. MERIAM LIBRARY 63. UNIVERSITY CENTER CENTER 71. KONKOW HALL COMPLEX 72N. MECHOOPDA HALL 72S. ESKEN 73. ALBERT E. WARNER’S WARNER’S RECEPTION CENTER 75. SIERRA HALL AND ANNEX 78. DEEN HOUSE 80. CORPORATION YARD/FACILITIES YARD/FACILITIES MANAGEMENT AND SERVICES 91. PARKING STRUCTURE 92. TEHAMA HALL 95. O’CONNELL TECHNOLOGY TECHNOLOGY CENTER 100. STUDENT SERVICES CENTER CENTER 112. SAPP HALL 200. 35 MAIN STREET - CENTER FOR FOR ECONOMIC DEVELOPMENT 201. 25 MAIN STREET

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Year Structures Structures Built, 1900-2000 1900-2000

1.7

BUILDING CONDITIONS

1.7.1

Building Conditions and Life Cycle

Of the twenty major and academic support buildings atacademic CSU Chico, some 15 of them (or 75 percent) were built in the postWorld War II era since 19 1949. 49. Ten of these buildings were built in the 1949 to 1969 period -- placing these facilities in the 30 to 50 year age range. With the aging of the CSU Chico inventory of buildings has come the need for a variety of repairs and upgrades to facilities. In some cases, given the level of investment needed to return the facilities to useful life, coupled with the greater potential for increasing the academic program gains associated with a particular building site, it is now reasonable to consider demolition of such facilities to make way for more efﬁcient structures. Structures in this cate category gory include Taylor Hall (1960), the Aymer Jay Hamilton Building (1949), Siskiyou Hall (1957) and Whitney Hall (1969).

1

In 2005 Paciﬁc Partners Consulting Group conducted an analysis of all CSU Chico campus buildings in an effort to develop a predictive model for budgeting the recurring maintenance associated with major building subsystems. The building subsystems analyzed included those items with replacement and/or major maintenance requirements that typically recur on a cyclical basis ranging from 15 to 50 years depending on the subsystem. The analysis also estimated on a building by building basis the amount of accrued differed maintenance for all the subsystems. The speciﬁc subsystems subsystems considered with their related lifecycle were as follows: rooﬁng (25 years); building exteriors, doors, windows [hard] (30 years); building exteriors, doors, windows [soft] (20

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Glenn Hall is one of the Many Buildings Constructed in the 1950 to 1970 Period, Now Requiring Significant Rehabilitation and Upgrades.

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1950-1959

5

25

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5

25

1970-1979

3

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0

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TOTAL MAJOR STRUCTURES

1.33

Age of Major Structures

years); elevators and conveying systems (25 years); HVAC--equipment and controls (30 years); HVAC--distribution systems (50 years); electrical equipment (25 years); plumbing ﬁxtures (30 years); ﬁre protection systems (40 years); built-in equipment & specialties (25 years); interior ﬁnishes: walls, ﬂoors, doors (15 years); painting public areas (15 years). A summary of the estimated deferred maintenance backlog, 5-year recurring maintenance and other upgrade costs for the major CSUC buildings requiring the most attention (requiring more that $ 2 million in associated maintenance costs) is given in the table below.

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Building Condition and Life Cycle

(CSU Chico Analysis)

Buildings with Highest Estimated Deferred and 5-Year Projected Maintenance Costs Major Building

Maintenance Cost 1

Miriam Library

$ 15,768,000.

Holt Hall

$ 14,002,000.

Butte Hall

$ 6,779,000.

Physic Physical al Sci Scienc ence e Bui Buildi lding ng

$ 6,515 6,515,00 ,000. 0.

Pe Perf rfor ormi ming ng Ar Arts ts Cent Center er

$ 6, 6,45 458, 8,00 000. 0.

Langdon Engineering Center

$ 4,271,000.

Acker Gymnasium

$ 4, 4,229,000.

Kendall Hall

$ 3,946,000.

Glenn Hall

$ 3,391,000.

Plumas Hall

$ 3,338,000.

Taylor Hall

$ 2,525,000.

Laxson Auditorium

$ 2 2,,434,000.

1 Estimated Deferred and 5-Year Projected Source: Paciﬁc Partners Consultant Gr Group, oup, September 2004

1

The Paciﬁc Partner’s model forecast for future building renewal costs associated with all building subsystems, indicated that all factors combined will create a major peak in yearly renewal expenditures starting in about the year 2018 and extending to about 2023. During this peak period yearly maintenance costs would exceed $ 6 million before declining to a range roughly equal to current levels. 1.7.2

Substandard Facilities

A number of existing CSU Chico buildings and facilities are substandard in terms of their physical condition and/or their functional capacity to house instructional or other academic programs. A building with a substandard physical condition may exhibit deﬁciencies in one or more building systems such as structure, rooﬁng, ﬂooring, lighting, ﬁnishes, utilities or heating, ventilating, and air conditioning (HVAC) systems. A functionally substandard building may suf fer from mismatched room sizes relative to use, outmoded laboratories, insufﬁcient lighting or lack of basic instructional support/ technology systems.

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College Park Area

Rio Chico Area

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Major substandard facilities in need of rehabilitation, upgrades or expansions include Butte Hall, the Physical Science Building and Glenn Hall. Facilities proposed for mid-term or longterm replacement include: the Aymer Jay Hamilton facility (AJH), Taylor Hall, Siskiyou Hall and University Center (UC). 1.7.3

Student Recreation

There are extremely limited opportunities for both indoor and outdoor student recreation at CSU Chico. Currently, students must utilize indoor court and outdoor Physical Education ﬁeld facilities during limited times when these facilities are not being used for academic programs. programs. The CSU Chico 2005 Master Plan proposes the construction of a student recreation center and the long-term acquisition of nearby properties to address the lack of accessible recreational resources available to CSU Chico students. See Sections 3.5.2, 3.5.3 and 3.5.4.

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Potential Development Sites

Child Care

CSU Chico-sponsored child care availability is extremely limited for students faculty and staff of CSUC. An Associated Students (AS) Children’s Center located in the aging Aymer Jay Hamilton building (AJH) has a licensed capacity of 55. The CSU Chico Master Plan 2005 anticipates removal of AJH to create a large combined site for the development of a new academic building (Modoc II), a 118child capacity children’s care center and a natural history museum. Please see S Section ection 3.4.6, 3.5.5 and 3.5.8. 1.8

OPPORTUNITIES AND CONSTRAINTS

Given the various goals and needs for the CSU Chico campus, an analysis was undertaken to identify the potential ways of physically accommodating the needs on campus property. Since the CSU Chico campus has signiﬁcantly smaller property assets when compared with campuses of a similar size, the analysis also examined

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properties nearby the campus that could potentially be acquired to help meet identiﬁed campus needs. The locations on or nearby nearby the campus property with the potential for future campus development are identiﬁed on Exhibits 1.34 1.34 and 1.35. 1.35. Because of the pressure on the land to accommodate more at CSU Chico, the potential developmen developmentt sites either assume: 1) removal of aging and/or inefﬁcient campus structures, 2) conversion of surface parking lots to new uses and/ or more intense parking (structured); or as in the case of potential acquisition, 3) the conversion of isolated islands of aging industrial or residential property into new campus related uses. The analysis also examined a number of constraints intrinsic to the campus that might limit the potential of accommodating programmatic or growth related projects on the CSU Chico site. site. The ffollowing ollowing matrix

Surrounded by the Campus the Rio Chico Neighborhood Has Long Been Viewed as A Natural Area for CSU Chico Acquisitions

1.37

Rio Chico Neighborhood Neighborhood

explores some of theand major features oftheir the CSU Chico campus summarizes opportunity and constraint characteristics in terms of their relationship to the major goals and needs of the campus as articulated in the Introduction.

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Properties for Potential Acquisition (orange) and Better Utilization (olive): Concentrated in the Areas Southwest of the Campus.

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Campus Feature

Opportunity

Constraint

Campus Proximity to Downtown Chico on the Southeast

Continue to integrate campus with the Chico community to take advantage of dining, shopping and parking opportunities

Increases the potential for pedestrian/cyclist/vehicular conﬂicts.

Big Chico Creek

Preserve natural habitat and visual resource on campus; reinforce as a consistent orientation feature in campus environment

Pedestrian movement and visual penetration across the riparian stream banks is limited.

Small compact campus by CSU standards

Maintain and foster intimacy among the campus community.

Restricted number of building sites. New development development generally implies one or more of the following: 1) intensiﬁcation of activity on a particular site--often associated with higher costs; 2) building upon already scarce playﬁeld and surface parking facilities; 3) acquisition of new property that often requires signiﬁcant investments for clearance and/ or renovation.

Residential ca campus

Reinforces ca campus c co ommunity. Relies upon more healthy pedestrian and bicycle modes of transportation--reduces the need for auto parking, reduces trafﬁc, noise and pollution from automobiles.

Requires careful attention to pedestrian and bicycle safety issues in areas where transportation modes intersect.

Union Paciﬁc rail line along the west boundary of the campus.

Its presence acts to depress the value of neighboring land facilitating acquisition potentials.

Forms a pedestrian barrier along most of its length. Introduces environmental noise impacts that limit the range of appropriate campus related uses in close proximity to the rail line.

Established institutional and

Potential sharing of facilities—

Limits campus uses bordering

residential uses bordering the north portions of the campus

parking (Chico High School and Bidwell Mansion) and recreation (Chico High School play ﬁelds). Reinforce campus residential nature and uses by placing appropriate facilities in proximity to residential areas north of W. Mansion Avenue.

these uses to the north; restricts any campus expansion in a north to northeast direction.

Aging stock of major campus buildings

Building and facility upgrades can rectify existing functional and aesthetic problems resulting in better integrated campus facilities after renovation and retroﬁtting activities.

Older structures generally require signiﬁcant repairs and upgrades to insure continued life.

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GUIDING PRINCIPLES

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Guiding Principles 2.1

PRINCIPLES GUIDING THE PLAN

2.1.1

Several campus organization and design principles are commonly used to create an aesthetically pleasing, balanced and functional campus. campus. These princip principles les are the guides that help planners layout the campus and conceptualize the needed facilities in such a way that satisﬁes the vision and goals as delineated in the Introduction section of this document. The primary principles guiding the development of the 2005 Master Plan are listed listed here. The physical physical la layout yout and character of the CSU Chico campus and other campus examples are presented and further described below in the sections identiﬁed in parenthesis. • • • • • • •

Open space as campus organizing tool (2.1.1) Campus character deﬁned by mature landscape (2.1.2) Spaces formed formed by building e edges dges (2.1.3) Varying architectural styles harmonized by landscape (2.1.4) Integration of campus and community (2.1.5) Campus designed to reinfor reinforce ce educational mission (2.1.6) Sustainabilty (2.1.7 (2.1.7))

Campus Designed to Reinforce Educational Mission

Important principles: •

Gathering places p promote romote chance and structured interactions between students and faculty Pedestrian and bicycle oriented campus core reduces noise and distractions related to motorized vehicles and promotes face to face interaction Quadrangles, malls and other central open spaces are ‘crossroads’ where people see and meet each other acting to create familiarity among students, faculty and staff. Various areas of of the campus provide forums for the exhibition of student and

•

•

•

public art and performance. Campus plaque identiﬁed biological specimen trees and Big Chico Creek as a connection with a natural ecosystem provide links with the natural sciences.

•

On-Campus Patio Dining Areas As Major Focal Points For Social Interaction

2.2

2.1

Lawn as an Occasional Outdoor 2.3

Classroom C H A P T E R

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2.1.2

Open Space as Campus Organizing Tool

Campus open spaces form the outdoor spaces that visually frame buildings and that provide the functional space for pedestrian movement and outdoor activit y. They together with the campus buildings form the framework in which all campus activity occurs and as such are a integral part of the overall campus concept. The campus open spaces and pedestrian network: •

•

2.4

Campus Botanical Specimen Tree (Ginko biloba)

•

Deﬁne and interconnect the campus - often in rectangular grids linked by a pedestrian pathway system; Create the var variety iety of open spaces spaces created by asymmetry, architectural style and landscape; Create a variety of spatial experience experiences s Small to large Public to private Outside to inside

2 2

One of the most heavily used open spaces at CSU Chico. The Mall is formed by Meriam Library, Siskiyou

2.5

2.6

C H A P T E R

Hall, Glenn Hall and the Big Chico Creek.

Identification Plaque of Specimen Tree Shown Above (Ginko biloba)

Kendall Hall - Trinity Hall - Laxson Auditorium Green

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2.7

Main Campus Mall Looking East Towards Kendall Hall

2.8

Meriam Library North Mall

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2.1.3

Campus Character Deﬁned by Mature Landscape

2.1.4

2005

Open Spaces Formed by Building Edges

Mature landscaping enriches the campus environment in many ways such as

Campus buildings are intentionally placed to form the sides of open open spaces. Building

enveloping the campus experience with nature, creating open space focal points, deﬁning precinct edges or evoking a sense of permanency.. Mature landscape permanency landscape::

wall planes and doorways can be used to reinforce spatial characteristics and direct pedestrian movement. movement. In general the building form helps:

•

• • • •

• •

•

Links CSU Chico with the past including connections to the natural environment of Big Chico Creek and to the tree planting activities of John Bidwell; Adds to making CSU Chico into a unique ‘place’ in Chico and Northern California; The “Big Chico Creek” as a major natural feature and as a campus precinct boundary; Evokes permanency and suggests that education is part of a process that extends back into time.

Enclose quadrangles Deﬁne vistas Direct pedestrian moveme movement nt Reinfo Reinforce rce the use and character of the space

2 3

2.9

2.10

2.11

Laxson Auditorium Frames Main Campus Entry Green

2.12

Performing Arts Center

Mature Landscape

Specimen Tree in Large Open Space

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2.1.5

Varying Architectural Styles Harmonized by Common Building Materials and Landscape

2.1.6

Integration of Campus and Community

Campuses such as CSU Chico may have

Many colleges and universities are located in close proximity to city activity centers making

buildings representing a range of styles built over a period of years. Differences in building type are visually reduced and moderated by the use of common building materi materials als and by the presence of landscaping e especially specially trees which modulate the building facade.

them part of the local public, civic, cultural and economic life that deﬁne the urban atmosphere. CSU Chico borders borders and blends into the commercial and residential fabric of downtown Chico where students, faculty, staff and the public interact on a daily basis.

Design principles and characteristics:

Key characteristics of CSU Chico:

•

Common building materials and colors - Red brick walls - Potential limited use of concrete for building columns, surrounds, lintels, planter seat walls - Iron and steel railings, low fencing, trash receptacles/surro receptacles/surrounds. unds. - Curved red tile roofs, gable and hip

•

types in historic core area Modernistic to modern with classical forms and elements as stylistic constants. Landscaping, particularly trees, forms a softening contrast and frame to campus buildings contributing to the uniﬁcation of the overall visual environment.

•

2

•

4

•

• •

Historic relationship with downtown and residential neighborhoods neighborhoods CSU Chico Campus as integral part of the Chico community Mutual support: CSU Chico purchases from Chico economic sector—residents and businesses enjoy the academic and cultural resources of the University Close proximity of CSU Chico with downtown Chico promotes pedestrian travel drastically reducing local automobile trips.

Building Materials Unify Campus Buildings

2.13

CSU Chico Historic Core

2.14

Modernist Architectural Style Integrated into Campus by Large Trees

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City of Chico Downtown

2.16

City of Chico Downtown: Downtown: Steps Away from the CSU Chico Campus

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2005

Sustainability

Important principles: • Comprehensively Comprehensively incorporate sustainable design approaches into the design of all physical campus elements and systems including campus site layout, circulation plans and systems, landscape and hardscape systems, building design and campus infrastructure. • Harmonize the human built en environment vironment with natural systems and processes in such a way that non-renewable natural resources are conserved and that the natural environment maintains its capacity for healthy growth and regeneration. • Where possible utilize construction materials that have been recycled, are made of renewable natural resources, that minimize the use of non-renewable

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natural negative resources impacts and uponthat the minimize natural environment. • Design new and renovation renovation projects tto o achieve LEED (Leadership in Energy and Environmental Design) certiﬁcation. Using the LEED checklist as a guide will help insure that basic design approaches are addressed in the planning and design process. The range of major LEED categories for consideration in design include: sustainable sites, water efﬁciency, energy and atmosphere, materials and resources, indoor environmental quality, innovation and design process. (See also Section 3.6.3)

2.17

Historic Photograph of Big Chico Creek c. 1895

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CSU Chico, along with other local institutions and organizations is working to conserve and protect Big Chico Creek as an important biological, visual visual and recreationalresource.

2.18

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The CSU Chico 2005 Master Plan

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3.1

3.1

THE BIG PICTURE: THE CAMPUS PHYSICAL FRAMEWORK FOR NEW AND UPGRADED FACILITIES FACILITIES

3.1.1

Achieving Anticipated Growth

As explained in section 1.4.3, CSU Chico has set a future campus development course that will see it attain moderate growth growth reaching a new campus physical capacity of 15,800 FTES. This growth target with its associated associated need for campus space and facilities will be realized through three primary physical accommodations: 1) intensiﬁed use of existing campus spaces through construction on remaining open space areas; 2) intensiﬁed use of existing campus spaces through the removal of low density and aging facilities and replacing them with modern higher capacity facilities; and 3) through the acquisition of adjacent lands to add to the campus land assets available for campus

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Proposed Land Use

related development. development. In all the plan for the main campus anticipates the construction of 6 new state-supported buildings, nonstate supported student housing, child care, student recreation and parking facilities, as well as a range of renovation projects for buildings and infrastructure. Additional facilities are planned for the University Farm, known as the Agriculture Teaching and Research Center (ATRC) as covered in detail in Chapter 5. 3.1.2

Proposed Land Use

To accommodate the long term development program, the CSU Chico proposed land use plan as depicted on this page has been changed slightly from the existing land use plan (Exhibit 1.16) to reﬂect the inﬁll and adjacent land acquisition pattern of achieving growth and change as described above. In general, new acquisition areas will mirror the

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The proposed Taylor II academic replacement building is illustrated at the right; Kendall Hall is indicated in the center of the sketch.

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Artist’s Rendering of the Campus Gateway Area to be Formed at 2nd and Normal Streets (Viewed Looking North Along Normal)

3.2

2

adjacent neighboring use and areas within the current campus holdings will not change in use but will in reality accommodate additional usable space through the replacement of existing one or two ﬂoor structures with multi-level structures. This intensiﬁcation of the same use in the same location includes the proposed conversion of existing surface level parking areas into multi-level parking structures in two locations. The academic core of the campus will remain very pedestrian oriented expanding only slightly at the margins to include the Child Care, Natural History Museum and Rio Chico projects.

3.1.3

Vehicle Circulation and Campus Entries

3.1.3.1 Vehicle Circulation

Implementation of the CSU Chico Master Plan 2005 will have minor effects upon the general vehicular circulation system that serves the campus. campus. In general, the Master Plan identiﬁes the closure or potential closure of three street segments in the

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southern part of the campus that would enhance the pedestrian nature of the central campus as it expands slightly into the fabric of the City of Chico. In the ﬁrst instance the eventual incorporation of the Rio Chico area into the campus would allow the full or partial closing of First Street between Ivy Street and Orange or Cedar Streets creating a westward extension of the campus’ First Street pedestrian mall to the Rio Chico academic facility and Wildcat Activity Center sites. The Master Master Plan conceiv conceives es of a semicircular gateway pedestrian plaza at First and Cherry Streets as the primary access to these facilities linking them directly into the campus campus core. Further, First Street would then interlink an entire series of major existing or planned student and academic facilities along First Stre Street et including: The Meriam Library, Bell Memorial Union, the planned Student Services Building, Kendall Hall, Laxson Auditorium, the Performing Arts Center, the proposed Taylor II academic facility, the proposed Rio Chico academic facility, the proposed Aquatics Center, the proposed Wildcat Activity Center, Langdon Engineering Center and the First Street parking structure. structure. Since curre currently ntly the First Street parking structure utilizes First Street as an access to eastbound trafﬁc on Second

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Street, retaining a one-way access eastbound lane on First may be the appropriate conﬁguration for the Ivy-Cherry segment of First Street. If First Street was closed entirely to vehicular trafﬁc, a trafﬁc signal at Second and Cherry would probably be warranted. The second proposed street segment closure would occur along Normal Street between Second and Third Streets to allow for the development of a new parking structure to further serve the south part of the campus (Please note a second alternative parking structure conﬁguration would not necessitate closure of Chestnut Street). Street). Thirdly, the sho short rt street, Rio Chico Way would most likely be eliminated as part of the proposed Rio Chico academic and Aquatics Center projects identiﬁed below in the Master Plan.

Comprehensive streetscape improvements for the First Street Mall are a high priority campus project

3.4

First Street Today

necessitating appropriate landscaping, signage and building articulation. At the east end of First Street, the planned Taylor II academic building and the eastward extension of the First Street landscape improvements (delineated in Section 3.2.3), a similar visual and pedestrian gateway will occur. Similarly, with the addition of the Student Services Center at Second and Ivy Streets, a new campus identity point will occur.

A new pedestrian plaza is proposed at Cherry and First Streets. It would serve as a terminus of an improved First Street pedestrian ‘mall’ as well as an entry area to the proposed Wildcat Activity Center and the Rio Chico

The planned publicly oriented Natural History Museum to be developed in the Bidwell Mansion area of the campus, will be visible from Esplanade giving the University a new exposure along this major community artery and therefore will necessitate architectural design direction, appropriate landscaping

Academic/Aquatic Center facilities.

3.3

Artist’s Rendering of New Pedestrian Plaza at Cherry and First Streets

3.1.3.2 Campus Entries

Because several new facilities are planned to occur at the perimeter of the campus, c ampus, the campus will have new faces to the community in these areas, requiring landscaping and sign enhancements. Additionally, in some locations enhancements will be needed for pedestrian and/or and/or vehicular interfaces. The series of planned improvements to First Street including the Wildcat Activity Center and the Rio Chico academic facility will form a new pedestrian entry/gateway at First Street in the vicinity of the railroad tracks

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and signage to as properly the site to the community well aspresent integrating it into the campus. Lastly, the construction of a new parking structure facility within the campus along Second Street will create yet another CSU Chico facility interfacing with the community fabric, requiring sensitively articulated vehicular access as well as pedestrian and visual integration for its success. The architectural, architectural, land landscape scape and functional integration of the above mentioned facilities is treated separately in the Design Guidelines, Landscape Impro Improvements vements and Sign Plan sections of the Master Plan, Sections 4.3, 3.2 and 4.4, respectively.

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The proposed Taylor II academic replacement building is illustrated at the left.

3.5

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Artist’s Rendering of an Improved Campus Gateway Area at First and Salem Streets

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3.1.4

Open Space and Pedestrian Circulation

The CSU Chico Master Plan 2005 proposals will result in two principal qualitative changes to the open space and pedestrian system of the campus. In the ﬁrst instance instance,, each major building project will reinforce and create new smaller open spaces to the campus usually as court yard or fore court spaces created by by the building layou layout. t. These spaces will be pedestrian accessible and will consist of a balance of hardscaped and landscaped areas. Secondly, new and enhanced pedestrian pathways and associated open space corridors will occur in several areas of the campus. campus. Most notable will be the enhancements to the existing First Street ‘mall’ area as well as its extension westward as the Wildcat Activity Center student recreation facility and the Rio Chico Academic/Aquatics Center projects are eventually built. Other campus pedestrian spines will need selected landscape, hardscape, signage and street furniture improvements to provide better pedestrian support through the placement/replacement of new benches, light standards, building and directional signs and consolidated/improved

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bike storage areas. These im improveme provements nts will also improve the visual character of some areas as will selective landscaping revitalization, removal removal and/or p planting. lanting. See also Sections 3.2 and 4.4, 4.5 and 4.6.

3.1.5

Campus Residential Communities

The CSU Chico Master Plan 2005 accommodates a signiﬁcant increase in the amount of University controlled student housing, proposing the construction of up to 1,298 new bed spaces which would represent a 75 percent increase over the current number of spaces offered by the University. The new housing would be concentrated on the existing campus housing areas adjacent to Whitney Hall -- potentially including removal of Whitney Hall and its replacement with a new housing project—and on to be acquired sites in the College Park neighborhood immediately east of Esken, Meechoopda and Konkow Halls. The type of student housing proposed will meet the space, amenity and individual and group study needs of today’s student population. Further Further,, with the proposed housing plan a modern food service

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facility would be constructed offering several types of meal plans being built in conjunction with an indoor/outdoor patio dining facility. To assist in the accommodation of the expanded housing, a new parking structure is envisioned on the southern portion of the proposed College Park acquisition area. Further, the ultimate development plan for the College Park area is seen as a potential location of a second phase campus child care facility. (See also Sections 3.5.7.2 and 3.5.5 below). 3.1.6

3.6

George Peterson Rose Garden

Ancillary and Support Facilities

CSU Chico depends upon a well organized and strategically located group of support services that serve and maintain the t he campus infrastructure such as buildings, grounds and utilities that protect campus users and assets. Important physical facilities that fulﬁll this mission include the Maintenance/

land adjacent to the Central Plant will need to be reserved for the accommodation of the expanded central plant facilities.

Corporation Yard facility, the Central BoilerChiller Plant, Reynolds and Stiles Warehouse/ Receiving and the Campus Police.

facilities, Building S/Stiles Warehouse (34,491 GSF; 1950) and the Building R/Reynolds Warehouse (44,323; 1930) together make up a city block that is identiﬁed in the CSUC Master Plan 2005 as the site for the development of a student recreation center, referred to as the Wildcat Activity Center (WAC). As part of the plan to develop the WAC, additional warehouse space in reasonable proximity to the campus would have to be acquired, developed and/or leased.

The maintenance/corporation yard facility is located on First Street at Highway 32 and bordered on the north by Big Chico Creek and on the east by the railroad tracks. This facility serves most of the campus’ maintenance needs including repair, Facilities Management & Services (FMS) central supply, hazardous materials storage and service vehicle parking. The largest buildings of this facility were built in 1920 with several smaller structures dating to the 1962-1966 period. The CSUC Master Plan 2005 proposes that these facilities remain in their present location with a realization relatively large consolidated site maythat havethe some other potential campus use in the distant future. In this light, industrial oriented properties to the south along the Union Paciﬁc Railroad tracks are seen as potential future sites for development of FMS facilities. The Central Boiler Chiller Plant facility located in the extreme southwest corner of the Physical Education playﬁeld area bordering Big Chico Creek on the south, includes the campus boiler chiller and thermal storage equipment. With the develop development ment of various new campus buildings and to take advantage of future co-generation potentials, additional

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Currently the campus utilizes two aging warehouse facilities to store and receive various campus campus supplies and items. These

The present Campus Police facility consists of a temporary relocatable structure located on a small site at the northeast corner of Second Street and Normal intersection. intersection. This facility must be relocated once the Taylor Tathe ylor long Hall II project begins begins construction. Over term the CSUC Master Plan 2005 provides for a new police facility to be located on the ground ﬂoor of the proposed Siskiyou II academic building where it would enjoy central campus access. A minimum 12space dedicated police vehicle parking lot would be located to the north of the Siskiyou II facility. See also Section 3.4.7 3.4.7,, below.

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3.7

3.2

LANDSCAPE IMPROVEMENTS

•

3.2.1

Design and Planning Principles

•

In establishing the open space/landscape Master Plan, the following points are intended to further form a cohesive spatial experience and promote a strong campus identity unique to CSU Chico: • •

•

•

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Promote a positive collegiate learning environment. Minimize veh vehicular icular use within the Campus. Encourage alternatives to automotive use. Provide for an easily maintainable low life cycle cost landscape based upon sound and sustainable ecological systems.

3.2.2

Establish a strong network of pedestrian and vehicular connections. Recognize and further articulate a hierarchy of spaces and their connections as outlined in Exhibit 1.19. Recognize the contextual relationship within the City of Chico with concern for campus edge treatments and the City interface. Develop landscape design which reinforces cultural roots of the campus and its setting – the Bidwell legacy and Chico’s agrarian past. Promote the safety, security, securi ty, and welfare for all campus users.

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Landscape Improvement Areas

Landscape Context

Along with the design and planning principles outlined above, a set of landscape improvements are conceptualized within an open space framework which draws upon natural and cultural contextual cues: Big Chico Creek, the surrounding fabric of the City of Chico, the rich architectural past, and the horticultural heritage of the Bidwell estate. When overlaid onto the open space plan this rich context starts to deﬁne direction for the planned articulation of concrete, furniture, soil, and plant material. The spines are an extension of the urban grid, quad spaces promote collegiate tradition and academia,

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the interstitial wooded green spaces speak to being maintained in the form of an arboretum, and Big Chico Creek to be further rehabilitated and integrated as a greater remnant of riparian ecology. Development periods of various campus segments present today, further creates a variable for how the landscape should be developed. There is an inclination (and perhaps a mandate) to perpetuate the style and substance of the historic core within that general precinct, while the potential for introducing change into those areas dominated by the more recent period of development (within the last 50 years) tends to be viewed as a reasonable adaptation. That said, future site development shall respond, in various degrees of sensitivity toward style and context, to the University’s demands of changing curriculum and enrollment.

•

2005

First Street Upgrade. Create a more

pedestrian friendly promenade fully integrated with adjacent uses and connections to the town and campus. Elements include: reproﬁled concrete walkways to achieve a uniform pedestrian experience and proper drainage, special paving at intersections, street tree planting, seatwalls, planters, street furnishings, signage, art, upgraded lighting, and relocated bike parking. •

Pedestrian Spine from Meriam Library North to Legion Avenue. Elements

include: paving upgrades, reconﬁgured gathering spaces, street furnishings (benches, trash receptacles, bike racks/ screening), new plantings, lighting upgrades, planters, seat walls, and public art. •

Second Street Streetscape Upgrade to

improve newly expanded campus edge. 3.2.3

Improvements in collaboration with City of Chico include: street tree planting program, upgraded lighting, entry signage, some street furnishings. The pedestrian ‘paseo’/walk areas would include enhanced paving similar to the treatment already in place at First and Warner Streets

Landscape Improvemen Improvements ts

Exhibit 3.7 identiﬁes several landscape improvement areas that will require generic types of landscape treatments associated with new construction and/or landscape upgrades needed to transform areas in need of enhancement to bring them up to current standards or to move them towards the long term Master Plan 2005 vision for CSU Chico. Apart from the landscape additions associated with new building construction and building renovations the several areas of signiﬁcant landscape upgrade include:

•

Big Chico Creek Restoration. Ongoing

creek restoration. Thinning and/or eventual elimination of exotic plant species within riparian zone. •

Open Space South of Modoc Hall .

Selective removal of old trees. Redevelop green spaces. Maintenance of the existing ground sculpture. •

Open Space in Triangular Area East of Butte Hall. Selective removal of old plant

material to bring more light into this space. Reconﬁgure hardscape, replant, add site furnishings and lighting.

Landscape Improvements Improvements will Include Maintenance and Infrastructure Upgrades Such as Irrigation to Preserve the Campus Heritage.

3.8

The Campus East Mall Area as viewed from Meriam Library (Glenn and Colusa Halls in the Background)

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3.2.4

Landscape Design and Vegetation Management Management Practices

Unity

Besidestheprojectsoutlined above,landscape design and implementation practices are to be applied campus wide ranging in scope from vegetation management to the redesign and construction of speciﬁc campus areas. Goals for vegetation management in the CSU Chico campus setting include the following:

Select thematic planting to articulate the CSUChico campus as a place and environment of higher learning. Planting of this nature could be implemented in strategic locations, for example entries, spines and plaza areas. Additional campus areas identiﬁed for consideration of landscape modiﬁcation are highlighted in Exhibit 3.7 3.7..

Maintenance

Tree/ shrub pruning and removal to promote plant health, reduce frequency of maintenance, and promote a better environment for plant material to thrive. Maintenance practices need to be evaluated and standardized to achieve a consistent or prioritized level of landscape care.

The CSU Chico campus is characterized by mature landscaping. In some

Ecology

areas trees and other vegetation has coalesced into

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Promote symbiotic relationships through plant selection compatible with water, light, soil and climatic requirements. Ensure that plant choices account for growth and natural or artiﬁcial vegetative succession over time, especially with the Master Plan’s goals. Promote and establish zones (such as the Big Chico Creek corridor) to be propagated and maintained as, indigenous to the regional ecology, the more recent diverse horticultural groupings promulgated by Bidwell, or perimeter street planting as set fourth by City of Chico standards and guidelines.

a dense canopy restricting view corridors corridors and/or blocking night lighting. Some trees have reached their life expectancy or are susceptible to disease. disease. A plan of selective management of the CSU Chico ‘Campus Forest’ is proposed as a way of improving the functionality and appearance of the campus as well as maintaining overall vegetative health.

3.9

Security and Safety

The CSU Chico Mature ‘Campus Forest’

Ensure that visibility is created and maintained so that there are few visual barriers and that use areas on campus are ‘defensible’ spaces. Ensure that low branches do not interfere with vehicular and pedestrian ﬂow. Visibility

Plant, remove and/or culture plant trees, shrubs and ground covers to reinforce sight lines and paths of travel. Plant to articulate the Master Plan’s primary and secondary circulation and use hierarchies. Use planting order and hierarchy to emphasize circulation and ease way ﬁnding.

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directly or indirectly depend upon the health of the Big Chico Creek include the Bald Eagle and the winter run Chinook Salmon. The City of Chico General Plan calls for 100 foot protective buffer/non-development

THE PLAN AND THE NATURAL ENVIRONMENT

There are several ways that the CSU Chico Master Plan relates directly and indirectly to the natural environment. In all cases these relationships involve the conservation of natural resources. The most visible relationship the campus has to the natural environment is represented in the presence of Big Chico Creek which has been designated by the City of Chico as a Resource Resource Conservation Area (RCA). The creek and its related riparian habitat, which ﬂows through the center of the campus, occupies approximately 12 acres of land. Much of this habitat has been altered by the invasion of non-native species, a situation that is being slowly addressed through a restoration project of non-native species removal and replacement with appropriate native plantings. The creek creek co connects nnects the

set-back zones from the top of creek banks to insure space for open space corridors. These corridors would permit low-impact recreational use activities such as bike and pedestrian pathways in these corridors.

campus the SierraRiver foothills the east, with thewith Sacramento andtoultimately with the Paciﬁc Ocean to the southwest. Among the better known species that may

Other ways in whichof thenatural master plan supports the conservation resources is through its plan components and programs that lead to greater conservation of energy with secondary reductions in atmospheric pollutants. These plan components are covered in more detail in other sections of the Master Plan: promotion of pedestr pedestrian ian and bicycle alternatives to internal combustion vehicle use, Section 3.5.7.3, Sustainability and a LEED Campus, Section 3.6.3 and Strategic Energy Plan—heating/cooling/ lighting of campus facilities, Section 3.6.4.

CSU Chico also hosts the Bidwell Environmental Institute which manages several land preserves for the primary purposes of protection, enhancement, research, and education. These land areas include the 3,950-acre Big Chico Creek Ecological Reserve, the 300-acre Butte Creek Ecological Reserve, and the 80-acre Eagle Lake Field Station.

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Big Chico Creek Raparian Area

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3.4

PROPOSED STATE-SUPPORTED ACADEMIC FACILITIES

3.4.1.2 Special State-Supported Facilities Needs

3.4.1

State-Supported Facilities

Technology: Changing communications, work Technology: place and learning/teaching technologies

Various types of university facilities are eligible for funding under CSU State guidelines. These are the core academic facilities needed to support the education of the California State University student population. Various types of e essential ssential utilities and support infrastructure are included in the state-funded category. Generally, facilities, primarily or exclusively exclusively used by students for non-instructional or administrative purposes and/or used principally by the community, are not supported through CSU system funding. A graphic summary of state and non-state projects that comprise the major campus investments anticipated in the CSU Chico 2005 Master Plan is depicted in Exhibit

3

3.13. 3.4.1.1 State-Supported Instructional Space Needs

10

With the anticipated increase in campus physical capacity growing from from 14,000 FTES to 15,800 FTES, a commensurate need in instructional spaces will be warranted (+1,800 FTES capacity). In gene general, ral, based upon the CSU Chancellor’s Ofﬁce ASF/FTE model, CSU Chico would need an additional 83,700 ASF of instructional space (1,800 x 46.5 ASF/FTES) to service its students (approximately 128,700 GSF based on an average building efﬁciency of 65 percent). Most of this new net instructional space would be needed in the areas of classrooms (lecture), laboratories and ofﬁces. Actual projections of needed academic spaces, developed by CSU Chico, anticipate a series of new facilities, removal of substandard facilities and minor reassignments of existing space categories. The majority of the needed spaces have been conﬁgured as proposed new buildings that occur on the 2005 Master Plan Summary map and as further described below.

will require upgrades to most CSU Chico building facilities. In particular, additional existing classrooms and laboratories will need to be converted into “smart” classrooms connecting students with a host of distributed information and learning potentials. Likewise, key facilities such as the Meriam Library may continue to require technology upgrades as new and diversiﬁed learning models are implemented. The $13 million Telecommunications Infrastructure Initiative (TII) project currently underway will provide the backbone connectivity for the campus upon which existing and subsequent classroom upgrades upgrades will connect. By 2002, over 50 CSUC classrooms were considered at some level to be “smart classrooms”— some having basic “smart” components like overhead projectors, a VCR and/or network computers -- to others with fuller capabilities made possible with data projectors, student laptop connectivity to the University network, Internet and/or room monitors and screens. Similarly, CSU Chico has set goals to increase the contribution of satellite centered and distance learning to its total delivery of educational services as expressed in FTES. This will require technology upgrades for on campus facilities needed to deliver those services and will impact the conﬁguration of satellite facilities. Physical Education: With the construction of the new Physical Education facility, Yolo Hall, outdoor ﬁeld space was diminished by approximately 2.2 acres, reducing the total PE-related acreage to about 32.1

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acres. The CSU State State standard for outdoo outdoorr physical education facilities for universities with enrollments of 15,000 (or similar to the planned enrollment of CSUC) is 34 acres.

removal and mitigation, HVAC renovation, and electrical systems totaling an estimated $ 20,652,000. in improvement improvement costs. A capital improvement improveme nt project for the rehabilitation of Butte Hall has been included on The CSU

Acker Gymnasium and the campus pool (see also Section 3.4.8 below) both require repairs, upgrades and/or replacement to improve their efﬁciency, functionality and appearance.

Chico 5-Year Capital Outlay Program for the 2009-2010 period. Because of the extensive nature of the rehabilitation project which will affect all seven ﬂoors and multiple building systems, temporary academic space will be needed during the construction period to house the displaced academic programs.

3.4.2

Proposed State-Supported Academic Facilities 3.4.4

The 2005 Master Plan proposes the development of ﬁve new state-supported facilities, one major renovation project and two future land acq acquisition uisition projects. projects. The acquisition projects are identiﬁed as “reserve sites” for a future academic facility (Rio Chico area) and for additional campus student housing and parking (College Park area). These projects are needed as part of the overall strategy for growth and replacement/ renovation of substandard facilities. The proposed 2005 Master Plan projects include: Classroom/Laboratory Classroom/L aboratory Facilities

1. 2. 3. 4. 5.

Butte Hall Rehabilitation Taylo Taylorr Hall Replacement (Taylor (Taylor II, replacement facility) Modoc II (new facility) Siskiyou II (replacement facility) Rio Chico Physical Education Facility/ Aquatics Center (new non-state funded facility)

New Facilities

Taylor Hall Replacement (Taylor II)

67,000 ASF 98,529 GSF The current Taylor Hall was constructed in 1965 and today exhibits numerous building system deﬁciencies, including those related to electrical, mechanical, ADA accessibility and ﬁre life safety. Taylor Hall is occupied by the College of Humanities and Fine Arts which, as the largest program on campus, is programmed for continued growth and has many special needs that its current program space does not provide. provide. Additionally, various academic programs have grown beyond the physical space capacity of Taylor Hall and in various other buildings in which they are located. For instance, many ofﬁce and classrooms related to these programs are currently situated in temporary modular buildings.

Other Academic Facilities

1. 2.

Student Services Center (replacement/ consolidation facility) Outdoor Physical Education Facilities

3.4.3

Butte Hall Rehabilitation

Proposed Rehabilitation: 48,538 ASF 88,874 GSF Butte Hall, built in 1972, is in need of extensive modiﬁcations related to asbestos

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Proposed Taylor II College of Humanities and Fine Arts Facility

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To address these inadequacies it is proposed to replace the obsolete Taylor Hall with a new and expanded building to meet the projected instructional needs of the College of Humanities and Fine Arts.

all of the College of Humanities and Fine Art’s facilities are located, it will also be the best opportunity to provide the College of Humanities and Fine Arts with its full complement of entitled facilities.

The Taylor Hall Replacement project will address several of the University’s strategic plan goals by providing a high-quality learning environment with the latest in instructional technology, that is safe for students, faculty and staff, and cost ef fective to operate and maintain. In keeping w with ith this campus’ unique role in Northern California, and consistent with CSU Chico’s Strategic Plan, the College of Humanities and Fine Arts provides the majority of Music, Theatre and Fine Arts resources for the entire region. This new building will greatly enhance the College’s ability to meet these strategic goals.

Further, because the current Taylor Hall architecture is out of place with the surrounding buildings and as the building helps form the downtown Chico gateway to the campus, replacing it with a new more compatible structure will give CSU Chico a new public face and vastly improve the visual appearance of the campus and its interface with the City of Chico.

At its core, this project is planned to provide additional faculty ofﬁce, lecture/instructional laboratory and instructional activity space which will include dance and music practice, recording studio, and recital hall space for the College of Humanities and Fine Arts (HFA) and its departments of Art, English, Philosophy, Foreign Languages, Music and Theatre.

There is a large array of student services functions and ofﬁces serving the CSU Chico student. Currently, these are located in several scattered temporary and borrowed permanent facilities that are either substandard or that must yield their space to their primary inte intended nded users. Existing spaces are located within Meriam Library where they are temporarily occupying space needed by the Library itself, within the Aymer Jay Hamilton facility (AJH), a substandard facility planned for removal, within Sierra Hall, a small on-campus facility planned for administrative ofﬁce users and within portions of Kendall Hall, the University’s main administration building that is planned to receive other University administrative functions.

This project will replace the existing Taylor Hall with a new 1 or 2 and 4-ﬂoor building forming courtyard, fore court and entry court spaces around the perimeter. In particular, entry court and/or transition spaces would likely occur at the First Street/Normal Street and Second Street/Normal Street corners. Building architecture would be compatible with surrounding structures including the historic core following the ‘Design Guidelines for New Facilities’ articulated in Section 4.3. Building massing would decline decline from from a four-ﬂoor conﬁguration on the First Street mall side to a planned one to two-ﬂoor conﬁguration in the vicinity of Second Street. All interior spaces would be designed to modern standards and would include stateof-the-art classrooms and laboratories.

3.4.5

79,960 ASF 122,422 GSF

A new 4-ﬂoor Student Services Center is currently in design that would consolidate the student services functions on the one

This project, along with the Student Services Center (see below), will replace several temporary facilities totaling 28,738 ASF. Because of its location in the heart of the Southeast Campus Quadrangle, where

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Artist’s Concept of Planned Student Services Center

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California State University, Chico 2005 Master Plan Summary

Student Housing

Butte Hall Parking Structure

(Building Rehabilitation and Upgrade)

P.E. Pool

Student Housing

(Replacement Project)

Modoc II (Academic Building)

AS Child Care Center

Siskiyou II

Northern California Natural History Museum

(Academic Building)

3 12.5

Aquatics Center (AS Recreation)

Rio Chico P.E. (Academic Building)

Selvester’s Cafe (Expansion)

Wildcat Activity Center (AS Recreation)

Student Services Center

Taylor II (Academic Building) Regional Continuing Education Center (Building Retroﬁt)

Parking Structures

Alternative Site for Parking Structure

CSU CHICO MASTER PLAN

block site immediately south of the Meriam Library and west of the Bell Memorial Union. The building layout will feature a courtyard oriented towards the Meriam Library/First Street Mall, as well as an entry court where the structure forms a natural south entry to the university along Ivy Street. Street. The building architecture will feature signiﬁcant façade base and entire facades with brick veneer, the differentiation of façade units into classical ‘base’, ‘middle’ and ‘top’ units and façade articulation creating visual interest and human scale. 3.16

3.4.6

Modoc II

Proposed Building: 37,980 ASF 58,400 GSF Originally completed in 1950 as a public school structure, the Aymer Jay Hamilton

2005

Modoc II Project Concept

way of partially obtaining the classroom laboratory space anticipated as part of CSU Chico’s growth to a 15,800 FTES campus. The site created by the removal of the AJH facility would also create additional space for a phase 1 child care center (118 children capacity) potentially constructed in association with the adjacent existing Modoc Hall. The entire site, when coupled

facility (AJH), located in the northeastern end of the campus, is a relatively small, inefﬁciently conﬁgured one-story building in poor condition. Removal of the structure to create a site for a two to three ﬂoor modern classroom laboratory facility is seen as a

3

with adjacent open space and parking lot facilities, would also provide space for a proposed Natural History Museum (a nonCSU-funded facility).

13

The Siskiyou II project would accommodate academic growth as well as a ground floor Campus Safety facility.

3.17

Artist’s Rendering of the Proposed Siskiyou II Building with a Bicycle Parking Area Enclosed in Low Hedges Shown in the Foreground

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Siskiyou II Concept (looking north 3.18

3.4.7

from Meriam Library)

proposed University Police facility would be oriented to the service road north of the Siskiyou II facility where from this central campus location it would have direct access to Warner Street as well as direct access to the service routes linking all the CSU Chico facilities east of Warner. Warner. This campus police facility would maintain some walk-in access to the campus along the mall and/or Warner Street with the bulk of the facility lying to the north of the Siskiyou II structure. A minimum of 12 dedicated screened from public view parking places would also be placed to the north of the building tied into the service road.

Siskiyou II

43,430 ASF 66,150 GSF At the present time, the aging, single-story, non-descript Siskiyou Hall building occupies the site where the new Siskiyou II building is

3.4.8

Rio Chico Physical Education and Aquatics Center Facilities

Physical Education Facility (PE III): 46,400 ASF 71,000 GSF

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3 14

planned. The existing Siskiyou Siskiyou Hall was built in 1957 as an industrial arts instructional facility. The building does not efﬁciently utilize the site and is also more expensive to maintain per square foot than a modern, efﬁcient multi-story building. The new building will provide more usable square footage for the campus in a smaller footprint. The Siskiyou II replacement facility is conceived as a four ﬂoor classroom/laboratory building with a ground ﬂoor University Police facility. The four ﬂoo ﬂoorr classroom/lab building would be oriented to the main campus eastwest mall and to the open space corridor extending north from the Meriam Library helping to visually deﬁne those spaces. The

3.19

C H A P T E R

The site currently occupied by a small residential neighborhood known as Rio Chico due to its adjacency with Big Chico Creek is surrounded by land owned by the University and has been considered a prime site for acquisition to provide needed land for University programs. The Rio Chico neighborhood contains several single family residences of historic value leading to a CSU Chico Master Plan 2005 proposal to retain in place or relocate any historic structures to nearby historic residential neighborhoods as part of any acquisition and development concept for the site.

Rio Chico Academic and Aquatics Center Concept

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Chico Outdoor Athletics

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As the Rio Chico area is bordered on the south by First Street it lies adjacent to the planned Wildcat Activity Center and is connected by pedestrian bridge directly to the campus Physical Educational ﬁelds and facilities, it has natural potential as a site for future physical educational, athletic and recreational activities. Using projections for future space needs based upon a 15,800 FTES campus, there is a long term need for approximately 80,000 ASF of Physical Education oriented and other academic space that could be accommodated on the Rio Chico site. This potential academic space yield for the site has been reduced in the Master Plan 2005 to accommodate a recreational Aqautic Center facility. The development concept for the site could if necessary retain the existing historic structures on site. The Master Plan 2005 therefore indicates the joint development of the Rio Chico site (including the CSU Chico owned surface parking lot to the west) with the following facilities and features:

3.4.9

2005

Outdoor Physical Educational Facilities

State Standard for 15,000 Enrollment Campus: 34 Acres Existing Campus: 32.1 Acres Needed Acquisition: Acquisition: 2.2 Acre Acres s As a result of CSU Chico’s limited land assets, Outdoor Instructional Physical Education space has been used as the only available sites for the recently constructed Yolo Hall Physical Education II pr project. oject. The outdoor PhysicalEducation space needed for playﬁelds and other facilities has therefore t herefore fallen below the state standard allotment of 34 acres for a CSU campus of an enrollment of 15,000. Further, additional outdoor ﬁeld space will be lost with the future expansion of the Central Plant facility which lies at the south end of the ﬁeld area. The Master Plan propo proposes ses the acquisition of about ﬁve acres in proximity to the locus of the existing Physical Education

•

Physical Education facility that would accommodate additional basketball, multipurpose and/or other specialized indoor courts, aerobics, dance and fitness rooms as well as showers, small classroom and office spaces;

•

A recreationally oriented Aquatics ter facility that could share locker Cenand shower facilities with the PEIII project.

•

Open space plaza at the southeast corner of First Street and Cherry Street forming part of a conceptualized western terminus of an extended First Street pedestrian mall;

•

Limited surface parking and service access between the west end of the proposed facility and the Union Pacific Rail Road tracks;

•

Potential retention on site of existing historic structures.

•

Pedestrian access to the CSU Chico core PE program area via the existing pedes-

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3.4.10

Land Acquisitions

Figure 1.34 identiﬁed two of the largest land parcels adjacent to to the campu campus s needed to implement important components of the CSU Chico 2005 Master Plan: the College Park and Rio Chico areas which are needed for future student housing and Physical Education facilities. Additional land parcels will be needed to provide for future parking and outdoor recreational facilities. Land for small surface parking facilities may be acquired in the downtown Chico areas southwest of the campus and on either side of the Union Union Paciﬁc tracks. Some of these same areas could potentially be developed as sites for various campus maintenance functions, campus warehouse facilities lost to the development of the Wildcat Activity Center or possibly structured parking.

trian bridge over Big Chico Creek.

C H A P T E R

program. The most appropriate sites lie west of the railroad railroad tracks along Highway 32. In addition to the needed outdoor PE space, CSU Chico has identiﬁed the need for 38 acres of additional athletic and recreationalrelated open space (see Outdoor Recreation below, Section 3.5.2) some of which could also be purchased in the Highway Hi ghway 32 corridor or other nearby locations to create a grouping of interrelated outdoor educational, athletic and recreational facilities.

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Properties suitable for the development of much needed outdoor student recreational facilities have in general been identiﬁed west of the Union Paciﬁc tracks and east of Highway 32/Nord Avenue Avenue (see also Opportunities and Constraints, Section 1.8). Additionally, all concepts for the development of Rio Chico area would either retain existing historic structures or potentially relocate them to historic residential areas of downtown Chico. CSU Chico would would be invo involved lved in this process including the potential purchase of home sites to receive the relocated structures. All actions would be coordinated with the City of Chico Planning Department.

3.5

PROPOSED NON-STATESUPPORTED FACILIT FACILITIES IES

3.5.1

Non-State-Supported Non-State-Supported Facilities Conditions and Needs

Currently, approximately 1,731 students are accommodated in University-sponsored residence halls and apartments. There is additional demand for on-campus housing that cannot be met in existing facilities; similarly, an increase in student enrollments is expected to increase the demand for housing and therefore the housing shortfall. In conjunction with the Housing Planning Committee, a study of CSU Chico Housing and Food Services was conducted in 2002 to provide alternatives for increasing student housing capacity and for replacement of the existing dining facility in Whitney Hall in order to increase the capacity of the dining facility, which is currently operating with out-of-date equipment and is serving three times as many people as its original design intent. A review of existing documents and reports on the housing and food service facilities indicates that the cost of renovating Whitney Hall to meet the necessary seismic and code upgrades would reach $13.3 to

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3.5.1.1 Summary

The California State University system does not provide direct funding support for various university facilities that are primarily for nonacademic or community use. Important university facilities in this category include university-sponsored student housing, student recreational facilities, child care and parking facilities. These are all of p particular articular and growing importance to CSU Chico as CSU Chico is both a residential campus and one that, to a greater or lesser degree, seeks to provide the types of ffacilities acilities that attract students from outside its core service area to complete its enrollment mission - approximately 55 percent of CSU Chico students listed areas outside of the CSU Chico service area as their area of permanent residence.

$14.3 million, including renovation of the food service facilities. Given that these co costs sts would not result in an increased housing capacity, it is recommended that Whitney Hall be eventually replaced or renovated, and that a new food service/dining facility be included as a component of any new student housing project in the Whitney Hall area. (This study also addressed the need for facilities to increase the campus residential parking capacity.)

3.5.1.2 University-Sponso University-Sponsored red Housing: Building Community, Supporting Student Learning

Given the existing levels of unmet demands for university-sponsored housing coupled with the inadequacy of the Whitney Hall dormitory which represents an on-campus capacity of 496 students, the CSU Chico 2005 Master Plan proposes the signiﬁcant expansion of university-sponsored housing to a level of about 1,800 students (beds).

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CSU Chico Student Housing: Builds Community

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CSU CHICO MASTER PLAN

As a general principle, CSU Chico seeks to improve the quality of life on the campus through its residential programs. programs. Further, Further, the University recognizes that signiﬁcant learning takes place in non-classroom settings and that strong residential programs can foster academic achievement as well as social and personal responsibility by generating the mentoring relationships and friendship bonds that serve to transmit the university’s values. The residential program is a particularly potent tool for socializing ﬁrst-year students, the primary consumers of universitysponsored housing. Small-scale residential residential programs can work to break down the scale of the university campus into smaller social groupings in which individual students readily develop the networks that help socialize them to the expectations, requirements and norms of university university life. When coupled w with ith a strong Student Recreation Center program

2005

groups of 20 students in single and double sleeping rooms. This conﬁguration, which accommodates Resident Assistants and other staff where required, encourages the formation of group bonds and social networks and serves to break down the institutional scale of a university residence. Housing Sites

After investigating seven possible sites for housing, it was determined that, to strengthen and reinforce the University’s existing northwest precinct residential community, the most appropriate sites were the re-use of the Whitney Hall site and fur ther development of the College Park site, adjacent to Esken, Meechoopda and Konkow Konkow Halls. The College Park development will require the University to acquire additional existing residential properties in the neighborhood. Parking capacity for residential needs is included in the development vision for the College Park

that provides both scheduled and informal activities, small-scale housing provides the foundation for a healthy student life-style.

site.

There are a number of other advantages to the University of a campus housing program that incorporates small-scale facilities. Research results indicate that freshmen who have lived in small, community-model housing are more likely to return to the university in their sophomore year than students housed in large dormitory settings. In addition, parents’ concerns about safety and security can be addressed by small university-sponsored residential programs which counteract the sense of anonymity often inherent in a large university setting. These factors, in turn, serve to maintain the housing service revenue base by keeping residential buildings full, and can reduce the need for on-campus parking.

An assessment of the Whitney Hall food service by Cini-Little and the Cornyn-Fasano Group indicates that this 25-year old facility should be completely renovated or replaced. Consisting of a kitchen/food preparation area, a storage/loading dock area, a servery and a dining facility facility.. The rep report ort indicates that the space is too small to prepare and serve meals for the current 1,561 meal-plan consumers, and that both the equipment and the market concepts are outmoded, thus limiting an expansion of the food services.

3

Residential Food Service 17

Housing Conﬁguration

On the basis of a review of existing student housing models, a dormitory-cluster model (Exhibit 3.22) was chosen as the most effective way of creating small-scale residential communities on the sites identiﬁed for expanded University-sponsored student housing. The recommended housing model includes common space— lounge, kitchen, toilet facilities—shared by

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3.23

Whitney Site and Proposed Site Plan

Whitney Site Development Summary: • Provides 136-196 new bed-spa ces (replaces 7 74% 4% of Whitney housing on site) • Provides 10,900 gsf n new ew and and rreplacement eplacement student life/recreation life/recreation spa space ce

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• • • •

Allows pedestrian passage to n north orth without comprising residents’ privacy and security Provides view int into o dining facility from from pedestrian pathway to encourage encourage fac faculty, ulty, staff staff and n non on mealplan resident Patio dining helps activate courtyard Creates ample open space space for informal recreation without hampering hampering student p privacy rivacy

3.24

College Park Site and Proposed Site Plan

College Park Site Development Summary: • Provides 370-502 new bed-spac bed-spaces es • Provides 6,300 gsf new student life/recreation life/recreation space • Creates informal recreation/open space for for e existing xisting and new residences • Two buildings can be phased separately • Creates residential precinct with existing residence halls • Allows pedestrian passage through site to activate open spaces

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3.5.1.3 Master Plan Housing Recommendations

Given the documented deﬁciencies of the Whitney Hall structure and the costs required for its upgrade, as its primary recommendation, the Housing Master Plan suggests that Whitney Hall be demolished and the site re-built with a new student housing project. It should be noted that the university upon further investigation may ultimately chose to demolish and replace or totally renovate the Whitney Hall facility. This decision can be delayed pending additional conﬁrmation studies while the other student housing construction plans continue. Accordingly Accordingly,, the approach to increasing University-sponsored housing capacity is a phased plan on the Whitney Whit ney and College Park sites that allows for new bedspaces and dining facilities to be constructed to replace Whitney’s capacity before the existing structure is demolished. Exhibits

2005

to be constructed in Phase 1 of the Housing Master Plan. The facility recommended in the Cornyn Fasano Gr Group oup Report is sized and equipped to prepare and serve up to 6,500 meals per day to a maximum of 2,200 meal plan participants and cash customers. Projected market concepts include display cooking, grill, sandwich/soup/deli service, ethnic food stations, and a mini-convenience operation; these concepts are based on popular food types and formats and are set up to encourage cash business as well as appealing to fo food od plan consumers. The site plan for the Whitney site accommodates a dining patio and allows for the interiors of the dining facility to be visible to students passing by and through the building. Residential Parking Recommendat Recommendations ions

New housing capacity will increase requests for residential parking while at the same time replacing surface parking with housing

3.23 and 3.24 show site plans and analyses of the residential buildings that make up the Housing Master Plan.

buildings. The Master Plan housing proposals include parking spaces in surface lots and parking structures to accommodate student residents; these parking facilities are concentrated on the Stadium Lot and East Stadium block sites. The Master Plan phasing recommendations show how these parking facilities can be used to address the campus-wide need for general parking during the near-term, before all planned housing is built. built. The Master Plan suggests that the existing bicycle parking at Whitney be replaced on the re-built Whitney site in open space perimeter areas not dedicated to pedestrian thoroughfare or emergency

The Master Plan recommendations for campus housing are based upon the dormitory-cluster model described above. The complete Plan with Whitney replacement provides for up to 1,298 new bed-spaces on the two sites, which would bring the campus total to to 3, 3,029 029 rrentable entable be bed-spaces. d-spaces. The Plan would be developed in four phases, and each phase incorporates both housing and adjacent open space for informal recreation activities.

vehicle access. Housing buildings are four stories high to maximize the capacity of the sites and to make the best use of existing and newlyacquired properties on a campus where land is scarce. Each housing building incorporates within it space for student life/recreation including ofﬁce space, living/ learning centers, recreational facilities, laundry/storage and custodial facilities. Residential Food Service Recommendations

The Master Plan proposes incorporation of a new 23,000-gsf facility on the ground ﬂoor of the ﬁrst new 4-story residential building recommended for the Whitney site,

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3.5.2

Outdoor Recreation

CSUC’s outdoor athletic/Physical Education facilities are essentially dedicated to instructional purposes and not generally available to students and faculty for recreational use. Likewise, indoor PE facilities are reserved ﬁrst for instructional use but are also in high demand for intramural and recreational use. This lack of dedicated recreation-oriented facility space at CSUC represents a weak link in the provision of quality quality of life at the campus. In this light, it should be noted that CSU, Chico effectively competes for student enrollments with other California State Universities that do provide a wider range and availability of recreational resources for their students. The needed facilities include various outdoor intramural (now referred to as “recreational sports”) ﬁelds, indoor intramural courts and indoor recreational courts, ﬁtness facilities and a recreational pool.

3.5.3

Wildcat Activity Center (Student Recreation Center)

An analysis completed by Brailsford & Dunlavey, a consultant group specializing in initial needs analysis/programming of student recreational facilities, has identiﬁed the need for a CSU Chico student indoor recreational facility with the overall ﬂoor space characteristics indicated in the table provided here. Subsequently,, Brailsford & Dunlavey, working Subsequently in conjunction with the CSU Chico Associated Students and the University administration, Indoor Recreational Program

Needs/Preliminary

Student Recreational Center

75,000 to 130,000 SF

Optional Natatorium (25 to 50 Meter Pool)

12,000 to 20,000 SF

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In 1999, the Vice President for University Advancement and Student Affairs directed an administration and faculty task force to project current and future needs for student recreational and intramural sports ﬁelds and facilities. This group, utilizing planning criteria provided by theAssociation National IntramuralRecreational Sports (NIRSA), projected that the following facilities totaling over 38 acres would be needed to address CSU, Chico’s recreational needs: Outdoor Program

Recreational

Needs/Preliminary

Intramural Fields (15 ﬁelds) Intramural and Jogging Path

20.3 Acres

Pavilion/Locker Rooms/ Administrative Administrativ e Ofﬁces/ Restrooms

.4 Acres

Sports Fields (6 ﬁelds) and Outdoor Skating

8.7 Acres

Open Recreation (New and expanded needs)

9.3 Acres

TOTAL

38.6 Acres

identiﬁed a speciﬁc recreational program that was desired and deemed fundable through bonding to be paid down through additional student assessments. assessments. The enabling student referendum was defeated partially based on a large assessed fee. The current student recreation center concept is envisioned as a two-level, 120,000 SF indoor recreation center to be placed on University-owned sites, bordered by First Street, Cherry Street, Second Street and the railroad right-of-way on the north, east, south and west, respectively. respectively. This location is close to the existing CSUC parking structure and to the Rio Chico site, programmed for future acquisition for development of Physical Education facilities and a recreational Aquatics Center.

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3.5.4

Aquatics Center

Deteriorating pool walls, ﬁltration, mechanical and electrical systems have rendered the current campus pool facility inadequate for continued Physical Education instruction, therefore, necessitating its replacement. Given campus land asset availability, it has been determined that replacement on a site that includes its current P.E. location is appropriate.. In addition to a P.E. replacement appropriate facility, there has been considerable interest from the Chico School District and the greater Chico community for a pool that could serve both the instructional and recreational needs of these groups. groups. In addition to the pool itself, the pool facility would need to be supported with bathrooms, showers, locker rooms and other related facilities. These associated support facilities could be built into a pool facility or the pool itself could be built in conjunction with the WAC or other planned facility possessing the needed showers

3.5.5

2005

Child Care

There has been a long-term interest in creating additional child care facilities within close proximity proximity to the cam campus. pus. The current facility, the Associated Students Children’s Center, located in the Aymer Jay Hamilton building (AJH), at the outer northeast edge of the campus, has a licensed capacity of 55 children. It is recognized that this facility only meets a fraction of the current and projected demand for child care based on the following factors: 1) past studies of the need for child care services; 2) the length of the current waiting list for child care and development services for 0-5 year-olds; 3) after-hour (primary school) child care is currently not available; and 4) changing student demographics suggest that a greater number of students with children are attending and will continue to attend CSUC in future years. A child care expansion option analyzed in a

and lockers. The basic program for a recreationally oriented Aquatics Center with adjoining outdoor covered and uncovered activity spaces suitable for gatherings and passive recreation is outlined in the table below and in Section 3.4.8.

1997 study prepared by Lionakis-Beaumont Design Group, proposed the construction of a new 118 child capacity facility in the general location of AJH and adjoining intramural play ﬁeld. It was e estimated stimated that this facility would serve approximately 25 percent of the total campus demand for such a facility/ facilities -- which equates to a demand for facilities able to accommodate 472 children. The facility proposed in 1997 would require approximately 43,000 SF of building and a slightly larger amount of outdoor space including associated parking. A ﬁrst phase o off this building program requiring 21,500 SF of building and approximately an equal amount of outdoor open space was proposed and has been included as a component of the proposed Modoc II building project.

Aquatics Center Preliminary Program

25 to 50 Meter Pool (7 –9 lanes)

12,000 to 20,000 SF

Associated Showers, Locker Facilities, Bathrooms, Ofﬁce, Storage, Mechanical

15,000 SF

   n    o    i    t    a    c   u    d    E    f    o    t    n    e    m    t    r    p    a    e    D    a    i    n    r    o    f    i    l    a    C   :    t    i    d    e    r    C    o    t    o    h    P

A New Larger Capacity AS Child Care Center is Planned

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AS Child Care

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Child Care Center Space Needs

Estimated Total Campus Need (472 Children), Building Indoor Area

172,000 SF/ 137,600 ASF

Estimated Total Campus Need (472 Children), Outdoor Areas

177,200 SF

Estimated Minimum Project Need for Child Care, Building (AS, Modoc II site)

21,500 SF/ 17,210 ASF

Estimated Minimum Project Need for Child Care, Outdoor Area (AS, Modoc

22,150 SF

II site)

A second phase project could potentially be incorporated into the long term student housing proposal for the development of the College Park site. See Section 3.5. 3.5.1.2. 1.2.

3.5.6

Regional and Continuing

3.5.7

Circulation and Parking

3.5.7.1 3.5.7 .1

Vehicular Access and Circulation

Based on a Fall 1998 Voice Response Registration Survey (VRRS), about 35 percent of CSU Chico students arrive to the campus by private automobile or motorcycle. A small percentage arrive arrive by carpo carpool. ol. These students, by deﬁnition, are supported in their mode of arrival by the existence of affordable parking in proximity to the campus. The amount and location of student parking is of major to and those students who must use importance private autos; it is assumed, is a factor in regulating the number of students who choose to walk or bicycle to school to save time, money and inconvenience over choosing to drive to the campus. The large number of students who bicycle and walk to campus, an estimated 58 percent, contribute to the pedestrian, small scale atmosphere so much enjoyed by CSU Chico.

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Educational Facility

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The Regional and Continuing Education (RCE) program, presently located in a modestly sized but historically elegant Center for Continuing Education Building (CCE), will remain in its current facility while expanding into the neighboring Colusa Hall facility to the south where it will occupy the entire structure. This new space will be used for seminars and have a small kitchen facility. The seminar space will be conﬁgured to allow ﬂexibility with regards to the number and size si ze of seminars possible. possible. Its central location on the campus makes it a sought after location for summer and weekend learning programs with the added potential of utilizing partially vacant nearby student housing, when available, to house RCE participants.

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Usually Walk

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4,107

Usually Bike

30

4,400

Bus/Carpool

6

880

35

5,234

100

14,668

Automobile/Carpool Total Source:

Voice Response Registration Survey (VRRS), Fall 1998

Student parking areas are distributed at the periphery of the CSU Chico campus with the largest largest two concentrations lying north of the campus in the vicinity of the College Park neighborhood, with over 700 spaces, and in the southwest margin of the campus, with over 900 spaces. Many of the northern spaces are associated with students who stay in CSUC-sponsored campus housing who do not drive to school but use their auto occasionally. Based on these concentrations of student parking, coupled with the City of Chico road network, it is assumed that when nearing the campus most students arrive using the following road facilities:

Colusa Hall: New Home to the RCE Program

3.29

Modes of Campus Arrival

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CSU CHICO MASTER PLAN

3.30

Parking Structure Concept for the East Stadium Block Site

From the North: From the Northwest: From the Southwest Southwest::

Esplanade, Highway 32, 1st Avenue Highway 32, Warner Street Dayton Road, Ivy Street, 8th Street, Hwy 99

2005

automobile spaces temporally unavailable) there were at least 305 curbside and City of Chico Lot No. 7 off-campus spaces that CSUC users utilize. Togethe Togetherr this represents an observed need of about 2,515 spaces. Kaku Associates estimated that another 10 to 20 percent latent demand would be associated with auto use at CSU Chico which would bring the total estimated current campus parking demand into the 2,765 to 3,015 space range. To accommodate the future campus enrollment target of 15,800 FTES, Kaku Associates estimated that a total of 3,220 spaces would be needed. Finally, by also factoring in an estimate of the spaces that would be lost to the campus (420) as a result of Master Plan projects and as a result of relinquishing the leased parking facility at West Sacramento Avenue and Warner Street (Lot AD) a total future parking need of 1,430 new net spaces was identiﬁed.

From the South:

Parking Needs

Park Avenue/ Main Street; Ivy Street 8th Street, Ivy Street

From the Southeas Southeast: t:

Supply or Demand Current On-Campus Supply

When planning for the arrival of students to the campus by vehicle, and while considering wayspedestrians of reducingand conﬂicts between vehicles and bicyclists, it is important to study the functioning of these roadway facilities 3.5.7.2

Parking Facilities

Currently, there are some 2,143 nonmotorcycle parking spaces at CSU Chico. Most of these spaces are distributed in surface lots around the perimeter of the campus with major concentrations in the extreme northern part of the campus, where they are associated with student housing and athletic facilities, facilities, and in the southwest portion of the campus, where the 646-space Second/Cherry Streets parking structure provides easy access to a core activity area of the campus anchored by the Library and Student Union. In the Fall of 2004, Kaku Associates developed a parking needs assessment for CSU Chico. The study fou found nd that in addition to a total number of on-campus 2,210 parking spaces (including motorcycles and excluding

C H A P T E R

T

Number of Spaces 2,143

H R E E

:

Estimated Campus-Utilized/City of Chico Spaces Sub-Total, On and Off-Campus Observed Need

305

Current Observed Need with 20 Percent Latent Demand (LD) Estimated Future Need Including LD and Growth Estimated Future Losses of Campus Inventory Estimated Total Future Requirement Approximate Increase Over Existing On-Campus Supply

3,015

Notes:

2,515

3,220 420 3,640 1,500

From Kaku Associates. Parking Needs Study. June 2004. Figures rounded.

Due to the extremely limited amount of land available on the CSU Chico campus for any type of new facilities, addressing the need for parking will generally involve selected strategies that may involve any combination of the following measures: Acquisition/ leasing of additional land1) for parking facilities; 2) Intensiﬁcation of parking through the development of parking structures; 3) Alternative transportation strategies that reduce the need fo forr campus p parking. arking. The 2005 Master Plan continues the strategies that have been used and planned for CSU Chico in the past: development of peripheral

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parking facilities through construction of parking structures and through property acquisition for additional surface parking facilities -- while recognizing the importance of promoting alternative transportation modes, especially the bicycle. Ideally, new parking structures would be placed at the periphery of campus based on the following principles: •

• •

•

Locate near a major north/south route connecting the facility with the greater Chico area; Located and designed so as to minimize conﬂicts with pedestrians and cyclists; Locate so as to distribute trafﬁc impacts onto road facilities with additional capacity; Locate to supp support ort new or planned activities that would create speciﬁc parking demands (e.g.. The Student Recreation Center);

parking structures of an efﬁcient design and an interest in serving various anticipated specialized user groups on the campus (e.g. student housing, athletic events), a strategy emerged to develop two parking structures in separate peripheral area of the campus, each separated from the existing parking structure. These two two pr proposed oposed structures, in principle, could serve future users in the southwest and north campus areas. The locations explored and incorporated into the Master Plan include a 1,643-space 4 level structure to be developed in the southern portion of the future College Park area of campus and a 1,436-space 4 level structure along Second Street built upon some combination of campus and City of Chico land. The City of Chico proposal include includes s the joint development of the City owned surface lot at Normal and 2nd Street as an integrated bus center and parking structure st ructure facility. 3.5.7.3

Bikeways and Bicycle Parking

3 23

3

•

Design to minimize the visual impact upon surrounding facilities and properties.

24

As described elsewhere, the Master Plan 2005 promotes the acquisition of industrial land to the southwest of the campus along the rail line for use as surface parking or other campus use. The Master Plan analysis focused on a limited number of sites suitable for the construction of parking structures that would contribute in a signiﬁcant way towards the satisfaction of current and future parking demand. The most promising sites possessed several advantages to the University and to the Chico community as well. well. Due to existing existing trafﬁc patterns, an attempt to distribute automobile trips across the street network serving the campus, an interest i nterest in developing

3.31

C H A P T E R

Areas

As described in Section 1.5.6, CSU Chico’s major use of the bicycle has led to a proliferation of bicycle parking areas being dispersed throughout the campus in an

Cyclist in Front of O’Connell Technology Center

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3.32

Bicycle Storage Facility Along Warner Street

3.33

Bicycle Parking Plaza with Hedge Screening (see text for discussion)

M A S T E R

P L A N

CSU CHICO MASTER PLAN

attempt to both locate them in proximity to major student activity areas, to ﬁnd adequate physical space for them and to place them in areas that minimize their visual impact. The current situation is one in which many of the larger bicycle parking areas some which are located in highly visible areas are less than attractive. With the imp implementation lementation of the CSU Chico Master Plan 2005 projects, however, there will be opportunities to relocate and reconﬁgure bicycle parking as part of the site development work of nearly each proposed proposed project. In particular particular,, the FirstSiskiyou Street ‘mall’ improvements the II building project willproject involveand the reconﬁguration of large numbers of bicycle parking areas. The Wildcat Activity Center Center,, Siskiyou II and the Whitney site student housing projects also represent signiﬁcant opportunities to create new bike parking facilities and areas. One design approach for reducing the visual

3.5.8

2005

Northern California Natural History Museum

Although all California State Universities are required to have a science museum of an initial size of 3,000 square feet, CSU Chico has identiﬁed the beneﬁt of creating a larger 11,000 square foot (ASF-assignable square feet) facility to be used by CSU students, public schools and the larger community as well. The Northern California Natural History Museum (NCNHM) would serve as a display space for existing University collections and University for traveling exhibits of interest the scientiﬁc program and to to the general general public. public. The adop adopted ted mission statement sets the goals for the institution as a place to ‘“Explore, Celebrate, and Conserve” the stunning biological, geological, and natural heritage of Northern California.’ The NCNHM would also be conﬁgured to promote research research for students and faculty. faculty. A site for the facility that would maximize CSUC

impact of bicycle parking consists of placing bike parking areas and related ground mounted bicycle racks, within landscape hedge ‘enclosures’ effectively screening and softening their appear appearance. ance. One such installation is illustrated in Exhibit 3.33. These screened areas can become a series of smaller (20 bicycle) areas grouped along a linear campus edge, walkway or against a building. Similarly, gr groups oups of these smaller bicycle parking areas each with its own hedge can be arranged into a larger area taking on an alternating pattern of parking area and hedge. Two Two level enclosures and w wall all mount vertical bike racks are other methods of storing bicycles that have the potential for reducing the space required for the bicycles while reducing their visual impact in the campus environment.

student use and permit community access has been identiﬁed on University-owned land adjacent to the Bidwell Mansion Historic Park, accessible ffrom rom Esplanade. Surface parking would need to be part of the plan to permit direct community access.

3 25

The Museum, as planned, would be built in two phases. The NCNHM wo would uld be divided into ﬁve main areas: Entrance Hall. This area will have a high

ceiling to accommodate major displays, a gift shop, ticket counter, and public restrooms. Class and Meeting Room. This will be multiuse space of approximately [1,050] assignable square feet. The space will will    m   u    e    s   u    M   y    r    o    t    s    i    H    l    a    r   u    t    a    N    A    C    n    r    e    h    t    r    o    N   :    t    i    d    e    r    C    o    t    o    h    P

3.34

Natural History Museum Concept

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3.35

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The Northern California Natural History Museum

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CSU CHICO MASTER PLAN 2005

be equipped to allow both classroom and laboratory use by students as well as being a meeting space for a variety of functions. Exhibit Wing East. This [2,500] assignable square foot space will involve revolving exhibits and special events. Exhibit Wing West. This [2,500] assignable square foot space is planned for a permanent exhibit related to the various regions of California. provide vide Administration Wing. This area will pro ofﬁce space for the Museum Director

The Natural History Museum would be developed to allow students at the University to have a hands-on laboratory to learn skills and techniques in museum operation and curatorship. The M Museum useum would become the home to various collections currently owned by CSU Chico, new materials, as well as collections entrusted to the Museum for future exhibition.

and twofor assistants along with general storage the complex. Outdoor Exhibit/Activity Area. An entry fore court and/or outdoor plaza would be incorporated into the NCNHM design serving as a location for a passive exhibit, public art installation and/or interpretive area (e.g. natural vegetation area).

This a 6,000project squareproposes foot art construction gallery withinofthe Taylor II academic project (See also Section 3.4.4) which would include display space, work space and storage space for the Janet Turner Print Collection. Display space w would ould be provided to exhibit works from the Turner Collection, as well as exhibits from other artists and collections. A wor work k area would be provided to allow matting and framing of

3.5.9

Turner Art Gallery

P L A N

Purpose and Justiﬁcation: Situated on the northeast side of the campus, immediately adjacent to the City of Chico and the Bidwell Mansion State Historic Park, the proposed Northern California Natural History Museum at CSU, Chico would serve a diverse population and a variety of functions. The facility would provide tours for local primary and secondary schools, as well as visits by the general public and tourists. tourists. The museum would also allow University faculty and students unique opportunities to study and research not only the permanent exhibits but traveling exhibits from around the world.

3 26

exhibits.

Example Print from Turner Collection

3.37

Janet Turner was a distinguished print maker and professor at CSU Chico who, for many years, collected prints from around the world which were used in her classroom. The extensive print collection was donated to the University several years ago with the stipulation that the collection be protected protecte d and displayed to students and the community.

3.5.10

The Northern California

Faculty Housing

Natural History Museum is Planned for Development at CSU Chico

3.36

C H A P T E R

The Northern California Natural Environment

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C H I C O

With the escalating prices for housing that have occurred throughout California, the ability for universities in the California State University system to recruit new professors

2 0 0 5

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CSU CHICO MASTER PLAN

has been negatively impacted -- as a large proportion of new faculty salaries must be expended on housing. housing. One solution pursued by may universities in the system has been to offer new professors various options for the subsidized lease of university owned faculty housing. CSU Chico h has as been im impacted pacted by this trend and will be studying strategies for providing expanded housing options for it’s junior faculty. faculty.

2005

efﬁciency. efﬁcienc y. CSU, Chico is severely hampered by the lack of sufﬁcient utility infrastructure to support the current and planned facilities efﬁciently and cost effectively effectively.. Speciﬁc modiﬁcations and improvements to the utility infrastructure can be achieved as the campus seeks to fulﬁll the follow following ing utility speciﬁc goals: Cooling •

Expand cooling capacity (chilled water generation and storage) by improving building efﬁciencies (coils and VAV).

•

Expand the central plant to accommodate additional chillers, towers, and a chilled water storage tank.

•

Extend the campus-wide underground distribution system to areas that are not adequately served and to serve planned new facilities.

3

Heating

   A    A    O    N   :    t    i    d    e    r    C    o    t    o    h    P

3.38

3.6

Various CSU Chico Infrastructur Infrastructure e Systems: In Need of Upgrades and Expansions

THE INFRASTRUCTURE PLAN

•

Extend the campus-wide underground steam distribution system to serve planned new facilities.

•

Upsize and repai repairr undersi undersized zed and deteriorated sections of existing underground steam piping.

Power

The 2005 Master Plan indicates the general location, scale and nature of new and upgraded facilities anticipated for the CSU Chico campus.

•

Extend the campus-wide 12KV distribution system to load centers not presently served.

New infrastructure will be needed to serve planned new buildings and other facilities. Upgrades will be needed to meet evolving needs, such as telecommunications and classroom technology, and to achieve cost savings related to maintenance and energy savings.

3.6.1

Physical Utilities Plan

This project will expand the utility infrastructure systems to complete the existing campus utility infrastructure. In addition, the existing utility infrastructure will be renovated to improve its reliability and

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3.39

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Central Plant Expansion Area

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CSU CHICO MASTER PLAN 2005

•

Reallocate buildings to different 12KV circuits to balance the load and make power available for areas master planned for new construction.

Emergency Power

CAL WATER mains are adequately sized and appropriately located through out the core area of the campus. campus. In the perimet perimeter er areas, the focus of signiﬁcant building expansion in Master Plan 2005, CAL WATER seems to have adequate mains available for domestic and ﬁre suppression needs, but this will need to be validated on a building by building basis as new construction projects are initiated.

•

Provide emergency power (UPS) ffor or buildings currently without service.

•

Increase the capacity of existing existing emergency systems to support building critical functions.

Sanitary Sewer

Correct fuel and air pollution issues for existing generators.

antiquated, in should poor be condition undersized and replaced and/or -- and where appropriate -- upgraded to service future building projects. projects. These sew sewer er trunk lines include the line adjacent to Modoc Hall/ AJH and the lines serving the Performing Arts Center, Siskiyou Hall, Colusa/Glenn Halls and Kendall/Laxon/Ayres. Kendall/Laxon/Ayres.

•

Natural Gas

•

Replace the antiquated and undersized natural gas distribution system with a fully underground campus-wide system.

Several campus sewer trunk lines are

Irrigation

27

3

Central Plant Expansion

• The CSU Chico Central Plant facility located in the southwest corner of the play ﬁelds area of campus will be the site of new and upgraded equipment needed to serve campus growth and achieve energy efﬁciency and savings. All new major campus buildings will be served by new and extended underground heating and cooling distribution lines tied to the Central Plant facility. An expansion area to the north of the existing Central Plant is indicated as the logical area for Central Plan expansion.

28

Storm Drains

•

Building

   r    e    t    n    e    C    a    i    d    e    M    a    l    n    o    i    t    c   u    r    t    s    n    I   :    t    i    d    e    r    C    o    t    o    h    P

CSU Chico, the First CSU Campus to Set LEED Certification Goals

Sustainability: A Major Goal for CSU Chico

T

Rooﬁng

The following roof replacements are planned as part of the Infrastructure Plan:

Domestic Water needs are met by several water mains installed and maintained by the local water utility, utility, CAL WATER. WATER. The exiting

C H A P T E R

Install pollution mitigation devices required by newly issued EPA/State of California requirements.

3.6.2

Domestic Water

3.40

Provide a secon second d sour source ce (ne (new w well) well) to correct capacity, distribution, and pressure issues.

H R E E

:

T H E

C S U

C H I C O

Last Roofed

Area (GSF)

Plumas Hall

1983

36,334

Glenn Hall

1978

12,618

Siskiyou Hall

1990

27,618

Acker Gymnasium

1980

35,532

Sapp Hall

1965

4,100

Ayres Hall Selvester Hall

1932 1990

23,944 9,486

These infrastructure projects have the capacity to provide signiﬁcant savings to support the campus operations budget through reduced maintenance and energy costs. (See also Section 1.7.1) 1.7.1)

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3.41

3.6.3

A Better Campus and Community Environment Through Sustainable Design

Sustainability and a LEED Campus

In 2002, CSU, Chico became the ﬁrst CSU campus to commit and apply for LEED (Leadership in Energy and Environment Design) certiﬁcation on the new Student Services Center Center bu building. ilding. All new campus

2005

the estimated impact of implementing those strategies. Although the implied investments in energy infrastructure improvements were considerable, ranging from $11 million for renewal/deferred maintenance to $38 million, a number of signiﬁcant suggested sub-projects had simple payback periods of under ﬁve years. The ﬁve ene energy rgy strategies are summarized here: 1.

Energy-Related Improvements Associated with New Construction:

With

proposed

new

construction

projects there isefﬁciency an opportunity to adopt higher energy standards for both ﬁxed and non-ﬁxed equipment. As time goes on, newer technologies are expected to yield higher efﬁciencies at decreasing costs. CSUC can adopt higher standards for energy efﬁciency for facility design and equipment during the related project phases of the CSU new facility development process.

new facility development process.

construction and major renovation work is planned to meet LEED stand standards. ards. As LEED certiﬁcation continues to gain acceptance as both an environmental and economical choice for building, facility design and construction it is expected that additional “up-front” design, material and equipment costs often associated with LEED eligible projects will diminish as a result of market response and economies of scale.

2.

There are a number of deferred maintenance projects related to HVAC equipment, electrical equipment and central heating systems that, if implemented, would result in signiﬁcant energy savings. 3.

As an initial implementation of the LEED certiﬁcation goal, the new CSU Chico Student Services Center has been submitted for LEED evaluation and anticipates a Gold or Silver certiﬁcation based upon the sustainable design features incorporated into the building’s design.

3.6.4

Energy-related deferred maintenance projects:

Energy-Related Improvements Associated with Facility Renewal Projects:

Similar to Strategy 1 above, there will be the opportunity to introduce higher energy efﬁciency standards as part of the planned renewal/remodel/ rehabilitation projects anticipated for CSUC. CSUC can adopt higher standards for energy efﬁciency for facility systems and equipment applied to renewal renewal projects. By virtue of the size (88,874 GSF), age (year built, 1972) and needed improvements to Butte Hall, the proposed reconstruction/renewal

Strategic Energy Plan

In the year 2001, Enron Energy Services North America, Inc. (EESNA), in conjunction with the CSU Chancellor’s Ofﬁce, completed an assessment of the CSUC energy use characteristics, physical energy-related infrastructure and planned capital projects with a view towards identifying strategies for reducing overall energy use and related costs. The study, Strategic Energy Plan (SEP), proposed ﬁve major strategies for achieving energy reductions on the CSUC campus over a ten year horizon and analyzed

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:

project for this facility represents an opportunity to construct high efﬁciency energy systems into the building. 4.

Energy Efﬁciency Upgrades and Projects Related to Existing Infrastructure:

A number of energy conservation devices, approaches to achieving

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energy savings with existing systems and energy equipment replacement strategies have been effectively used at CSUC. Expanded and additional improvements are obtainable with further investments. This strategy represents the area with the greatest potential for energy savings at CSU Chico. The proposed energy efﬁciency projects include improvements to the central heating/cooling system, energy efﬁcient lighting retroﬁts, occupancy sensors/controls and various HVAC upgrades and improve improvements. ments. 5.

Energy Management Plan:

This strategy focuses on improving the monitoring and control of energy use at CSUC. The ability to monito monitorr and control electric and gas loads in the context of facility demands and utility pricing structures is useful in managing energy

3.6.5

Teleco Telecommunications mmunications Plan

In 2001, CSU Chico embarked on a major telecommunications modernization program designed to bring enhanced data communications to classrooms, ofﬁces and study facilities across the CSU Chico campus. The Technology Infrastructure Initiative (TII) is a state-wide program of the California State University system that better ties each of the 23 state campuses together and that provides an enhanced baseline standard for each CSU campus data ne network. twork. The TII project a upgrade campus-wide plan that seeks todeveloped provide and both hardware and software systems needed to improve data ﬂow throughout the campus environment in support of student learning, teaching, distance education, administration, operations and the public outreach. Further, the planned TII system is meant to provide the ﬂexibility to allow future accommodation

3 29

3 30

use and costs. The back bo bone ne of this approach is an Energy Management and Control System (EMCS) coupled with an Energy Information System (EIS) and the appropriate sub-system meters and controls. As cited above, Strategy 4, Energy Efﬁciency Upgrades and Projects Related to Existing Infrastructure, represents the area of greatest potential savings in terms of yearly savings at CSUC. The estimated payback payback period for the set of improvements identiﬁed by the Enron study was 4.3 years; the associated yearly savings were over $1 million. Strategy 1 would also result in signiﬁcant savings but the Enron analysis was based upon an earlier estimate of the assumed completion of several future construction projects. The estimate did include Taylor II, Student Services Center and a major classroom/lab facility. Strategy 5, the Energy Management Plan, had both the lowest investment cost (est. $100,000) and the fastest payback period of 2.37 years.

of emerging technologies largely through the promotion of technology infrastructure design guidelines and standards. The CSU Chico TII connects all major statefunded campus facilities with 100 Mb/s (Megabits per second) very fast pathways for data and video communication.

Classroom and laboratory computer station and network are an essential but enduring baseline component of the campus learning environment. environment. The TII project will upgrade campus capabilities while allowing for future technologies integration.

3.42

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Computer Laboratories and Classrooms

P L A N

THE IMPLEMENTA IMPLEMENTATION PLAN

CSU CHICO MASTER PLAN

2005

The Implementation Plan

4.1

FUNDING THE MASTER PLAN

4.1.1

State-Supported Capital Programs

A number of the CSU Chico state supported projects identiﬁed in the CSU Chico Master Plan 2005, have been or will be, as a result of Master Plan 2005, submitted to the California Californi a State University Chancellor’s ofﬁce (CSUCO) for inclusion on the State’s 5-Year Capital Outlay program. These projects will then be considered for state funding based on statewide and individual campus priorities as evaluated by the Governor and Legislature.

potential for participation to a few large donors and/or institutions. By dividing these larger projects into a number of discrete components that can be more easily funded, the potential donor audience can be increased and a wider based interest can be fostered. fostered. Under this conce concept, pt, major projects such as the First Street pedestrian improvements (see Section 3.2.3) or campus gateways and signs (see Section 3.1.3) can be recomposed as a set of smaller projects including elements such as trees, benches, lighting, special pavers pavers or signs. Other related project costs such as utility infrastructure, pavement removal and grading could be

4.1.2

absorbed into the unit cost for each of the items. Some sort of unobtrusiv unobtrusive e recognition plaque could be afﬁxed to the donated item. To provide donation donations, s, a hand-out summary plan indicating the type, location and suggested donation for each item could be developed and made available at various gatherings, events, forums or presentations

Non-State-Supported Programs

CSU Chico like other universities of the CSU system although largely supported by state funds, can at some level be considered a state-assisted state-assisted university. In 1 1998, 998, the CSU Board of Trustees set a goal for CSU campuses to obtain on a yearly basis an amount approximately equal to 10 percent of their annual General Fund revenues from outside sources. Following from this and earlier precedents, various non-state supported projects identiﬁed in CSU Chico Master Plan 2005 including those related to parking, housing, child care and student recreation will generally be paid out of student fees from Associated Student accounts and/or with assistance from the CSU Chico University Foundation. The funds obtained by the Associated Students generally consist of basic student fees and user-related fees, whereas those obtained by the University Foundation are generally gifts.

where campus discussed.

4.1

sponsorship

would

be

Proposed Siskiyou II Academic Building

Campus Improvements Sponsorship Program There are a number of campus improvement projects that are traditionally funded by non-state sources. Often these projects are signiﬁcant in scope tending to limit the

C H A P T E R

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:

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CSU CHICO MASTER PLAN 2005

Project Description

Projected ASF or Other

Projected G GS SF

Space

Estimated Completion Date

California State University Funding

Student Services Center

79,960

122,422

2006/07

Utility Infrastructure

NA

NA

2008

Taylor II Replacement Building

67,000

98,529

2009/10

Butte Hall Renovation

Renovation

Renovation

2011/12

Education/Classroom/Faculty O Off fice Re Renovation--Phase II II

Renovation

Renovation

2012

Ag ri ric ul ul tu tur e Te a ac ch in in g and Re s se ea arrch Ce n ntte r Re no novat iio on / /E E xp xpan s sii on on

Re n no ovat iio on

Ren ov ovat io ion

201 2 2/ / 13 13

Physical Science Building Renovation

Renovation

Renovation

2013/14

Modoc II Classroom/faculty Office/Lab Building

37,980

58,400

2016/17

Siskiyou II and Campus Security Facility

43,430

66,150

2018/19

Rio Chico/PE III Academic Building [Configuration of space TBD]

46,400

71,000

2021/22

Regional Continuing Education (RCE) Expansion

TBD

TBD

TBD

Northern California Natural History Museum

11,000

15,700

TBD

Student Housing (Whitney Hall and College Park Areas)

1,298 New Bed Spaces

NA

TBD

Non-State/Non-CSU Funded Projects

P L A N

4 1

4

Salem-Normal-2nd Street Parking Structure

1,436 Spaces

NA

TBD

AS Child Care Center

17,210

21,500

TBD

Wildcat Activity Center (WAC)

85,400

120,000

TBD

Aquatics Center

10,500

15,000

TBD

East Stadium Block Parking Structure

1,643 Spaces

NA

TBD

2

NA

Not Applicable or Not Available

TBD

To be determined

4.2

CSU Chico Long-Range Capital Program

4.2

PHASING PLAN

Construction of the constituent projects that make up the Master Plan is dependent upon a series of issues related related to demands for the facility in question, funding, stafﬁng and sequencing to facilitate construction. Of these factors, factors, funding often presents presents the factor most difﬁcult to predict and subject to change. The largest capital projects identiﬁ identiﬁed ed in Master Plan 2005 are dependant upon State funding, student funds, CSU Chico nonproﬁt funds, various private donor sources or as potentially the case for the proposed Second Street Parking Structure, through a partnership arrangement with the City of Chico. Figure 4.2 att attempts empts to place the largest capital projects in projected order of development. Due to the issues noted above, the farther into the future one projects the construction of a project, the less certain the project completion date and even the details of project scope becomes.

C H A P T E R

F O U R

:

T H E

The CSU Chico Master Plan 2005 identifies some twelve major new buildings for the campus (orange buildings) to be funded through a variety of sources: State of California, student fees, private donors and in one case a potential public partnership with the City of Chico. The dark red buildings depicted here represent the red tile roofs of the older buildings comprising CSU Chico’s historic core.

4.3

I M P L E M E N T A T I O N

CSU Chico Master Plan 2005 Projects

P L A N

CSU CHICO MASTER PLAN

4.3

2005

DESIGN GUIDELINES FOR NEW FACILITIES    r    e    t    n    e    C    a    i    d    e    M    l    a    n    o    i    t    c   u    r    t    s    n    I   :    t    i    d    e    r    C    o    t    o    h    P

The existing structures on the CSU Chico campus have been designed and built over a seventy-year period. period. They reﬂect a range of architectural styles, degree of architectural detailing and rel relative ative si size ze and mass. In contrast to this, has been a fairly consistent tradition of the use and architectural expression of brick and concrete for CSU Chico buildings. buildings. These factor factors s suggest that the design goals for future campus buildings should be directed to include an expression of the traditional building materials of brick and concrete, but that stylistic architectural guidelines not be included. included. Following Following this overall approach centering on design with appropriate appropriat e building materials, coupled with appropriate landscape (see also Section 3.2), will help insure that new structures are visually integrated into the CSU Chico

4.4

4.3.2

Tahama Hall: A Modern Building Referencing Historic Materials and Forms

Building Materials

Brick: Over tim time, e, a rrecognizable ecognizable range of building materials has become predominant on the CSU Chico campus, particularly as

represented in some of the most handsome brick structures: Kendall Hall, Trinity Hall and Laxson Auditori Auditorium. um. Other types of brick materials, different in color, size and texture from those of the Kendall Hall group, have also been used and now form part of the campus vocabulary from which new buildings should follow.

campus context.

4.3.1

Building Forms

There are several forces at work on the Chico campus that will inﬂuence building form: 1) limited total campus land assets which, other things being equal, suggests higher buildings. Building height should, however however,, not be so high as to drastically reduce the ease of access to the buildings’ ﬂoors from ground level, which would imply that the typical new academic building should be about three ﬂoors in height; 2) Buildings themselves play a key part in the creation of campus open spaces, forming the visual and functional limits of the outdoor space. Therefore, buildings should be used to create and reinforce existing campus open spaces. This concept extends tto o the basic building ﬂoor plan which can take on an “L” or “U” shape to create a system of generally rectangular ground ground ﬂ ﬂoor oor op open en spaces; 3) Building placement should also reinforce and not interrupt important pedestrian pathways.

Concrete: Likewi Likewise, se, many CSUC structures were designed with a portion of the building façade exposed as concrete. Exposed concrete should continue along with the brick as the material/color choices for new structures to be added to the CSU Chico campus. Metal: Metal door and window frames and other architectural elements such as

Buildings will become permanent visual landmarks in the environment assisting pedestrian navigation and wayﬁnding. Architectural building forms may be used to create or reinforce vista or visual focal points and should add to the aesthetic fabric of the campus. 4.5

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The brick buildings of the historic core have set the tone for the use of brick as a defining characteristic of the campus influencing the character of subsequent buildings such as the Langdon Engineering Center constructed in 1967.

4.6

Langdon Engineering Center

4.8

4.3.3 overhead structures, sills, exterior window shades, projecting rafters, hand rails, decorative fences and/or screed lines used on existing CSUC buildings exhibit a range of colors/coatings/treatments including: natural aluminum, galvanized

Historic Core

Historic Core

Any in-ﬁll buildings proposed for the historic core (see illustration) should complement the historic core buildings in terms of building forms, materials and colors. The following guidelines apply:

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including: natural aluminum, galvanized gray, brown anodized and painted steel (tan, red). In recent years, cam campus pus leade leadership, rship, in conjunction with architectural input, determined that a brown anodized ﬁnish would be an appropriate contrasting metal ﬁnish when used with the other contextual brick and concrete architectural materials.

• Principal roofs shal shalll be of a g gable able design with eaves and pitch similar to the nearest neighboring historic core structure. • Roofs shall be constructed of curved tiles of a color similar to the nearest neighboring historic core structure. • Principal gable gable ridge line heig heights hts

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Campus Historic Roof Material: Curved Red Clay Tiles

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shall not exceed that of the nearest neighboring historic core structure. Walls shall be constructed of brick of a type and coursing similar to that of the nearest neighboring historic core structure. Windows and doors should compleme complement nt those found on neighboring historic core structures in terms of general size, proportion (Height/width ratio), spacing and window division. Window surrounds and/or other unique window features expressed on neighboring core buildings should be considered when designing an in-ﬁll structure. Building trims, wall moldings, and window/door frames should be of a material and color similar to that of neighboring historic core structures. Metal door and wi window ndow frames and other architectural elements such as overhead structures, sills, exterior window shades, projecting rafters, and hand rails shall match in color and be of a similar design character as the nearest neighboring historic core structure.

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4 4.9

Sign Location Plan

4.4

THE SIGN PLAN

5

Concurrently with Master Plan 2005 preparation, AC Martin Partners, in conjunction with a consultant graphic designer from CSUC’s Department of Communication Arts, developed a system of building and campus identiﬁcation signs as a replacement of the wooden, and many times deteriorated, signs that had been developed develop ed over the last 30 to 40 years. years. A hierarchy of signs were developed based on arrival sequence to the campus that includes an entry signs mounted on a low brick walls at primary campus entries, free standing building identiﬁcation signs to be located in front of major campus buildings and building identiﬁcation/principal building occupants signs to be mounted on building walls at the building primary entry. A Sign Location Plan is illustrated here as Figure 4.7. The Sign Plan itself is included in t he Appendix.

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4.5

Campus Lighting Level Zones

THE LIGHTING CONCEPT illuminated during the hours of darkness.

Like other components such as site furniture, landscape design, and signage, lighting is an element that contributes contributes to campus identity identity.. It must meet the functional requirement of providing sufﬁcient illumination for campus users to feel safe and should meet municipal and state codes mandating minimum lightin lighting g levels. Lighting ﬁxtures should also provide an aesthetically pleasing appearance, day and night, and integrate well with the landscape and architectural character of the campus. Additionally, the campus lighting system needs to respond to various conditions and intensities of use. Exhibit 4.7, based upon current needed lighting upgrades and on the future campus growth patterns, identiﬁes the appropriate campus lighting levels given in Foot Candles (FC). Guidelines for Lighting: Speciﬁc considerations for lighting are: • All primary and critical pedestrian routes between buildings, parking, campus edges and outdoor activity areas need to be C H A P T E R

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Lighting levels should correspond to minimum standards and be designed for higher levels to illuminate active areas within the campus core and building entries. • Appropriate Appropriate ﬁxture selection and light placement shall minimize light pollution and enhance natural color rendition. All lighting shall utilize refractive lenses and be shielded to reduce glare into buildings and neighboring areas. • Lighting design shall be appropriate appropriate to spatial and pedestrian scale. Walkway lighting ﬁxtures should in most cases not be mounted higher than 20’. • Lighting ﬁxture selection shall be related in style to architectural features, associated site furnishings, and related to a family of ﬁxtures (i.e. ﬁxture color, lamp color temperature, mounting method, etc.). • Recognize that there may be a long transitional period where existing ﬁxtures may co-exist with the new lighting scheme due to budget and construction phasing. An interim strategy for instance, may be to paint older ﬁxtures to match the new design standard.

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THE SITE FURNISHINGS CONCEPT

As with the lighting concept, several ‘families’ of outdoor furnishings may be utilized to play upon the period character of various parts of the campus and enhance the ambiance of these areas. To simplify and unify the furnishing palette, selection of these families should be limited to two: traditional and contemporary. However, materials and color scheme for these elements should be comprised of one palette. (Certain specialized elements, as with signage, such as the information kiosk should be limited to one choice.)

2005

Guidelines and Considerations for Site Furnishings: •

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•

•

Furnishing Furnishings s shall be provided to support and stimulate collegiate and social activity in appropriate areas. Consideration for locations shall be integral with the overall Master Plan layout, pedestrian circulation plan, primary areas of current and anticipated activity (or inactivity), Lighting Plan, and the Landscape Plan. Material choices shall be responsive to factors such as climate and climatic conditions -- excluding certain materials from consideration. For example, metal seating surfaces may get uncomfortable during hot summer and fall days. Consideration should be given to utilizing

•

•

site furniture made from recycled materials. Selection shall be responsive to ease of maintenance and shall be theft/vandal resistant. Site built furnishings such as seat walls shall be responsive or integral to adjacent structures and architecture.

Refer to exhibits 4.12 through 4.14 for furnishings selection.

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Potential Bicycle Rack System

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Bench with Historic References and Made with Recycled Materials

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Trash Receptacle with Classic Lines; One that Recedes Recedes into the Background.

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4.7

ADDITIONAL STUDIES

TThe he CSU Chico Master Plan 2005 delineates in general but comprehensive form the major projects, programs, guidelines and systems needed to move the physical campus towards a conﬁguration that will help CSU Chico achieve its mission and fulﬁll its physical physical devel development opment visi visions. ons. It serves as a basis to inform subsequent architects, landscape architects, civil engineers, other professionals, the CSU Chancellor’s Ofﬁce and CSU Chico administrators who will be involved in Master Plan implementation, about the most important features, their locations and deﬁning characteristics to be included in the future development of the campus. In this way the Master Plan informs the ultimate construction of the campus. Similarly, subsequent to the directions established by CSU Chico Master Plan

Because the CSU System support for campus improvements are generally targeted for new academic buildings and associated infrastructure, special plans may be needed to obtain and guide the development of non-state funded projects. These plans may be for projects needed for such things as comprehensive improvements to major campus landscape areas, for the acquisiti acquisition on of additional recreational land or for the development of public-private projects. Examples of these type of plans would include those needed for for the proposed proposed 1st Street Improvement Project, for obtaining land for needed recreational facilities or for a proposed applied research facility afﬁliated with the University as a project promoted by the CSU, Chico Research Foundation.

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2005, will come additional studies, plans, designs and implementation efforts needed to support the actual construction and operation of the CSU Chico facilities. facilities. A listing of most important additional studies and plans is included here. •

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Architectural design plans

an and d

speciﬁcations of each future campus building Civil engineering design plans for parking, pathways, drainage, water, sewer systems Landscape design planting and irrigation plans Americans with Disabilities Disabilities Act (ADA) Campus Access Plan Signage implemen implementation tation plan (s) Power and lighting design plans Heating and cooling distribution design plans Telecommunication Telecommunications s implementation plans Parking management plan Maintenance plan

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CSU Chico Master Plan 2005: Step One Towards Ultimate Construction

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AGRICULTURAL AGRICUL TURAL TEACHING TE ACHING AND RESEARCH CENTER (A (ATRC) TRC)

CSU CHICO MASTER PLAN

2005

Agricultural Teaching and Research Center (ATRC) INTRODUCTION The ATRC Master Plan is included here as a chapter in the CSU Chico 2005 Master Plan as it is a specialized and detached activity area of the CSU Chico campus essentially operating as a teaching laboratory of the CSU Chico College of Agricult ure. The A ATRC TRC also represents a unique working farm facility demonstrating the best agricultural practices for use in the Northern California region.

DESCRIPTION OF THE ATRC The Paul L. Byrne Memorial Agriculture Teaching and Research Center (ATRC) serves

with a comprehensive array of plant and animal facilities, including those dedicated to support, farm equipment maintenance, storage, processing, propagation, teaching, training and research activities. Since its earlier incorporation into the CSU Chico agriculture program, various ATRC facilities have passed their intended and useful life or are inadequate to conduct the teaching mission mission that the theyy serve. Further, as the science and practice of agriculture has progressed, some facilities are not suited to the demonstration of current and emerging agricultural technologies and are therefore in need of upgrading upgrading or replaceme replacement. nt. In many cases, entirely new facilities are needed

as the primary location for practical teaching and research activities of the CSU Chico College of Agriculture. Agriculture. Its facilities also serve a range of additional functions, including hosting agricultural events of interest to the larger Northern California agricultural community, serving as a educational site to K-12 schools desiring to expose students to of agriculture and serving as a sitethe forﬁelds various third party research, testing and staging activities. activities. Established in 1960, through the efforts of Senator Paul L. Byrne, the 800-acre ATRC consists of extensive acreage devoted to ﬁeld, tree crops and pasture and a core working “farm” area

to provide the student with the hands-on exposure needed to operate in the modern agricultural environment. environment. Over the last several years, College of Agriculture faculty and staff have identiﬁed a number of facility needs that would improve the functioning of the ATRC in anticipation of securing state and/or private funding. These needs were generally identiﬁed on a facility-byfacility basis examining both upgrades and replacement of existing facilities and the construction of new facilities to meet new programmatic programm atic needs. needs. At the same ti time, me, it was realized that the overall functional organization of the ATRC site, the best locations for anticipated new facilities and the identiﬁcation of future potentials for meeting emerging needs, needed to be addressed on a master plan basis where all facilities and projected programmatic needs could be considered together in a comprehensive context.

EXISTING CONDITIONS

ATRC.1

Aerial Photo of ATRC with Core Activity Area Towards the Upper Left

The 95-acre core area of the 800-acre ATRC is composed of several working animal and plant crop farm units, administrative and teaching areas, public gathering, maintenance, storage and agricultural by-product facilities. The principle principle animal units include those for swine, beef, dairy and sheep. Plant science facilities include a horticultural area, a crop laboratory,

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ATRC Core Area Existing Conditions

various silage processing facilities and

regularly arrive in buses which currently use

grain and grain storage storage faci facilities. lities. Several parking areas serve speciﬁc functional areas and/or buildings with the largest parking area centrally located adjacent to the pavilion facility which hosts agricultural events. Adjacent to the administrative ofﬁce, which is utilized by ATRC staff and College of Agriculture faculty, a small area has been set aside for mobile homes which are occupied by students who are gaining experience in attending to a working farm environment. environm ent. The core area also contains support infrastructure such as a well, pump house and weather station.

the main parking lots, the ATRC circulation roads and their shoulders during their daily visits. Currently, Currently, there is no central vi visitor’s sitor’s center or receiving area with related support services such as restrooms.

In addition to the ATRC’s function as the primary hands-on teaching site for the CSU

An ATRC core area site plan illustrating the current location of major facilities is provided

Chico College of Agriculture, the ATRC is used on a regular basis by K through 12 schools, agricultural clubs, agricultural industry groups and the general public. Depending on the purpose and event, these users may require parking, meeting and resting facilities over and above those required by the students, faculty and staff of the ATRC. In partic particular, ular, K-12 student s

above (ATRC.2).

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The above mentioned student housing arrangement is considered inadequate from the viewpoint of total student capacity, condition of housing area (which consists of an asphalt parking pad with hook-ups for mobile trailers) and general amenities conducive to student study and food preparation capabilities.

Existing Fields

An aerial photograph with major ﬁeld descriptions is illustrated on the next page (ATRC.3).

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EXISTING LAND ASSETS: ASSETS: CSU Chico Agricultural Teaching and Research Center (ATRC)

Condition of the ATRC Facilities

ATRC Facility Issues

As the ATRC has grown over a period of years from its founding in 1960, a number of the existing facilities have reached their useful life span, are inadequate in today’s

As alluded to above, many of the primary facilities of the ATRC are inadequate for housing and performing the teaching related functions needed to effectively operate the

agricultural environment, environment, are inadequate for today’s instructional requirements and/or are in locations that are less than optimal from a functional perspective. These fact factors ors are the driving force behind the developm development ent of this current Master Plan.

CSU Chico College of Agriculture’s core academic program. In some some cases, the existing facility is in need of major repair and renovation to restore its functionality and/or safety. In other cases, ther there e is a lack of the type of modern instructional facility needed to integrate into the curriculum the training in contemporary and emerging agricultural

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ATRC.4

Oblique Aerial View of ATRC Core Area Looking West

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technologies, particularly in the areas of animal and plant genetics, agricultural commodity and feed stor storage, age, pesticide and waste management. Infrastructure at the ATRC facility is also inadequate in several key areas including roads, electrical distribution, integrated data and voice networks and irrigation. Lastly, as a publicly-orient publicly-oriented ed

•

facility dating to the early 1960’s, the ATRC needs considerable attention directed to improvements to the visual environment where existing landscaping, fencing and signs are either in a deteriorated condition or non-existent.

•

Speciﬁc facility issues include:

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Key animal facilities of all the maj major or programmatic areas of swine, beef, dairy and sheep raising are in need of signiﬁcant repairs, upgrades and/or expansions necessary to meet their intended programmatic goals. The ATRC program calls for, but lacks, a state-of-the-art Demonstration and Research facility with integrated capabilities in advanced animal care, genetics, reproduction and nutrition; plant science; soils science and training in advanced agricultural production systems and tools. The ATRC ATRC lacks a function functional al and aesthetically pleasing conference center where outside groups can learn about

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the diverse training and the variety of projects conducted at the ATRC and where seminars can be held. The ATRC lacks a facility for exploring innovative marketing strategies for agricultural products produced at the ATRC to improve the economics of the various units and to provide students with hands-on opportunities related to market analysis and agricultural business planning. The ATRC lacks a sufﬁcient ly large, centrally located, easily accessed and properly equipped animal feed storage facility. The ATRC lacks a pesticide storage facility that meets current Safe Drinking Water and Toxic Enforcement Act (Proposition (Propositi on 65) standards. The ATRC student em employee ployee living area is inadequately equipped (restroom and utility infrastructure) and visually unattractive. Inadequately sized, sized, protect protected ed and secured equipment storage facilities

•

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that compromise the maintenance and security of valuable agricultural equipment. A degraded and inadequate horticultural facility which includes non-climaticallyy controlled, deteriorated non-climaticall green houses, inadequately sized and conﬁgured teaching and ofﬁce areas, and insufﬁcient storage areas for seed and plant materials.

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The ATRC lacks a sufﬁciently sufﬁcien tly large and ﬂexibly conﬁgured space to host agricultural events such as livestock contests and industry shows and demonstrations.

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There are a number of issues related to the condition of infrastructure on the ATRC facility which are summarized as follows: •

•

The existing liquid agricultural waste pond-leach ﬁeld facilities (particularly as related to the dairy and swine unit) are both unlined and undersized to meet the needs of the ATRC. An updated, more ecologically balanced, system conforming to the Safe Drinking Water and Toxic Enforcement Act (Proposition 65) for handling these wastes and converting them to useful products is needed. Existing and future ATRC facilitie facilities s need

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and Electric (PG&E) in exchange for the upgrades and a long-term maintenance maintenance arrangement. Inadequate outdoor lighting for evening events and security. Landscaping, especially in the form of roadside trees and shrubs, is needed to beautify much of the ATRC core area which is the focus of public visitation and where the primary image of CSU Chico is generated.

THE ATRC VISION Enhanced Instructional Capabilities, Accommodating Long-term Growth and the Integration of Public Activities. College of Agriculture Mission

The Mission of the College of Agriculture has

been articulated as follows: follows:

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•

to be integrated with each other and the main campus telecommunications networks. Many of the ATRC roads are unpaved leading to excessive dust generation which, in turn, has affected plant health and viability. Additional hedge rows are needed to reduce wind ﬁelds. Various ﬁeld impacts irrigationupon and ATRC well systems need upgrades. Replacement fencing and new fencing in various areas is needed for animal control, to enhance bio-security to protect livestock and crops and to present a better image of the farm to the community. The existing overhead electrical system owned by the University is antiquated. An updated underground system has been planned with a proposal to turn the existing system over to Paciﬁc Gas

ATRC.5

ATRC

Through collaborative strategic planning efforts involving the faculty, staff, and industry, the mission of the California State University, Chico College of Agriculture is to create, share and disseminate knowledge of integrated agricultural and environm environmental ental systems to students, industry and society. The College of Agriculture has set the following goals for its entire program. These same goals apply in a global sense to the ATRC facility. The College of Agriculture will provide: •

32 Deteriorated and Outdated Buildings

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Dynamic leadership in advancing agriculture, natural resource management and environm environmental ental sciences, and related areas;

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A positive work environment for all employees emplo yees and students; A team approach to program development develop ment and delivery; A balance between basic and applied research, teaching, and service, as well as between disciplinary and interdisciplinary interdisci plinary programs; A standard of excellence in teaching, research, and service; and A commitment to diversity in personnel, services provided, and clientele served.

Existing ATRC Core Area Infrastructure

overall growth in the number and/or size of instructional and parking facilities at the ATRC. The long-term needs of the ATRC, as articulated in the Capital Outlay program (see below) to be submitted to the California State University system for the funding of the various ATRC ATRC projects, reﬂects future student growth, the need to augment the capacity of existing facilities inadequately sized to serve present student loads and new and/ or improved facilities to meet current and projected programmatic needs.

Future ATRC Capacities

LONG-TERM DEVELOPMENT PLAN

As a general goal, the College of Agriculture has set an ultimate student target of about 500 students to be enrolled in College of Agriculture majors. This represents an approximate 33 percent increase over the current student enrollment which is about 375. 375. In general, it implies some

Introduction

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Several speciﬁc new facility needs and facility upgrades have been studied by the College of Agriculture and ATRC staff and are in various stages of consideration by the University and/or alternative funding

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ATRC Events Center

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New Visitor Parking Area

Renovated Beef Unit New ATRC Conference Center

Renovated Swine Unit Agriculture Demonstration and Research Facility Expanded and Improved Commodity Storage Area New Road Extension Expanded, Lined and Ecologically Updated Waste Ponds New Dairy Unit

Renovated and New Horticulture Facilities •

New Student Employee Living Area New Equipment Storage Facility New Pesticide Seed Fertilizer Building Renovated Sheep Unit Meat Laboratory Upgrades

ATRC

ATRC.8

ATRC Project Summary

sources. Although the majority of the projects identiﬁed in the ATRC Master Plan are eligible for state funding as part of the standard College of Agriculture academic

envisioned for implementation of the Master Plan proposals. proposals. Although some parts of the plan could be implemented in a different sequence, some projects are linked to the

requirements, there are some projects that will be augmented by or provided by nonstate funding. Projects to be funded in full or part by the State of California are described in detail on the following pages.

construction of other projects.

The ATRC Master Plan anticipates several major and minor projects to be implemented over an extended period. The College of Agriculture has identiﬁed those projects which are to be given priority in light of the current programmatic needs and essential facility upgrades needed to insure that the ATRC can fulﬁll its mission. Further, the plan prioritizes projects based on a physical phasing plan that, in some cases, dictates that a ﬁrst replacement project be built in a new location in order to make space for a second project to be placed on the site of the ﬁrst.

To accomplish the plan as illustrated will require the removal of some 32 outdated, non-functional and/or unsafe facilities, the renovation and updating of ﬁve existing buildings, the construction of eight new stateof-the-art facilities and the development of infrastructure and utilities to support the operation of each facility in its proposed location.

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The ATRC Master Plan is summarized here in the accompanying graphic plan (ATRC.8). The group of phasing diagrams illustrated on Page 8 depict the proposed demolition, construction and relocation activities

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Existing ATRC Core Facility

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ATRC.11

Proposed Phase I Projects: 1. Agricultural Agricultural Dem Demonstration onstration and Research Facility 2. New Road Extension 3. Expanded and Improved Commodity Storage Area 4. Expanded, Lined and Ecologically Updated Agricultural Waste Ponds 5. New Equipment Storage Facility 6. New Pesticide Seed Fertilizer

Building 7. New Student Employee Living Area

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ATRC.12

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Proposed Phase II Projects: 8. Existing Dairy 8a. New Dairy Unit 9. Renovated Swine Unit

Proposed Phase IV Projects: 14. New ATRC Conference Center 15. ATRC Events Center

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Proposed Phase III Projects: 10. Renovated Beef Unit 11. Renovated Sheep Unit 12. Meat Laboratory Upgrades 13. New Horticulture Facilities

ATRC.13

Completed ATRC Master Plan (see also Figure ATRC.8)

ATRC.15

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Illustrative ATRC ATRC Plan (see Figures ATRC 10-15 for Numeric References) 9

Summary of California State University Capital Outlay Projects for ATRC Project Includes Academic and/or Other Programmatic Upgrade New, Major Reconﬁguration and/or Relocated Facilities Agricultural Demonstration and Research Facility New Dairy Commodity, Grain and Hay Storage Pesticide, Seed and Fertilizer Building Equipmentt Storage Facility Equipmen Swine Facility ATRC Conference Center ATRC Events Center

Project Includes Regulatory Upgrade

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NA

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Renovated and Expanded Facilities Meats Laboratory Upgrade

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ATRC Infrastructure Additions and Improvements Roads Irrigation System Upgrade and Expansion Fencing Pavilion Foyer Arboretum and Student Employee Living Area Electrical System

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Waste Management System Beef Unit Additions and Upgrade Sheep Unit Additions and Upgrade Ornamental Horticulture Unit Additions and Upgrade

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Relationship to the California State University Capital Outlay Program

The following chart lists all of the proposed Master Plan projects that will be submitted to the California State University for inclusion into the state capital projects list. These projects are listed here by major type including: New, Major Reconﬁguration and/or Relocated Facilities; Renovated and Expanded Facilities; or Infrastructure Additions and Improvements. These projects are further identiﬁed as projects that involve an upgrade to the College of Agriculture academic and/or operational program and those that include or are required to bring the ATRC activity into compliance with existing governmental regulations. Third Party Assistance

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The ATRC: Used by Many Public and Non-Profit Organizations Such as 4H Clubs

The College of Agriculture has an advisory and fund raising group for the proposed ATRC Conference Center and Events Center projects that will assist in conducting a capital fund

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As a facility that supports agricultural instruction, demonstration and research, the AT ATRC RC is naturally tied to a range of agricultural industry and institutional organizations that visit, use and support the ATRC in various ways. It is anticipated anticipated that various forms forms of private support will be received that will augment and/or provide resource support for ATRC facilities as described here.

raising campaign to fund these components of the ATRC Master Plan. Butte Community College will support the development of the Agricultural Waste Management System project and additional support may come from the Natural Resources Conservation Service. The U.S. Bureau of Reclamation, California State University, Fresno (Fresno State) and the California Public Utilities

Both the ATRC Conference Center and the ATRC Events Center projects are expected to be funded in part through private industry related grants. grants. In the area of of infrastructure, it is anticipated that the Paciﬁc Gas and Electric company will assume ownership of the antiquated ATRC electrical distribution system and will be responsible for the implementation of needed upgrades including distribution under-grounding, capacity upgrades, new facility service and security lighting.

Commission have State come to together the auspices of Fresno fund theunder irrigation components of the Master Plan. ATRC farm income will be used to fund various electrical infrastructure upgrades.

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Finally, it is hoped that other future, as yet to be determined, improvements to the ATRC facility such as various infrastructure systems, facility upgrades and equipment installations may be undertaken in full or in part by the private sector.

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SPECIFIC DESCRIPTIONS OF MAJOR DEVELOPMENT PROJECTS

AGRICULTURAL DEMONSTRATION AND RESEARCH FACILITY Estimated Floor Area:

10,400 GSF

Summary: The ATRC will accommodate laboratory and demonstration activities for over 25 Agricultural Sciences classes with a collective enrollment enrollme nt of 1,250 students annually. Major Program Components: • Laboratory facilities to accommodate lab sections of 24 students each • 24 station computer laboratory • Small mediated conference room • Open laboratory for classroom related

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production practices and overall efﬁciency. A majority of these new techniques require special laboratory safety equipment options such as exhaust hoods and eyewashes to satisfy environmental health and safety regulations. The new demonstration center will provide the necessary safety features to facilitate the incorporation of new technological advances. An agro-ecosystems simulation lab would allow investigation and testing of concepts in sustainable agriculture. Gross and histological anatomy, surgical and nonsurgical embryo transfer, soil/water relationships, environmental toxicology, and integrated pest management are a few of the disciplines that could be more effectively integrated into the existing curriculum with an appropriate demonstration facility located on-farm.

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student research Two instructional activity areas Restrooms and shower facilities

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Discussion and Justiﬁcations: Existing facilities housing some of the anticipated College of Agriculture class sections are old temporary buildings that are becoming increasingly difﬁcult to maintain.

In addition, rapid changes in all ﬁelds of the plant and animal sciences have resulted in remarkable developments in these diverse disciplines. Technological advances have also revolutionized both plant and animal management management syst systems. ems. Facilities to effectively demonstrate these technologies are essentially nonexistent at the Agriculture Teaching and Research Center (ATRC), making it virtually impossible to incorporate much of the new scientiﬁc advances in soil, plant and animal science. The new facility will enhance the current curriculum with on site laboratory activities and demonstrations that can be conducted in conjunction with “inﬁeld” sampling. For example, students learn to identify plant disease in Plant Pathology

Estimated Floor Area:

17,600 GSF 11

Summary: This project is designed to upgrade and relocate the dairy facility next to the new

lagoon waste water system, a more logical location for the unit with the highest waste management needs. Major Program Components: • Free-stall system, traditional milk production facility • Demonstration 50-acre grass-fed organic dairy

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classes where diseased plant tissue is collected in the ﬁeld and brought into the laboratory for DNA DNA extraction. Once the DNA is puriﬁed, a speciﬁc DNA probe is applied to identify the speciﬁc pathogen involved, thus conﬁrming the diagnoses and more accurately addressing the problem with the correct intervention method. Students learn how to apply this new technology to improve

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The ATRC Dairy: Supporting Several College of Agriculture Courses and Enjoys Support from Five Major Industry Partners

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Self-locking stanchions to facilitate artiﬁcial insemination and embryo transfer Two separate milking systems comprising 12 state-of-the-art, computerized, automated milking machines Bulk tank milk storage units New well, pump, fencing, and a setsprinkler system integrated with the ATRC Supervisory Control and Data Acquisition (SCADA) system to support organic milk production

Discussion and Justiﬁcations: The project provides an excellent learning laboratory linked to a fully integrated curriculum, an up-to-date working example of how production agriculture functions in a fully integrated form. This is a program that the College of Agriculture can uniquely

COMMODITY, GRAIN AND HAY STORAGE Estimated Floor Area:

75,000 GSF

Summary: Construction of a larger, more efﬁcient and integrated, covered concrete drive-through commodity storage building with eight storage bays. Major Program Components: • Eight, 25-foot-wide and 30-foot deep

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storage bays Dump pit where grain can be unloaded and moved by auger Eight, 75 to ton n grain bins w with ith dryer devices Open-span, covered concrete slab for hay storage Uncovered concrete slab for silage bag

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offer students in the State of California, a truly integrated agricultural experience that covers each step of the production process. From an integrated perspective, students will experience ﬁrst hand how nutrition affects the level of production and reproductive efﬁciency; how management strategies can affect incidence of speciﬁc disease, the cost of production and ultimate proﬁtability. The

Discussion and Justiﬁcations: At present, the ATRC does not have adequate feed storage facilities with the current facilities conﬁgured in such a way as to make their efﬁcient use impossible. In the past, the ATRC has lost thousands of dollars in hay and grain due to the lack of

move toward alternative practices is timely as there has been tremendous growth in the organic sector of production agriculture. The challenge to farmers/ranchers and researchers alike, is to develop value-added products that can provide a higher return per unit of product to offset the higher costs of production incurred by small-scale agriculture and/or alternative production practices.

proper storage ffacilities. acilities. Livestock rations are now ground and formulated at various locations with portable equipment that increases the chance for error in livestock rations. Production based courses, animal management and many of the ATRC research projects require a modern and accessible feeds and storage facility to ensure accuracy in ration formulation and to decrease waste.

Organic dairy farming may provide a model for small to mid-sized dairy farmers. Indeed, the organic fruit and vegetable industry has grown at an amazing rate due to consumer demand for less intensive methods of food production. Information derived from this project will provide valuable information for educational purposes and for industry, where future producers can experience these management scenarios ﬁrst-hand, creating additional partnerships with industry, and thereby improving the CSU Chico image within the community community..

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The Commodity Storage Facilities: Completely Reconfigured and Upgraded by the ATRC Master Plan

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PESTICIDE, SEED AND FERTILIZER BUILDING Estimated Floor Area:

5,875 GSF

Summary: Replace the existing chemical storage building with a combined pesticide and fertilizer storage complex.

2005

negatively impact research protocols and critical production activities. Equipment maintenance is critical to ensure that tax dollars are used efﬁciently. efﬁciently.

SWINE FACILITY Estimated Floor Area:

+ 2,430 SF

Major Program Components: • 500 gal gallon lon capacity capacity dry su sump mp for for collecting and re-circulating spilled spray

Summary: Comprehensive swine facility renovation project with signiﬁcant new facility expansions

material 12-inch stem wall to insure containment in case of a spill Covered slab for parking spray equipment Lockers, safety showers and eye washes Structure with cement ﬂooring ﬂooring fo forr

to include the follow following ing elements: gestation/ breeding barn with a small lab for artiﬁcial insemination, breeding facilities, ofﬁce, student apartment with laundry room and shower, automated gutter ﬂush for waste management and an automatic feeding system.

• • • •

fertilizer and seed storage Discussion and Justiﬁcations: The existing pesticide building meets few of Proposition 65 regulations. Replacem Replacement ent of this building, relocation to a more suitable site, and consolidation of the seed and fertilizer storage into the same facility will allow for better inventory and control of these

supplies. Increased regulations concerning storage, handling, and use reporting of agrichemicals dictates the need for this facility. It is critical that the College of Agriculture be a model in regulation compliance and best practices related to on-farm chemical use.

Major Program Components: • 40 sow (group pen) gestation/breeding barn with attached small lab for ar tiﬁcial insemination and breeding facilities (renovate existing buildings and expand by 1,040 SF). • 12-crate farrowing barn with attached ofﬁce and associated two-bedroom student apartment with one kitchen

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• • •

EQUIPMENT STORAGE FACILITY Estimated Floor Area:

15,000 GSF •

Summary: A pole barn structure with mounded gravel ﬂoor designed to protect valuable research and farm equipment from rain and sun.

Major Program Components: • 30 ft. x 500 ft. covered storage space • Mounded gravel ﬂoor Discussion and Justiﬁcations: Currently, the facilities available to cover and protect valuable equipment are limited. Leaving equipment exposed to the elements increases maintenance costs and can

and bath unit, laundry room with shower. (Renovate Bldg. 21 and expand by 1,215 SF Develop environmentally controlled nursery barn (Renovate Bldg. 22 and expand by 180 SF) Automated gutter ﬂush for waste management Automatic feeding system Automatic watering and waste removal system Te Tenderfoot nderfoot ﬂooring and stainless steel construction

Discussion and Justiﬁcations: The ATRC swine unit is a major component of the College of Architecture’s academic program providing a hands-on laboratory where students can gain a solid understanding of stock breeding, animal husbandry and marketing.. The swine facil marketing facility ity has also been the focal point of the CSU Chico community outreach program, bringing in over 500 4Her’s and scores of FFA students on Swine Day to learn about swine production and project pig management. The swine facil facility ity

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also produces animals of suitable quality for the Junior College Livestock contest and both the FFA and 4H Field Day. The current swine facilities are over 30 years old and in need of signiﬁcant renovation to upgrade the unit for the production of sufﬁcient numbers of animals for the academic curriculum, meaningful research and the many outreach functions that require quality animals. The current facilities have limited utility for research projects that demand environmental control and genetic consistency. consistency. The proposed facility will be constructed to current industry

Summary: The ATRC Event Center, with a capacity for

standards with regard to space requirements, animal comfort and bio-security. bio-security.

2,000 people, consists of an open ﬂoor and a clear span metal building.

ATRC CONFERENCE CENTER Estimated Floor Area:

7,000 GSF

would also provide the public with information on the ATRC ATRC and on agriculture in general. It is expected to help to enhance the image of the College of Architecture within CSU Chico and the community community..

ATRC EVENTS CENTER Estimated Floor Area:

45,000 GSF

Major Program Components: • Portable bleachers with an announcer’s booth will be centrally located above the bleachers • Concession stands and restrooms

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Summary: The ﬂexible use ATRC Conference Center will facilitate professional meetings ranging from 30 to 300 persons.

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Large foyer ffor or ticket sales or registration Appropri Appropriate ate lighting lighting and a sprinkler system Sound system, staging and portable pens

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Major Program Components: • Multi-use, divisible meeting room • Full kitchen • Ofﬁces

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Discussion and Justiﬁcations: A facility of this scope would provide an

Farm marketing laborator y for ATRC agricultural products Reception area Full restroom facilities

excellent setting for a number of ATRC laboratory activities. activities. It will provide a site capable of housing various ﬁeld laboratories regardless of the weather. The Event Center will also be an important venue that would allow ATRC hosting of a wide range of events that will serve 4H and FFA programs in Northern Northern Calif California. ornia. This ffacility acility would would provide an ideal setting for industry-based farm equipment shows, equine events, team ropings, cattle shows and large expositions. These functions would enhance undergraduate education programs, provide leadership training and create a setting for a high degree of interaction between students and industry leaders.

Discussion and Justiﬁcations: Both the Conference Center and the Event Center will be available to industry when not reserved for academic functions. Industry funds will be solicited to ﬁnance 50% of construction costs, where sponsors will be recognized through nameplates or plaques. Large donors will be considered for potential signature status where the facility will be named accordingly.

The farm marketing laboratory, to be housed within the Conference Center, will provide a facility to help students better understand the issues surrounding the preparation and sale of agricultural products. This facility, facility, within the Conference Center, will expose students to the marketing marketing of products raised at the ATRC partly through accessing nontraditional, niche and internet-web based markets. The farm marketing marketing lab laboratory oratory

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RENOVATED AND EXPANDED FACILITIES

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WASTE MANAGEMENT SYSTEM Estimated New Expanded Floor Area:

N/A

MEATS LABORATORY UPGRADE Estimated Floor Area:

NA

Summary: The project calls for the replacement of the corral/pen structure behind the existing meats laboratory with an updated productsafe facility that will provide a site for quarantine of all off-site livestock needed for FFA and 4H Field Days. Major Program Components: • A wall between the front entrance and the stairwell to the classroom • Replacem Replacement ent of the existing air conditioning unit (including ducting and

Summary: The existing agricultural by-product ponds or lagoons will be enlarged and sealed to facilitate greater water handling capacity, to prevent ground water contamination, to meet EPA regulations and to more efﬁciently recycle farm produced nutrients. Major Program Components: • Agitator and pump, to feed the irrigation system for each lagoon • Suitable waste-water capturing system for each unit • Anaerobic digester for each unit • A covered storage facility and additional pad space for composting

•

vents) Modern refrigeration unit in processing room

Discussion and Justiﬁcations: The current meats laboratory is 30 years old and in need of upgrades to insure compliance with new Federal and State inspection regulations. As one of the most

heavily regulated facilities at CSU Chico, the meats lab also requires speciﬁc upgrades inside the facility to ensure product safety. A large, stainless steel wall, with viewing windows is needed between the front entrance and the stairwell to the classroom, creating a barrier between incoming trafﬁc and the federally inspected processing room. This wall will decrease the chance for bacterial contamination occurring from the inﬂux of students in and out of the laboratory. Secondarily,, the existing air conditioning unit Secondarily does not keep the room temperature below 45 degrees Fahrenheit -- the standard needed to prevent bacterial growth on raw product as it is being processed. Moreover, the current ducting system and vents blow debris and/

Discussion and Justiﬁcations: Conﬁned animal waste is not problematic if it can be converted into value-added products like energy, compost and nutrientrich irrigation water for crops. All three of these conversions will be demonstrated with a state-of-the-art agricultural waste management system. The proposed system

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complements an integrated curriculum and supports the ATRC shift toward sustainable, economically viable, forms of organic farming. The conversio conversion n systems to be used are all based on microbial bioconversion, i.e., anaerobic organisms will convert waste into energy and aerobic organisms will covert biosolids into soil amendments -- all natural and all from currently available technologies that have a solid foundation of data to support their feasibilit feasibilit y. As a public university, it

or contaminants into the room creating another avenue for bacterial contamination. A new refrigeration unit will eliminate both problems and provide for compliance with USDA recommendations. recommendations.

The existing agricultural waste ponds are both undersized and unlined. The ATRC Master Plan calls for upgrading the facilities to include the employment of current technology to increase the usefulness of pond by-product streams.

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is important that the ATRC practice and model sustainable, environmentally friendly, agricultural practices. practices. This requires requires careful thought to waste end-use. This project will clearly demonstrate waste conversion into value-added products, ending the perception that waste is a liability. Importantly, the project will place the ATRC in full compliance with clean air and water legislation, demonstrating to industry a facility that meets new EPA regulations without loosing income or proﬁtability.

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BEEF UNIT ADDITIONS AND UPGRADE Estimated Floor Area:

N/A

Summary: Upgrade Beef Show Barn by expanding the existing classroom to hold 24

Laboratory with bull bull collection unit, artiﬁcial insemination breeding boxes, donor ﬂushing facility and a dustproof, environmentally controlled embryo handling room Holding pens with a cement, nonskid ﬂoor New water well and pump to support irrigation of 100-acres of pasture New sprinkler set systems connected to the ATRC SCADA irrigation control systems for 14 pasture acres New fencing for irrigated pasture

Discussion and Justiﬁcations: The Beef Unit is used extensively in the laboratory component of the Animal Science curriculum. Several students are needed for late evening and weekend calving and breeding. breeding. On site living quarters are necessary to accommodate extended

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students. Upgrade existing limited artiﬁcial insemination barn with new artiﬁcial insemination/embryo transfer building. Enhanced pastures through new well pump, sprinkler and fencing improvements. Improve the alley and general barn lighting. Major Program Components: • Renovate Building 23 by remodeling

•

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the existing student apartment to accommodate two large bedrooms Upgrade preview barn with upgraded classrooms, ofﬁce facility, electrical system and lighting. Demonstration site for assisted animal reproduction Upgrade feeding facility for recipient/ donor cows.

hour animal animal care. The p proposed roposed facility renovations would provide the necessary infrastructure critical to implementing the latest in assisted reproductive technologies, techniques critical to rapid genetic improvement. Bull handling facilities are especially important for student safety. Embryo transfer, transfer, embryo and semen freezing technology is also critical to the educational program. A dust-free, secure facility is needed to ensure embryo quality for USDA inspection for embryo embryo export. Impro Improvements vements to this unit will enhance the learning environment for students and also facilitate the incorporation of new scientiﬁc advances in assisted reproductive technology and irrigation technology. Currently, there is no infrastructure to facilitate integration of these new advances into the agricultural curriculum. curricul um. Improvements in irrigated pasture land are needed to optimize beef production.

SHEEP UNIT ADDITIONS AND UPGRADE Estimated New Expanded Floor Area:

ATRC.21

Eastern Portion of Existing Beef Feed Lot with Pastures Beyond

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+925 SF

Summary: Complete Complet e renovation and upgrade of corrals, gates, and fencing to accommodate 300 head. Replace substandar substandard d electrical wiring wiring in Building Building 36. Rebuildi Rebuilding ng and e expansion xpansion

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of maternity barn increasing its size from 3,075 SF to 4,000 SF SF.. Convert utility room into artiﬁcial insemination/embryo transfer room. Major Program Components: • Renovat Renovate e student apartments • Convert utility room int into o artiﬁcial insemination/embryo insemination/ embryo transfer room • Renovat Renovate e corrals, gates, and fencing (upgrade scale, sorting chute and foot bath facilities) • New electrical wiring throughout

• • • •

Computer and networking infrastructure Rebuild and expand maternity barn (+925 SF) Mechanic Mechanical al feeding system with feed mixer Improvements to Sheep Management Center

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ORNAMENTAL HORTICULTURE UNIT ADDITIONS AND UPGRADE Estimated Additions to Floor Area: 1,500 GSF Summary: The Horticulture Headhouse (Building 7) will be renovated to regain its original functionality.. functionality The Horticultural area will be reorganized and two conservatory type greenhouses, to replace existing deteriorated facilities, will be constructed. Major Program Components: • New conservatory-type glasshouses • New walk-in cold boxes • Two new ofﬁces • State-of-the-art environmental environmental controls for greenhouses

Discussion and Justiﬁcations: The sheep unit is one of the most extensively used units at the ATRC. Many of the animal health, reproduction, and nutrition laboratories conducted at the ATRC are facilitated by the sheep unit, as are many of the reproductive studies that require large numbers of animals for statistical

purposes. The large numbers of sh sheep eep used at the ATRC necessitate a safe and efﬁcient handling facility that will reduce animal stress and improve the staff and student labor efﬁciency.

status as a functional headhouse will be essential to expand this particular program to meet the needs of local feeder schools with environmental horticulture programs. ATRC efforts to expand the plant science program will require the corresponding facilities. A functional headhouse p provides rovides a central meeting location, a site for soil mixing, fertilizer preparation, transplanting, pruning, etc. The headhouse area w would ould also be used for classes, outreach activities and a variety of research projects including genetic investigations of plant disease resistance and control of invasive exotic weed species.    d    n    o    m    m    a    H    e    n    K   y    b    o    t    o    h    p    A    D    S    U

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The ATRC Sheep Unit: Directly Supports Many of the College of Agriculture Courses in Animal Health, Nutrition and Reproduction

Discussion and Justiﬁcations: The existing greenhouses have been virtually useless for several years due to degradation of the ﬁberglass glazing. The proposed new facility will be state-of-the-art, environmentally controlled, and will restore a portion of the capacity needed to supply plant propagation space. Restoration of the horticulture meeting space to its former

SECURITY There are a number of security issues related to the development of the A ATRC. TRC. In addition to the need for fencing and gates for the public entrance and for key on site ATRC facilities, there are real needs to secure both livestock and crop areas from contamination potentially conveyed through the visitor contact. Visitor protocol is, and will be, both communicated verbally by ATRC

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staff and through posted warnings. As a general intent, all visitors will pass through a central visitors’ ofﬁce to be located in the ATRC Conference Center, where they will be briefed on security procedures while visiting the ATRC facilities. facilities . Signs directing visitors to this check-in point, as well as posted biosecurity warnings, will be part of the signage needs of the ATRC. See also Beautiﬁcation Beautiﬁca tion and Wayﬁnding below below.. Security lighting will be integral to the future development of the ATRC and is currently under study as a capital project to be coordinated with the electrical distribution system upgrades to be implemented by Paciﬁc Gas and Electric Corporation (PG&E). See also below.

OTHER INFRASTRUCTURE Several infrastructure items are in the

Telecommunications Infrastructure Initiative

The state-wide Telecommunications Infrastructure Initiative (TII), developed by the California State University system, is being implemented across all CSU Chico campus facilities including includin g the ATRC. The project will upgrade the ATRC to a common CSU/CSU Chico data transmission standard capacity of 100 Mb/s (Megabits per second) capable of greatly enhanced data and video transmission. Composed of of both copper pai pairr and ﬁber-optic cabling, the ATRC local network is designed to be carried in a series of underground ducts centered on the current farm ofﬁce as a main entry point tied to the CSU Chico main main campus campus networ network. k. The system can be extended as new buildings are added to the ATRC network.

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process of development or will need further study prior to adoption into the Master Plan. These are brieﬂy described here.

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An overall plan for lighting will need to be coordinated with the proposed ATRC facilities and the electrical distribution plan under development develop ment by PG & E. With this plan in place, in many cases, there will probably be an opportunity to add lighting incrementally to an overall ATRC lighting system as each major capital improvement plan is implemented. Conversely, other sections and/or components of the lighting plan may require require separate ffunding unding projects. projects. The lighting will be needed for both safety and security purposes and, at a minimum, minimum, should light auto circulation driveways, major visitor pathways, and parking facilities.

ground, new security lighting added and various roads/parking areas paved as part of the ATRC infrastructure upgrades.

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In addition to the major capital projects that address the academic and major functional needs of the ATRC, there are a number of aesthetically-oriented aesthetically-orient ed improvements that are needed that will enhance the appearance of the facilities and add to the overall visitor experience.. Most of these projects can experience be further characterized as beautiﬁcation and/or wayﬁnding (signs) projects intended to visually unify, beautify and/or serve as environmental guides to the ATRC visitor. Many of these improvements will be developed as site-related components of an overall major major capital project. In some cases, the aesthetically-orient aesthetically-oriented ed impro improvements vements may best be implemented as separate projects targeted to address a particular issue. These improvements are identiﬁed in Figure ATRC.23 which also shows the needed improvements impro vements in relationship with the major capital projects identiﬁed above and with the ATRC principal circulation system -- the vantage point from which the ATRC is viewed and visited.callIn for general, the improvement concepts selected landscaping improvements to visually strengthen the entry drive experience, to screen unattractive areas, to shade parking facilities and to otherwise enhance the appearance of the facility. No attempt attempt is made to spe specify cify the appropriate species for these landscaping improvements but there is an interest to

Power would be under-

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utilize drought-tolerant plant materials wherever possible. Further, the conceptual approach to the ATRC entry road calls for the planting of fruit/nut bearing trees common to Northern California agriculture in formal rows ﬂanking the entry drive -- creating a ceremonial entrance into the ATRC starting at Hegan Lane. The beautiﬁcation concept plan also calls for the standardization of corral fencing to help visually unify the ATRC facility. A similar fence and gate system could be used at the main entrance to further unite the ATRC facility. Finally, there is a need to create a series of new, clearly conceived signs to help identify key ATRC facilities, and to lead visitors to and through the A ATRC TRC facility. The concept plan here only starts to anticipate the family of signs needed to address the needs of

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the ATRC. ATRC. The actual desi design gn of the si signs gns would borrow major elements from the CSU Chico main campus family of signs to further reinforce its connection with the parent institution. See also Chapter 4.

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Bibliography Blayney Dyette Dyette Urban and Regional P Planners, lanners, et. al., City of Chico General Plan Plan.. Novembe November, r, 1994. California Californ ia State University, Chico. The University Journal 33 (Fall 1988). ---. The University University Journal 35 (Fall 1989). 1989). City of Chico, California Home Page. Online. Microsoft Internet Explorer. Internet. Intern et. Apr. 2003. Available http://www.ci.chico.us CSU Chico Home Page. Online. Microsoft Microsof t Internet Explorer. Internet. Intern et. Apr. 2003. Available http://www.csuchico.edu CSU Chico. “CSU, Chico’s Strategic Strategic Plan for the Future.” The 1999-2001 1999-2001 University Catalog. Online. Internet. April 1 11, 1, 2000. Available http://www.csuchico.edu/catalog/ http://www.csuchico.edu/catalog/front/ front/ plan.html

---. “CSU, Chico’s Strategic Plan for the Future: Implementation Schedule 1998-1999.” 1998-1999.” The 1999-2001 1999-200 1 University University Catalog. Online. Internet. April 1 11, 1, 2000. Available http://www http://www.csuchico.edu/catalog .csuchico.edu/catalog/front/im /front/implementation_sch plementation_schedule.html edule.html Enron Energy Services North America, Inc. “Strategic Energy Plan: Chico State University University – Draft .” July 30, 2001.

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Holland, Joseph R. Consulting Trafﬁc Trafﬁc Engineer. “Chico Parking Study.” March 25, 1987. Kaku Associates. Associa tes. “California State University, Chico Parking Needs Study, Technical Memorandum No. 1: Existing Conditions and Initial Assessment of Parking Needs”. (Draft). November November 2003. Kaku Associates Associates in Association with International Parking Design, Inc.. “Californi “California a State University,, Chico Parki University Parking ng Needs Assessment, Assessment, Draft Executive S Summary”. ummary”. June 2004. Lionakis-Beaumont Design Group. “Program Feasibil Lionakis-Beaumont Feasibility ity Study: Child Care Center California State Universit y, Chico.” June 10, 1997 1997. Paciﬁc Partners Consulting Group. “California State University System System,, Facilities Renewal/ Renewal/ Deferred Maintenance Maintenance Study; Model Results for Californi California a State University, Chico.” September 2003. Quad Consultants. “Final Environm Environmental ental Impact Report, California State University, University, Chico Master Plan – Draft.” Vol. I. September 1990. Quad Knopf. CSU Chico Campus Master Plan 2005 Envir Environmental onmental Impact Report (Draft). January 2005. ---. “Final Environmental Impact Report, California State University, Chico Master Plan.” Vol. II. November 1990.

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Appendix A

APPENDIX A

B

Wayﬁnding and Sign Plan (Separate Document)

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A P P E N D I X

CSU Chico Master Plan 2005

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