The Kiski School CMP & Landscape Guidelines

CAMPUS MASTER PLAN

INTRODUCTION Traveling along Route 286, the evergreen edge that line the highway lead to something special. The entrance of the Kiski School has a gentle curve to guide the visitors to slow down as they are entering the campus. This gives the visitor a chance to embrace the campus grounds. These landscape guidelines are to enhance this mature woodland with standards to enhance the campus appearance by creating a sense of space and a unity through consistent elements. The Kiski School preserves the naturalist landscape that represents the Western Pennsylvania rural landscape. The guidelines also encourage the mission and the values of the Kiski School. “Clear guidelines foster and promote high quality implementation in the field through repetition of craft and detail� (Kenney, p. 150).

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THE KISKI SCHOOL

SOILS ErC: Ernest silt loam, 8 to 15 percent slopes GoF: Gilpin-Rock outcrop complex, 45 to 100 percent slopes MoB: Monongahela silt loam, 2 to 6 percent slopes WeA: Weinbach silt loam, 0 to 2 percent slopes W: Water

ErC MoB

WeA W

GoF 2

CAMPUS MASTER PLAN

LAND USE The Kiski School is primarily separated by land use. The student housing is located to the western part of the campus and academic buildings to the east. The main road bisects through the middle, creating difficulty for the students to travel from their dorms to the classes.

Faculty housing is located on the southern part of campus. Also, there are faculty apartments located in every student housing facility.

RECREATIONAL GREEN SPACE PASSIVE GREEN SPACE

PARKING FACULTY HOUSING STUDENT HOUSING ADMISSIONS

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OPEN SPACE Recreative Green Space: Majority of the recreational green space is located along the entrance of the school. This is a natural surveillance measure by keeping the visiting schools within the first 1/3 of the campus.

Passive Green Space: These areas are bisected by the main road running through the heart of campus. The roadway is creating disconnect. One the main goals of this project is to create a linkage between these passive green spaces to enhance the pedestrian experience.

PASSIVE GREEN SPACE

RECREATIONAL GREEN SPACE

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CAMPUS MASTER PLAN

STUDENT HOUSING The Kiski School has 7 residential buildings housing over 180 students. The majority of student housing is located to the western part of campus. To promote the learning and living experience initiative as well as for safety reasons, there is at least one faculty residence located in each dormitory.

STUDENT DORMS

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PEDESTRIAN CIRCULATION This diagram highlights paths taken by The Kiski School Community. Intersections where pedestrians and vehicles meet are shown. These conflict areas are all along the main route for vehicles through the campus core. The students are encouraged to walk along designated walkways (not the grass) throughout campus. Demerits are given when it is necessary. The diagram shows that the students have been making their own route from the dorms to the gymnasium despite the coincidences. The issue of creating a walkway is that the route passes through the fairway of number #9. Faculty might have a difficulty walking from their homes due to the distance. Instead of walking or driving their autobmoble, faculty is known to sue golf carts to and from class.

WALKWAYS STUDENT MADE PATHS PEDESTRIAN/VEHICULAR CONFLICTS SHARED ROADS/WALKWAYS

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CAMPUS MASTER PLAN

VEHICULAR CIRCULATION This graphic illustrates how the primary vehicular circulation pattern bisects the campus. It represents the spine of the campus. This roadway segregates students personal space from their academic one.

The primary access road is State Route 286.

MAJOR ROADS SERVICE ROADS FACULTY RESIDENTIAL ROAD

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PARKING Parking is one essential issues on campus cited by faculty and staff. There is not enough parking on campus for all of the employees. In many cases, cars are parked along the side of the narrow road that serves as both a roadway and a walkway. This capacity can not accommodate events like graduation or sporting events. During graduation, there can be as many as 300 people of campus at once with only a capacity of approximately 50 spaces on campus.

During graduation, there can be as many as 300 people of campus at once.

PARKING

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CAMPUS MASTER PLAN

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NEW CAMPUS DESIGN

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CAMPUS MASTER PLAN

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PEDESTRIAN CIRCULATION The former main access road has transformed into a pedestrian way. Collapsible bollards are set up

by Swank Hall and at the entrance to the Fieldhouse back parking. This gives The Kiski School the opportunity to convert the pedestrian walkway into a road if needed such as special events like Moving Day or Graduation.

WALKWAYS PEDESTRIAN/VEHICULAR ENCOUNTERS TEXTURED CROSSWALKS

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LANDSCAPE GUIDELINES

OPEN SPACE ENHANCEMENTS One of the main goals of this project is to create a green space linkage to pedestrian experience.

Appropriate landscaping creates spaces where students, faculty and the rest of the school community can interact. A green landscape may promote a more positive setting for the campus.

In the absence of automobiles, the community can move around more easily. Open green spaces is where interaction between the Kiski School community members. These green spaces are one element of the learning and living experience. Improvements to these campus open spaces include the quadrangular, pedestrian plazas, golf course, and outdoor classrooms.

OPEN SPACE ENHANCEMENTS

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PEDESTRIAN PLAZAS Campus community thrives around gathering spaces around campus like quads, courtyards and plazas. These elements create an intimate setting for community interaction. These areas are places were major pathways funnel enhancing the learning and living engagement among students, faculty, and staff.

PEDESTRIAN PLAZA IMPROVEMENTS

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LANDSCAPE GUIDELINES

PEDESTRIAN PLAZAS TURLEY DINING HALL:

Students are traveling in and out of the Turley Dining Hall on a daily basis. Without proper seating outside, the existing patio area is under utilized. The plaza is divided into two tiers. The lower tier, near the entrance is a great place for small, lightweight bistro tables.

Students can move them accordingly to create large or intimate dining groups. The upper tier is an extension to the walkway leading into the heart of campus. Visulize rows of benches lined with trees, a perfect setting for students waiting for other classmates or a quick web surf on a laptop.

Seating and appropriate landscaping along Turley will promote that learning and living experience emphasized by the school.

Landscaping should create rooms that are inviting and welcoming to the community.

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PEDESTRIAN PLAZAS ROGERS HALL:

At least 3 different walkways funnel to this building. The facade facing the quad has very little foundation plantings and seating.

A pedestrian plaza facing the quad would be very valuable to Rogers Hall since the theater is located here. Paving was expanded for seating, both benches and bistros.

Unlike the other plazas, this one has a small covered area to protect for the elements.

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CAMPUS MASTER PLAN

PEDESTRIAN PLAZAS S.W. JACK FIELD HOUSE: The S.W. Jack Field House is the first building seen on campus and for most visitors, this is the only building they see. Visiting athletic teams travel no farther onto campus. Athletic facilities are grouped together near the entrance of campus. This entrance plaza should have more of a presence and school spirit.

Example of new gateway to the Northwestern Oklahoma State University Football Field

Existing entrance to the S.W. Jack Fieldhouse.

This rendering illustrates how the images above can be utilized in front of S.W. Jack Fieldhouse. The brick walls create a plaza. Native planting can be used for the foundation and accent plants. These native species require minimal maintenance and can compliment the natural setting at The Kiski School.

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PEDESTRIAN PLAZAS BRETT PARK: Communal Space Information gathered at one of the focus groups was how Brett Park was under utilized. The current condition of the walkways and the lack of seating around the steeple is not inviting.

There was no communal space for special events. Graduation takes place on the lawn of the quad. To the southeastern end of the quad, stands the Brett Park steeple. It represents the historical building was razed. So walks form the quad lead to this steeple but other than pictures for graduation, this space is that visited.

Textured paving and benches make the space known for this historical value into a seating space for visitors. Paving provides a consist element to unify the campus. Instead of being just a landmark of the campus, it can be utilized as a destination space on campus. This space can be a gathering space for families during graduation or a gateway for visitors of admissions. The admission building is located adjacent to the steeple. This will be a great space for the start and finishes of campus tours.

This historical landmark is surrounded by speciality paving and lined with benches.

Paving and landscape improvements will make this plaza more usable .

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LANDSCAPE GUIDELINES

PEDESTRIAN PLAZAS OVERLOOK: Maintaining the naturalist setting and capturing the views gives Kiski unique character and aesthetic appeal. Across the road from Old Main is a picturesque view of the town of Saltsburg with the beautiful rural Pennsylvanian landscape as a backdrop.

With selective clearing, the view can capture emerging Conemaugh and Loyalhanna Rivers to form the Kiskiminetas. River and an old railroad bridge.

This view is a well kept secret at The Kiski School. Designing a more prominent plaza will expose this hidden treasure.

The circular path mimics the shape of an existing evergreen. The specialty paving pattern is a visual cue leading the user to want more and follow the path to the overlook

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OUTDOOR CLASSROOM Interaction/Education Technology has driven today’s youth indoors.

Students are spending more time in their dorm rooms and other spaces that are wired to the web. Creating a landscape that encourages students to spend more free time outdoors then attached to their keyboard (Kenney, 2004).

“At times, the lawns, arcades, a courtyard of the campus become a natural setting in which both formal and informal study can take place” (Kenney, p. 146). Outdoor classrooms designed a discussion forum layout to promote learning beyond the lecture.

Discussion group, whether as a class or an extra curricular club, can assist learning by group participation. Another opportunity to increase education, environmental education will be enhanced with hands on experiences.

Fieldwork on the golf course or the summer camp is two examples. Students can study local ecology, geology, hydrology, and vegetation.

OVERLOOK FORUM:

Approaching the overlook from campus. Selective clearing can open up a beautiful view of Loyalhanna Creek.

The design for the overlook that faces the Loyalhanna Creek intends to trigger classroom discussions. Unlike most outdoor classroom that have a focal point for lecturer, this design is inspired by the Jens Jenson’s council rings.

A continuous ring promotes the thought that everyone is equal among the gathering.

This concept can be dated back to the Native Americans’ Fire Circle where the majority of spiritual and religious ceremonies took place. (http://www.umassd.edu/garden/gardens/ gardens-03.cfm).

California Department Education 2005 study showed a direct correlation between outdoor learning and school subjects such as science, math, and reading. The results calculated around 27% increase in science test scores.

Students tend to retain more information from on hands experiences compared to a strict lecture only curriculum (Strange, 2001).

An example of a council ring that can be also used as a discussion outdoor classroom.

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LANDSCAPE GUIDELINES

PEDESTRIAN PLAZAS QUAD FOUNTAIN: Located in between Rosley Hall and Old Main, the quad fountain is a common area for faculty members to hold outdoor classes.

It provides seating for small groups. It is also used as a display location for student’s art projects. Students’ displays throughout campus creates a sense of ownership of a space. Creating ownership by increasing the student use of the space also generates a natural surveillance over the space. Increasing the students’ pride in the school will reduce the likeliness in harm within the school and the grounds (www.asumag.com). Design improvements through natural surveillance are detailed ways for a school to diminish the potential violence without a costly renovation.

Natural surveillance is how well a certain area is able to be observed by the public (http:// knopow.0catch.com/schoolspace/). The more visible to the public, the less likely it is for an intruder to feel safely welcomed.

Quad Fountain has been utilized for some faculty members as an outdoor classroom. Moving water can produce a calming sound, soothing to the user.

Student work displayed on the fountain. This shows a sense of ownership.

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VEHICULAR CIRCULATION “Provide vehicular campus boundaries is important to the perception of a strong campus identity. Developing and enhancing these boundaries will help people understand the campus, navigate through it with a level of comfort and recall it through its character” MAJOR ROADS SERVICE ROADS FACULTY RESIDENTIAL ROAD PARKING

GREEN PARKING

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LANDSCAPE GUIDELINES

TRAFFIC CALMING AND PARKING Painted, raised, or textured crosswalks can be way to increase the pedestrian safety for the campus. These options are easy visual reminder for motorists and pedestrians alike. Motorists can adjust speeds accordingly when approach the pavement transition and pedestrians will be inclined to use the walk instead crossing at leisure.

Parallel parking can also be used as a traffic calming device. Parallel parking has been adding in front of admissions to accommodate prospective students and their families.

The roundabout located between Clark Hall and Daub Hall, slows down traffic as the motorist circles back towards campus.

TEXTURED CROSSWALKS PARALLEL PARKING ROUNDABOUT

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LANDSCAPE GUIDELINES

landscape design guidelines introduction Landscape Design Guidelines define the landscape initiatives of The Kiski School.

Typically, this section featured in master plans give ways to achieve order and consistency through landscape elements such as hierarchy of walkways and streets, planting material, hardscape palette, and site amenities. By establishing constant materials throughout the campus, landscape elements help define a common theme while refining the sense of place. “Educationally sound design of a learning environment includes outside places, close to academic buildings, that contain lawns, and trees and do no contain cars, parking or roads� (Kenney, p. 45).

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OPEN SPACE ENHANCEMENTS QUADRANGULAR: Contemplation: Movable chairs will be offered in the quad.

These chairs provide versatility to the place.

This gives students an opportunity to choose how social to be during their free time. Pocket seating along the hillside is adding for the campus community. These spaces capture the views form campus of town of Saltsburg and the Conemaugh Creek, Loyalhanna Creek, and Kiskimistas River.

Even though natural landscaping would be costly at first, the overall maintenance cost will decrease in time. Native plants do not require fertilizer or other pestcides for survive. These plants have adapted to their environment. “The U.S.Environmental Protection Agency estimates that the cost of maintaining an average lawn is $700/year. Add shrubs and/ or flower beds and the cost goes up. Add irrigation and the cost goes up considerably.

Irrigation systems for a 1/2 acre lot can run $10K� (http://www.plantnative.org/index.htm ). Native plants will thrive at the Kiski School, the campus mature canopies have created a natural setting for native understory plantings.

Woodland ferns and native groundcovers like Pachysandra, not only will create natural edging to pathways, these plants will decrease the area of maintenance mowing and absorb the stormwater run off .

Natives like Allegheny Pachysandra and the Lady Fern create a simplistic edge along the pathways.

Stone benches, gifts from the class of 1930.

Beautiful stone but under utilized and unsuitable for jacket and tie attire.

Nannyberry, Hydrangrea, and the Ostrich Ferns can be used as foundation plantings.

Quad can be muddy all spring long, decrease the amount of time the students spend in this area.

Reincratanating the Class of 1931 benches into picturesque stone walls help define space.

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LANDSCAPE GUIDELINES

GOLF COURSE Adding a naturalist landscape the golf course will not only decrease maintenance costs, but also management of run off, restore wildlife habitat, and aesthetic appeal. This can be achieved by a meadow like landscape (Kenney, 2005 ). Ernst Conservation Seed Company specializes in mixing plant seeds for specific site conditions.

The Kiski School Golf Course is very open with a rolling lawn extending to all nine holes. A seed mixture based on the soil, sun, and moisture can be used to create an edge for the fairways and surroung the back of the greens. While reducing maintanence labor and costs, these native mixtures can also provide visual appeal with color perennials and native wildlife.

In the uplands, the Eastern Native Mix can be used, while downslope the Showy Northeastern Native Mix can be used.

Showy Northeastern Native Seed Mix Eastern Native Seed Mix

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PEDESTRIAN PLAZAS BUILDING PLAZAS

MATERIALS: This paving pattern shall be repeated for every plaza or courtyard. This is an easy way to define space for users. Accents of brick when possible.

Existing concrete has a smaller scoring pattern than typical sidewalks, it gives the space a more intimate, human scale quality.

Scale of planting is very important, plantings appropriate for residential but used in a large building setting can lead to the increase of maintenance issues and safety conflicts (Kenney, p.

150).

“The path usually responds to these forces as it opens into plazas with benches and other amenities that encourage one to linger” (Motloch, p. 165).

Unique paving patterns can draw in the user. This paving is colored concrete that is available in lots of colors and can also withstand harsh winter conditions. The Kiski School’s colors can be used in a focal point plaza.

FOCAL POINT PLAZAS In the University of Dayton Master Plan, Ken Worstell (Landscape Architect) explains, “Experiences from the outside the classrooms are an important area of personal development during the years spent on campus. A quality environment assists in providing venues for students’ activities. It is important to maximize the potential of the available with careful and thoughtful planning to provide an efficient, function and attractive campus” (UD CMP).

Focal point plazas are more destination spaces since they are not an extension of a building.

These spaces need a visual element to intrigue visitors.

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A few examples are: • Change in paving pattern • Sculpture • Change in lighting • Interactive learning element

A large chess game can also be used in as a focal point.

This Burt Hill image was used as for a higher education competition. The concept was that these interactive pods were set up at various places within a quad facing a large interactive screen. People can interact with the screen and play videos games against each other.

LANDSCAPE GUIDELINES

PEDESTRIAN CIRCULATION The Kiski School Pedestrain Standards are as follows:

Wooden fencing is located along the road edges to define green space. This is not only a visual cue for pedestrians to use the sidewalks but also is a tradition remembered by the alumni.

• New constructed sidewalks will be at least 6’ wide.

• Accessible sideswalks, landscape amenities, lighting, and signage.

• Striped Crosswalks at every street and sidewalk intersection. With 4 designated crosswalks that will be textured asphalt due to their high traffic areas.

• The sidewalks to crosswalk will have a curb cut that meets ADA requirements.

Textured asphalt with the appearance of brick pavers with a border.

Once the main artery through the heart of campus has transformed into a pedestrian friendly way. Collapsible bollards define the pedestrian space, these can be lowered into the ground during special events on campus when vehicular access is needed.

Painted, raised, or textured crosswalks can be way to increase the pedestrian safety for the campus. These options are easy visual reminder for motorists and pedestrians alike.

Motorists can adjust speeds accordingly when approach the pavement transition and pedestrians will be inclined to use the walk instead crossing at leisure.

Bollards edge the walkway to define the transition from vehicular to pedestrian.

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VEHICULAR CIRCULATION STREETSCAPES Successfully pedestrian and motorist cohabitance can be measure by streetscape that utilizes different materials to announce the presence of pedestrain and providing a natural traffic calm atmosphere.

MATERIALS

STREETSCAPE PLANTING

• Asphalt on all roads.

• Textured paving patterns may be used for destinated crosswalks.

• No curbs where road serve as walkways.

• Street lined with trees, 50 feet on center.

• Street Trees only when applicable. Must not compete with the intergrity of the existing natural landscape.

• Curbless streets may use bioswale plantings to absorb excess stormwater run off.

Vehicular access should be a minimum throughout the campus core, creating a more enjoyable environment for the user.

“Paving patterns extend into the street is a visual cue to both the pedestrian and the motorists that the motorist is intruding and the pedestrian has the right of way” (Motloch, p.163).

Bioswale Plantings

Nyssa sylvatica (Black Gum) Great Street Ttee with signicifant fall color. Native tree that will blend into the natural landscape at the Kiski School.

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LANDSCAPE GUIDELINES

ENTRY DRIVE Two stone lamp posts still line the access drive as historical landmarks.

During interviews and focus groups, the topic of creating another access point was questioned. Benefits of this possibly would be convenience and easing traffic circulation however, due to the size of the campus and the priority of safety, this design kept the original entrance.

The Kiski School gateway

As you approach campus, evergreens line the road. The curve in the road at the gateway slows the motorist down as they enter campus and enjoy the scenary.

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PARKING These are the very reasons why parking should be considered a landscape element to improve the precedence of the school (Dober, 2000). Other than ADA accessibility and visitor parking, cars should be treated as an inferior commodity.

Satellite parking pulls traffic away from the heart of campus. The core of the campus evolves into a pedestrian friendly atmosphere with a decrease in vehicular/pedestrian encounters while it increases the opportunity to have continuous open space (Garcia, 2003).

Relating back to the nonverbal communication leading to mixed messages, lack of parking outside of admissions (where prospective students initial destination on campus) sends the message that the institution does not care about the accessibility and convenience to its visitors. It is essential for the school to provide appropriate parking around the admission building to accommodate prospective students’ families properly.

Parallel parking along the road passing Old Main not only provides necessary parking for admissions but also serves as a traffic calming technique.

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Parking should be screened to improve the pedestrian experience to its fullest but considering both appearance and safety.

Planting, lighting, and paving materials are all design elements that can provide aesthetic appeal to parking areas (Dober, 2000).

Screening with appropriate planting material can enhance the space by breaking up the concrete (Kenney, 2005).

Green permeable parking has been added behind the S.W. Jack Fieldhouse. Since extensive parking is only needed a few times a year (sporting events and graduation), the pavers provide adequate parking while not compromising the overall look of the campus.

Green permeable parking located behind S.W. Jack Fieldhouse.

Biorention plantings assist with run off from parking lots.

This grid system is made of 100% recycled low-density polyethylene (LDPE) and reinforces the soil stability.

It can withstand over 35 tons of force. http://www. energyandenvironment. com/stabiliGrid.php

LANDSCAPE GUIDELINES

BIORETENTION SWALES DISCHARGE OF UNTREATED STORMWATER TO PLANTING AREA

HIGH FLOW DISCHARGE TO STORM SEWER

20” 18”

DISCHARGE OF UNTREATED STORMWATER INTO SOIL MIX VIA PERFORATED DISTRIBUTION PIPES

DISCHARGE TO SWALE OR STORM SEWER

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VEGETATED SWALE WITH INFILTRATION TRENCH

The vegetated swale will increase the quality of the stormwater runoff by removing sediment, pollutants and heat from the water before it is discharged to Kiskiminetas River. The swale will also reduce the quantity of stormwater runoff since the water will have to pass through the plant medium. Depending on the soil type, stormwater runoff may be infiltrated back into the soil while traveling through the swale. In a large storm event, the vegetated swale acts as a channel to direct water off of the pathways and to Kiskiminetas River.

Streetscape section showing a curbless road with a vegetated swale. This section from the Whole Building Design Guide would be very similar to the proposed for The Kiski School.

Rendering from Puget Sound, WA Action Team illustrasting a vegetated swale between the street and the sidewalk.

Consider installing a vegetated swale along the side(s) of the large pedestrian roads. A vegetated swale is a channel made of earth that attenuates and conveys stormwater.

There are many aesthetic and environmental benefits of vegetated swales in the right circumstances. The swale is densely planted with low-growing, native vegetation that is drought and salt tolerant. The swale should be carefully designed with turf reinforcements (geo-textiles) where necessary.

High water volumes could heavily erode the swale if it has a slope greater than 6% (6 feet of fall in 100 feet of length) .

Streetscape section showing a curbless road with a vegetated swale. This section from the Whole Building Design Guide would be very similar to the proposed for The Kiski School.

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SIGNAGE AND WAYFINDING PEDESTRIAN INFORMATIONAL KIOSKI

This document provides a site palette to assist and create a consistent image on campus.

Consistency not only in the materials but also the logo, font, and the color palette. These elements create an identity of the Kiski School.

INTERPRETIVE SIGNAGE Throughout Kiski’s campus, there is several historical significant elements. However, to the normal eye, they are misunderstood.

Interpretive signage can help send the message of the donation, gift or general object.

This signage also assist Kiski tell the story of the school throughout the landscape. http://www.boutell.com/ boutell/photos/mount_ moriah_temple_baptist_ sign.jpg

Examples of campus pedestrian signage. Many styles to chose based on location and destination importance.

“These elements are meant to provide critical destination wayfinding information at strategic decision points along the pedestrian pathways.”

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LANDSCAPE GUIDELINES

SIGNAGE AND WAYFINDING Acknowledgement Plaques

Entrance Gateway

Vehicular Signage There is a historical significance to the entrance sign that provides identity and value.

This is the current sign in place. Motorists could have some difficulty reading this sign due to the large amount of text.

There should be a consistent signage for funding. This is located at the top of the benches.

Signage on the current lighting. The light post are inconsistent and outdated on campus.

Donors’ names can be added to one large plague to recognize their contributions to the school.

Building Signage

This sign is intend to guide motorists to the appropriate destination on campus. It should be at least 6 feet from the road’s edge and should not compete with stop signs.

Signage from the Street: These light posts serves as both a ligthing fixture and building signage.

Building Plaques: This is a current standard at the Kiski School and comliments the character of the buildings..

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SITE AMENITIES Landscape can be a catalyst for interaction about the campus community (SCUP Webcast). Interaction increases when movable site amenities are used in the landscape such as lightweight chairs and tables. When students chose how to enjoy the time in a space, the longer time they will stay leading to more chances of engaging with the campus community (Kenney, p. 59).

The campus landscape can be unified by developing an element palette by introducing new amenities and incorporating existing standards.

Benches

Trash Receptacles

Bike Racks New trash receptacles found throughout campus.

Bike Racks are scattered throughout campus however, they are difficult to find due to their placement. Many times, bike racks are not used. “Without adequate, safe storage facilities bicycles are locked in the closest convenient lcoation can cause costly damage over time (University of Dayton Landscape Guidelines, p.470).

A bike parked along Rogers Hall.

The color palette of such amenities like benches and trash receptacles were based on the accent colors of new buildings.

The school has already adopted a new bench and trash receptacle with coordinating color schemes. These trend should be implemented when funds are available until establishing a campus standard throughout the landscape.

There are no litter issues at the Kiski School despite the lack of trash receptacles. It’s encouraged for only a few additional trash receptacles to be places only in heavy pedestrian traffic areas to maintain low maintenance.

The Kiski School bench standard. This bench is located outside of the library.

Bike rack by Landscape Forms. It’s design provides safe storage for all bike styles.

The window accent color on the library compliments the trash receptacles.

Bollards

Retractable bollards will be placed in two locations. This will prohibit vehicular access on a daily basis.

Bollards can be retracted if need be for special events like Move-in Day or Graduation.

Bike rack in use.

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LANDSCAPE GUIDELINES

SITE AMENTIES Table & Chairs

Fencing The existing wooden fence along the edges of the roads is another landscape standard.

The fencing is more than a visual barrier to students, its more like a traditional. The fence represents a landmark of The Kiski School. This amenity should be incorporated to the The Kiski School Campus Master Plan. Placement of new sidewalk should be sensitive to the fencing by the relocation of the fence or designing around the existing fence if aesthetically appealing

The pole height of the lighting should not exceed 30 feet and spaced in a diagonal fashion along the road at 50 feet apart.

Lighting should be direct towards the ground to increase visibility for the pedestrian not the neighbors.

Plaques can be erected enlightenment of previous donors for amenities like lighting to recognize their contributions to the school.

Pedestrain-scaled light post can also serve as signage for destination locations around campus.

The wooden fences give directional guidances for pedestrians.

Dining tables of various sizes can be located outside of Turley Dining Hall. This gives the campus community another space to enjoy the outdoors while waiting for friends or attending a group meal.

Other Site Furnishings Other furnishing that are in good condition should coordinate the appropriate color scheme as other furnishings.

Lighting The current lighting on campus is inconsistent, outdated, and damaged. Pedestrian lighting should be provided when applicable on campus such as when a sidewalk along the road. The style should coordinate with the overall architectural character of the buildings.

Close-up of campus lighting damaged by maintenance.

This picnic table is located in front of Fosnaugh Hall shall be planted to match the benches. The color scheme of the site furnishings coordinates with the accent colors of the newer campus buildings.

Pedestrian Safety • Glare free and the appropriate color illumination can assist in visual comfort for pedestrians.

• Lighting should be directed towards the ground, allowing pedestrian to see at least 1015 meters away.

• Well lit streets to maximize the pedestrian vision at night along roads.

• Small landscaped lighting to provide accents to plantings, fountain, sculptures and other campus features.

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VEGETATION UNDERSTORY PLANTS: BOTANICAL NAME Amelanchier arborea Athyrium filix-femina Hamamelis virginiana Hydrangea arborescens Matteucia struthiopteris Pachysandra procumbens Viburnum lentago

COMMON NAME Allegheny Serviceberry Lady Fern Witchhazel Wild Hydrangrea Ostrich Fern Allegheny Pachysandra Nannyberry

FOUNDATION PLANTS: BOTANICAL NAME Cercis candensis Hydrangea quercifolia Itea virginica Ilex glabra Ilex verticillata Magnolia virginiana Viburnum prunifolium

COMMON NAME Eastern Redbud Oakleaf Hydrangea Virginia Sweetsprire Inkberry Holy Winterberry Holly Sweetbay Mangnolia Blackhaw

GOLF COURSE NATIVE SEED MIX: Eastern Native Mix:

Andropogon gerardii (A. furcatus) (Big Bluestem) Elymus canadensis (Canada Wild Rye) Sorghastrum nutans (Indiangrass) Chamaecrista fasciculata (Cassia f.) (Partridge Pea) Heliopsis helianthoides (Ox Eye Sunflower) Panicum virgatum (Switchgrass) Desmodium canade nse (Showy Tick Trefoil) Rudbeckia hirta (Black Eyed Susan)

Showy Northeast Native Mix

Lady Fern

Witchhazel

Eastern Redbud

Oakleaf Hydrangea

Lupine perennis (Perennial Lupine) Coreopsis lanceolata (Lance-Leaved Coreopsis) Gaillardia pulchella (Indian Blanket) Liatris spicata (Dense Blazingstar) Aquilegia canadensis (Wild Columbine) Penstemon digitalis (Foxglove) Solidago rigida (Stiff Goldenrod) Monarda fistulosa (Wild Bergamot) Aster novae-angliae (New England Aster) Asclepias tuberosa (Butterfly Milkweed) Aster ptaricoides (Upland White Aster)

VEGETATED SWALE PLANTS:

Wild Hydrangrea

Allegheny Pachysandra

Ilex glabra

Ilex verticillata

Ostrich Fern

Nannyberry

Sweetbay Magnolia

Blackhaw

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Puccinellia distans (Alkai Saltgrass) Poa palustris (Fowl Bluegrass) Calamagrostis canadensis (Canada Bluejoint) Agrostis plaustris (Creeping Bentgrass) Festuca rubra (Red Fescue) Agrostis gigantea (Redtop) Poa trivialis (Rough Bluegrass) Panicum virgatum (Switchgrass) Elymus virginicus (Wildrye)

LANDSCAPE GUIDELINES

VEGETATION GREENSCREEN Greenscreen is a steel vertical trellising system. There are many different forms but the wall hung Greenscreen can assist with building facade improvements without renovation.

Flowering vines starting to grow on the Greenscreen.

Deciduous, evergreen, and flowering vines can be used on the structure. Combining more than one type of vine can be done but would require more maintenance.

Image showing the planting on the building facade.

The sketch above illustrates the trellis system.

“Manufactured from recycled steel, this three dimensional welded wire system creates a captive growing space three inches deep to allow plant materials to intertwine and grow within the panel. With the easily adaptable system of attachment clips, the panel can attach to a building façade, and can span openings between floors or horizontally between posts (www.greenscreen.com).”

Installation of the wall hung Greenscreen.

Clark Hall and S.W. Jack Field House are two building facades in need of improvement.

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