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CAMPUS DESIGN PROPOSAL FOR THE KISKI SCHOOL: DESIGNING A PEDESTRIAN ORIENTED CAMPUS TO ENGAGE THE CAMPUS COMMUNITY

BY KRISTI LYNN HELFER A THESIS PRESENTED TO THE LANDSCAPE ARCHITECTURE PROGRAM IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF LANDSCAPE ARCHITECTURE AUGUST 2008

_______________________________ Carla Lukehart, Thesis Chair _______________________________ Lisa Kunst Vavro, Thesis Committee

______________________________ Lisa Kunst Vavro, Program Director

ACKNOWLEDGEMENTS I acknowledge, with great gratitude, my debt of thanks to Lisa Kunst Vavro for her advice, patience, and encouragement as well as Carla Lukehart for her knowledge, aid and foresight. In addition, I would like to thank The Kiski School for permission to use the school as a primary focus of my design.

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Abstract of the Thesis Presented to the Landscape Architecture Program At Chatham University in Partial Fulfillment of the Requirements for the Degree of Master of Landscape Architecture.

CAMPUS DESIGN PROPOSAL FOR THE KISKI SCHOOL: DESIGNING A PEDESTRIAN ORIENTED CAMPUS TO ENGAGE THE CAMPUS COMMUNITY By: Kristi Lynn Helfer August 7, 2008.

Chair: Carla Lukehart This thesis project proposes to guide The Kiski School in future development that will enhance the educational experience of the students by providing a pedestrian oriented campus design. It will present guidelines to set campus precedence on developing landscape elements such as planting, paving hardscape, signage, and site amenities.

There is more to campus landscape than meets the eye. A well-designed campus environment projects more than just school image. Therefore this thesis project not only builds on existing landscape architectural practices such as utilizing focus groups to elicit users needs, issues and visual perspective of the campus, but also seeks to develop sustainable practices as an alternative to their current methods and allows for educational innovations in design. By implementing sustainable design, there is a positive environmental impact will be evident on the campus. Appropriate landscaping creates spaces where students, faculty and the rest of the school community can interact, hence increasing educational value. In the absence of automobiles with the development of a pedestrian oriented campus, the community will be able to move around more easily lead in a more engagement among the faculty, students, and staff.

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Interviews, focus groups, site analysis, questionnaires, and charrettes were incorporated as methods to develop a campus design providing pedestrian friendly elements. Participants included members of The Kiski School administration, staff, and students as well as landscape designers, landscape architects, and civil engineers. Some of the initial objectives included: Evaluate the placement of roads; enhance open green space; enhance signage and wayfinding; evaluate the parking issues; and create a site palette for landscape design guidelines.

In some cases, the ultimate design can not be attainable due to lack of resources, funds, and other obstacles. This thesis project focused on reasonable solutions for The Kiski School’s campus improvements. These improvements give The Kiski School options to pursue in the future as well as design ideas to initiate conversations with students, alumni, faculty, and prospective donors.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS………………………………………………... ii ABSTRACT………………………………………………………………... iii CHAPTER 1 PROPOSAL STATEMENT……………………………………….

The Proposed Study and its Objectives……………………………

Significance of the Study………………………………………….

Methodology……………………………………………………….

Anticipated Results and Outcomes…………………………………

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2 2 4 9 12

CASE STUDIES……………………………………………………. 13 South Kent School…………………………………………………. 13 University of Dayton………………………………………………. 15 Case Studies Conclusion…………………………………………… 17

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CAMPUS DESIGN………………………………………………..

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History of Campus Design…………………………………………. 18 Evolution of Campus Design………………………………………. 19 Campus Assessments………………………………………………. 2o 4

LANDSCAPE ……………………………………………………… 26 The Landscape Communicates…………………………………….. 26 Learning and Living Experience…………………………………… 36

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CIRCULATION…………………………………………………… 37 Pedestrian Circulation……………………………………………… 37 Vehicular Circulation………………………………………………. 39

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CONCLUSION…………………………………………………….

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APPENDIX………………………………………………………………..

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A

THE KISKI SCHOOL MASTER PLAN…………………………

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B

THE KISKI SCHOOL LANDSCAPE GUIDELINES…………….. 71

C

FEBRUARY 6TH MEETING AGENDA…………………………... 86

D

FEBRUARY 6TH MEETING MINUTES………………………….. 87

E

INTERVIEW QUESTIONS……………………………………….. 88

F

MARCH 8TH MEETING AGENDA………………………………. 91

G

MARCH 8TH MEETING MINUTES………………………………. 92

H

IMAGE EXERCISE……………………………………………….. 93

I

PROGRAMMING EXERCISE……………………………………. 94

J

THE KISKI SCHOOL MAP………………………………………. 95

K

TOP ANSWERS FOR QUESTIONNAIRE EXERCISE………….

L

JULY 10TH MEETING AGENDA………………………………… 97

M

JULY 10TH MEETING MINUTES………………………………... 98

N

CHARRETTE IMAGES…………………………………………… 99

O

AUGUST 1ST MEETING AGENDA……………………………… 100

P

AUGUST 1ST MEETING MINUTES……………………………... 101

Q

SOILS MAP ……………………………………………………….

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R

RAINFALL DATA………………………………………………..

106

S

PENNSYLVANIA NATURAL DIVERSITY INVENTORY

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RECEIPT…………………………………………………………... 110

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CHAPTER 1 PROPOSAL STATEMENT The Proposed Study and its Objectives Prospective students and their families choose to visit The Kiski School for the school’s prestigious reputation, diverse community, and overall student experience. The campus design of The Kiski School should be held to those same standards.

Like many schools, Kiski does not have a long-term plan for growth.

“Many of our campus landscapes today lack boldness, unity, and clarity. Solutions more often than not occur as a series of independent unrelated measure taken on a project by project basis, damaging or destroying the unity of the campus” (Kenney, p. 137). The school has been working project by project. Despite executing several small successful projects, the campus can still lose the sense of unity with consistent elements (Kenney, 2005). Without having a process to guide the school, disorganization and inconsistency are prevalent throughout campus. This study is a stepping stone to pilot The Kiski School in future development that will ultimately enhance the educational experience of the students. This project will provide a campus design towards a pedestrian oriented environment enhancing The Kiski School’s community experience. It will also present a set of guidelines to set campus precedence on developing landscape elements such as planting, paving hardscape, signage, and site amenities. Not only establishing a sense of place important to campus design but the design should also have a consistent function, organization, and quality repeating throughout the grounds (Griffith, 1994).

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There is more to campus landscape than meets the eye. A well-designed campus environment projects more than just school image. Therefore this project not only builds on existing landscape architectural practices such as utilizing focus groups to elicit users needs, issues and visual perspective of the campus, but also seeks to develop sustainable practices as an alternative to their current methods and allow for educational innovations in design. By implementing sustainable design, a positive environmental impact will be evident on the campus. 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 with the development of a pedestrian oriented campus, the community can move around more easily.

The school design has not changed significantly, despite the growing technology age. Although, set on a sprawling 350-acre wooded bluff in rural Western Pennsylvania, The Kiski School is not exempted from such concerns (http://www.kiski.org). Thus this proposal is designed to create a landscape that would enhance all aspects of The Kiski School experience. Also, now that pedestrian-oriented features are an emerging trend in campus landscape design, the proposal will also consider in its design a pedestrian friendly campus to promote a wholesome and well-rounded living and learning experience among the students (Macy, 2004). Specifically the proposal will consider the viability of the following improvements in the school landscape: •

Evaluate the placement of roads;

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Enhance open green spaces including trying to provide linkage of green space throughout the campus;

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Enhancements to signage and wayfinding to consistently provide useful direction for students and visitors;

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Evaluate the parking issues and address them accordingly;

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Develop Landscape Design Guidelines to be adopted by the Kiski School for future planning.

Significance of the Study The campus designs of many academic institutions are often geographically historical. The Kiski School, one of the oldest all-boys preparatory schools in the United States, merits a more exhaustive look at its landscape design (http://www.kiski.org).

Students walking across campus sporting the school’s traditional coat and tie attire. Photograph from The Kiski School Website.

As Dober (2000) maintained, “. . . In service and symbol, today’s campuses are the contemporary equivalent of cathedral precincts in medieval life, palaces and civic centers in the Renaissance, and railroad stations and central business districts in the age of commerce and urbanization. Recognized and evaluated in these terms, a campus with minimal landscape is incomplete, inchoate and incapacitated”…” (p. xviii).

The proposed landscape design therefore, can preserve of the historic heritage of the school. As Chapman (2006) maintained, by way of architectural landscaping and spatial order, a school campus can effect a statement of “where it is and what culture it serves.” Preservation of the rich historical identity while improving the school’s existing landscape would make a positive impact on the overall student experience.

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Students of The Kiski School The students will be the major beneficiaries of a pedestrian-friendly campus design. Kiski is a seven-day boarding school (http://www.kiski.org). Thus, recreation is as important as academics. This proposal hopes to enhance the environment to provide adequate exercising opportunities. The students will find good use for safe, pleasant walks around the campus.

The benefits of the proposed pedestrian-oriented landscape in promoting regular exercise can not be over-emphasized. Recent findings by Kramer (1999) confirmed the significance of physical fitness to mental well-being. Kramer’s results show that exercise promotes a healthy brain and sharp intellect. Heinauer (2007) reported that physically healthy students exhibit higher academic performance. Several articles and studies were gathered which support the hypothesis that academic performance is enhanced through exercise. Shephard (1997) reviewed studies conducted in France, Australia and Canada to confirm the link between physical exertion among a young group of students and their academic achievement. Findings revealed that students who participated in additional curricular physical education tend to exhibit better learning competencies than the control group. In addition, the research conducted by Field, Diego and Sanders (2001) who investigated the exercise patterns of high school seniors and academic performance, disclosed that students who engaged in more exercise tend to receive better grades. Daily exercise can also reduces the risks of obesity and diabetes (Clever, n.d.).

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According to David Sobel, Antitoch University Professor of Education, naturalized open space decrease antisocial issues among students. Unlike asphalt playing areas, green space increases children’s abilities like teamwork, “creativity and problem solving skills” (Clever, n.d.).

Students exercise their minds outdoors.

Photograph from http://www.nitroeurope.eu/sites/nitroeurope.eu/fil es/neu_data/Component9/Summer%20School%2 02006/Pictures/field_work.jpg

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 is important (Kenney, 2005).

Another reason to get the students outside their dorm rooms

on to the campus grounds is to build those connections with Kiski’s commuting students.

There is a small percentage of students that are local and chose to stay at home. By transitioning the campus to a pedestrian friendly space, commuters will have more of an opportunity to experience the living learning environment available for the boarding students.

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 6

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

The Kiski School Administrators The Kiski School also stands to benefit in a multitude of ways from an enhanced landscape design that creates “an environment for living and learning built around a boy's unique qualities and dedicated to serving each boy's needs” (http://www.kiski.org).

Improving the physical environment of the campus has many rewards such as financial gains, retention of enrollments and recruitment and alumni donations or grants (Kennard, 2007; Saari, 2000). Campus beautification also tends to improve students’ morale, enhance the campus image and projects a good first impression for prospective families looking to entrust for their children’s education and well being to the school (SCUP Webcast).

The Environment Landscape design is directly related to sustainability and environmental consciousness. Landscape architecture is a profession that has the opportunity to shape the environment into their design. Thus, the campus design improvements to Kiski School are geared towards an efficient and sustainable preservation of the school’s natural setting.

“Increasing awareness of environmental degradation, resource scarcity and the aesthetic blight characterizing the contemporary landscape means that we [the environmental design professionals] should coordinate our efforts to produce efficient and sustainable design” (Makhzoumi & Pungetti, 1999, p. 183).

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Therefore, the proposal is also significant from the perspective of the current global agenda on the environment.

Landscape Architects It is a part of the designers’ process to define issues, both structural and in content. Solutions to problems include analyzing existing issues; evaluating land use; defining functional relationships on campus, identifying environmental issues; vehicular and pedestrian circulation; defining the school’s vision through design; and defining graphically the site while organizing building and open space locations.

This is a diagram featuring typical site analysis to help evaluate the site. Imagery from http://www.designshare.com/portfolio/project/1/598/1%20PES_ site%20analysis_draw.jpg

Like any life experience, an individual learns from others encountered whether successes or failures. These lessons promote growth in individuals as well in a profession. Designers send nonverbal messages throughout their designs. This study will explore these messages from the community’s perspective. Breaking down the landscape’s form of communication will advance young designers with an understanding on how to send nonverbal messages that support the project’s mission and vision (Strange, 2001). This concept will be explained in more detail in the Landscape 8

Communicates section. Like a master plan, this design will research the relationships between the use of the land, the location of facilities, the connections between all circulation systems, and the overall structure of open space and buildings that ties the campus together and defines its visual character. This design intends to assist fellow designers with the concepts of master planning along with design guidelines. It will also explore the connections of academic and environmental visions that are developed through focus groups and interviews. It gives landscape architects and architects a guide to follow and ideals to meet.

Methodology Methodology refers to the set of procedures employed by the researcher in the pursuit of the goals of this study. In general, methodology includes research design, instrumentation, participants, sampling design, data gathering procedures and statistical treatment.

Research Design The current study will utilize the descriptive method of research employing both qualitative and quantitative techniques. Descriptive research is the most appropriate method to use since the current study deals with questions pertaining to existing conditions. Particularly, the general question which this study will attempt to address deals with the elements of the present campus design of The Kiski School and what enhancements can be undertaken to improve existing conditions. The qualitative approach, which will be applied, is the case study method. The researcher believes that the case study methodology will facilitate the realization of the goals of the proposed study while taking the cue from a foremost landscape design scholar and practitioner,

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Mark Francis. Based on a research project sponsored by the Landscape Architecture Foundation, “the case study method is a highly appropriate and valuable approach in landscape architecture� (Francis, 2001). The Francis study also recommended the methodology and format for the use of the case study procedure in landscape design research endeavors. Whenever applicable the methodology and format, as suggested by Francis, will be adopted in the proposal. The quantitative method will be applied in the student assessment of the campus grounds. Data from this assessment will be considered as inputs for the formulation of recommendations for the proposed campus design, together with the results of the interview with the Headmaster and other stakeholders from The Kiski School.

Instrumentation In the qualitative portion of the proposed study, observation and images of The Kiski School campus grounds and an interview guide for the personal interview, will be the main research instruments. Meanwhile, the quantitative portion will use a researcherconstructed survey questionnaire as instrument.

The survey questionnaire for administration to students of The Kiski School will be included in the appendix of this study. The assessment will consist of perceptions regarding specific elements of the school’s campus design. Questions pertaining to perception of the respondents regarding the campus grounds will follow.

Participants Three members of the administration and the maintenance manager from The Kiski School participated in the interview. Qualitative data was derived from the

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interview with the Headmaster and other members of the administration, who were consulted regarding the campus development plans of the school.

On the other hand, voluntary participation of students, faculty and staff was solicited regarding their opinions of the existing campus ground using focus groups and a questionnaire.

Since the participants will only serve as respondents by providing their perceptions of the campus grounds through a 5–10 minute survey, they will not be subjected to any risk of harm, nor will their well-being be prejudiced. In compliance with the directive of the Internal Review Board (IRB), the right to anonymity and confidentiality of the respondents will be of paramount consideration. It will, therefore, be explicitly stated in the survey questionnaire that although the survey is an academic exercise, the confidentiality of whatever information given by the respondents is guaranteed.

Data Gathering Procedure The following data gathering procedure will be utilized: 1. A letter of intent was submitted to The Kiski School administration to offer a campus design plan as part of a master’s thesis proposal.

2. Upon acceptance by the administration, a schedule for the interview, site analysis of the campus grounds and photographing was presented for approval.

3. With receipt of approval of the schedule of the various activities, the actual interview with executives of the school was conducted using the researcher-prepared interview guide. Based on this interview, a transcript will be prepared and exhibited as part of the appendix for this proposal.

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4. Based on the approved schedule, a site analysis of the campus grounds for the case study was carried out. During this operation, relevant images, which were used for the case analysis, were taken.

5. Observations made during the site analysis and the images taken were used to perform an in-depth assessment of the campus design.

6. Responses made by the students regarding the survey questions were interpreted using table. Refer to the Appendix, K: Top Answers for Questionnaire Exercise.

7. Statistical treatment of the quantitative analysis of the results of the evaluation made by the students were performed using descriptive and inferential measures.

8. Analysis from the observations, images, interview and student assessment were gathered for the formulation of the recommendations, which formed the basis for the campus design proposal.

Anticipated Results and Outcomes Based on the proposed improvements in the campus landscape design, the following results and outcomes were anticipated: •

Provide a landscape that can assist in improving academic performance resulting from a relaxed campus atmosphere without the stress from vehicles inside the campus.

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Enhance student safety by decreasing vehicular/pedestrian conflicts.

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Cultivate a positive learning and living experience for students by promoting interaction in a pedestrian friendly space.

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CHAPTER 2 CASE STUDIES South Kent School Background South Kent School is an all boys preparatory school located about 45 miles outside of Hartford, Connecticut. The school accepts young boys for grades ninth through twelfth.

The rural setting of South Kent, Connecticut provides a perfect atmosphere for an environment that promotes academic excellence, cultural diversity and a balance between community and ‘self-reliant’. The S/L/A/M Collaborative developed the Campus Master Plan (CMP) for South Kent (The South Kent Campus Master Plan).

Site description South Kent School is over 350 acres bordered by Hatch Pond to the northeast edge of campus. The campus core is condensed to the eastern part of the property and to the northwest, over 210 acres of conserved green space. The site has steep slopes including a 250’ elevation change from the entrance to the campus core (The South Kent Campus Master Plan).

Analysis The South Kent School was divided into three different zones. The academic center is the campus core, and then academic is surrounded but residential then athletics.

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The S/L/A/M Collaborative Campus Master Planning Process. Imagery from South Kent School Campus Master Plan.

Regardless of the close proximity of the academic and residential centers, students still need to cross vehicular paths on their daily routine, causing potential conflicts.

In addition, there was a special emphasis on the campus gateways, the battle between function and ceremonial value. There are three access points to the campus from Bull’s Bridge Road (The South Kent Campus Master Plan).

Conclusions The South Kent School’s Campus Master Plan maintains existing designated campus zones while incorporating master plan’s objectives that support values and mission of the school. One of the key components of the plan was to preserve the historic integrity of the campus while creating new gathering spaces. Directly correlated to this part is the emphasis on the pedestrian experience. (The South Kent Campus Master Plan).

This illustration shows South Kent School’s Building Use and Zones.

Imagery from South Kent School Campus Master Plan

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University of Dayton Background In 1850, Father Meyer opened an all boy’s boarding school on a 125 acre farm.

The St. Mary’s School for Boys focused on fine arts like drawing and music. By 1878, St. Mary’s expanded from a boarding school to a college. Before the turn of the century, St. Mary’s became an institute and by 1910 began offering professional degrees. In 1920, St. Mary’s was transformed into the University of Dayton (The University of Dayton Campus Master Plan).

Historical image from the University of Dayton CMP.

Campus design The University of Dayton’s 2007 CMP is the third CMP within the past twenty five years. It was University of Dayton’s first CMP in 1982 that the idea of a pedestrian campus came into play. They referred to this design as their Environmental Design Plan.

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In 2002, the Core Campus Land Use Plan focused on the ways to address existing conditions and plan for future development. There was a major emphasis on funding and budget planning.

In 2007, Burt, Hill completed the third CMP for the University of Dayton. This most recent CMP will be analyzed below (The University of Dayton Campus Master Plan).

Site description The campus is divided into five districts: Campus East, North Student Neighborhood, South Student Neighborhood, Sports Complex, Mid Campus, and Campus West. Campus East is the main hub for academic and administrative affairs.

The North and South Student Neighborhoods surround Campus East, creating an active learning living environment for the community. Campus West and Mid Campus districts are the newly acquired 49 acres from the NCR purchase. The Sports Complex district is located on the west side of the Great Miami River(The University of Dayton Campus Master Plan).

This illustration shows the University of Dayton’s Campus districts. Imagery from the University of Dayton CMP.

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Analysis Burt, Hill started to create a program for the University of Dayton through focus groups with participants such as Board of Trustees, Facilities Committee Facilities Department, Planning Department, Administration, Deans, Students, Faculty, Staff, Alumni, Local Regional Government Leaders, Business Leaders, and Neighborhood Groups. Other than focus groups, a Space Utilization Study was performed to assist in the initial CMP efforts. Through these studies, Burt, Hill concluded that some Key Program Elements included Student Housing, University Image, Open Space, Pedestrian Circulation, Parking, Faculty, Recreation and Athletics, Alumni Center, and Signage/Wayfinding. The CMP was divided into a Near Term Plan and a Long Term Plan (The University of Dayton Campus Master Plan).

Conclusions With the purchase of the NCR property, University of Dayton had a reason to reevaluate their land development. Dividing the CMP into two plans (Near Term and Long Term), created a flexibility for University of Dayton’s expansion. The space utilization study plan gives the university an insight how to prioritize renovating and building new facilities. It is documented what spaces on campus need renovated or replaced, the University can address them accordingly when their budget permits (The University of Dayton Campus Master Plan).

Case Studies Conclusion The University of Dayton and the South Kent School Master Plans had a lot of insight for analyzing The Kiski School’s campus. There were many similarities from both plans relating the information for development of The Kiski School plan. For instance, the

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South Kent School has a similar layout as The Kiski School. Both are private high schools during to improve the Living and Learning Concept on campus by creating a more pedestrian oriented campus. University of Dayton has transformed from that all boys’ private school to a Division 1 University. This provided a great example of the issues that arise as a school grows and how the Master Plan might have to change to accommodate those new needs.

CHAPTER 3 CAMPUS DESIGN History of Campus Design Griffith (1994) emphasized the importance of designing a campus into a work of art as well as school administrations’ desire to develop campuses in which are both aesthetically appealing and provide a learning environment. In addition, he also focused on the importance of open space and arrival space. The campus entrance is designed to set it apart from the surrounding community as a special place, while the campus interior is designed such that entrants, particularly students, are provided the ambiance that the campus functions are clear and capable of serving their needs, and that these are attained with the use of a unifying element (Griffith, 1994). This unifying element, such as a lawn, mall, middle path, oval or walkway, serves to provide cohesiveness throughout the campus.

Many of the private colleges were being built before the 1930’s era (Pregill, 1999). Griffith (1994) also differentiated between the Beaux Arts style of campus design during the early 20th century and the design of early American campuses. While Beaux 18

Arts architecture adhered to prudently sketched master plans to create an element of unity in the design, early American campuses were said to be designed using informal arrangement and few buildings (Griffith, 1994). The Beaux Arts genre gave birth to the American practice of laying out a campus in a large open space with axes (Griffith, 1994). The era emphasized a hierarchical system to organize not only open space but also the buildings (Oakley, 2000). However, “[t]he use of quadrangular open spaces as an organizing element on campuses predates the Beaux Art Movement by centuries” (Griffith, p. 2). In the middle ages the campus quadrangle was not for leisure and recreation like it is used today. In the past, the quad functioned as defensive places for town and gown conflicts as well as a monitoring the students conduct (Griffith, 1994).

Influenced by the modernists, the 1950’s and 1960’s transforms the major organizational factor to the ‘Grand Axis’ (Oakley, 2000). “And, the Grand Axis was supposed to be enough of an organizing principle, so that you could then dispose buildings loosely related to that, and there would still be some coherence, hopefully” (Oakley, p. 2). The 1960’s campus design was driven by style instead of planning (Griffith, 1994). During this time, schools started to transition their focus to provide student parking.

Evolution of Master Plans to the Present One significant resource was the school master plan. Due to the digital age, this was an efficient way to see the growing trends of campus designs. There were a large variety of types of school: division 1 universities, small liberal fine arts colleges, and K12 schools. The overall, most helpful factors found throughout the master plans were the organization and the presentation of content. Regardless of size or type of school, there

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were major factors addressed that assisted in the analysis of The Kiski School. For example, existing conditions, vehicular circulation, pedestrian circulation and phasing are a few of the consistently seen factors. Many campus master plans emphasized the transition from a pedestrian oriented campus to enhance the experience of the campus user.

This transition is typically provoked by the lack of expanding space for new

buildings or renovations. New building sites tend to be parking lots in the interior part of campus. New construction interrupts vehicular circulation leading to redesigning the campus with satellite parking (Kenney, 2005).

Campus Assessments Increase education Saari (2000) performed an assessment of the Pennsylvania State University (PSU) campus from the following points of views: the economic, ecological and educational.

The campus master plan included decisions for future use based on environmental impact and maximization of learning land-use. The campus landscape projects a statement of the university’s educational leadership and life lessons taught within and outside the university classrooms. Saari (2000) offered recommendations and provided examples for the integration of the aforementioned points into the university landscape.

On the average, the cost of maintaining the university grounds each year is $9,600 for every acre of land. In terms of ecology, the following were observed: • • •

The use of mechanized lawn equipment for the maintenance of PSU grounds causes a significant amount of air pollution.

Mechanized lawn equipment also contributes to noise pollution which prejudices the learning potential of students by preventing learning beyond the classroom The campus lacks biodiversity, plants and trees are exotic, with the trees providing little use to wildlife and the plants requiring high maintenance

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•

Soil and water pollution brought about by the use of solid and liquid pesticides, as well as fertilizers presents a high possibility of compromising the health of its students.

Findings from a survey of seventy-four college professors revealed that only

about one-third of them have conducted lessons on the campus grounds, while some six out of ten respondents did not find outdoor teaching useful. The educational costs of the current use of the university grounds consist of opportunity costs represented by the limits imposed on student learning, when the lands are not properly utilized for this purpose.

Saari (2000) suggested for the fullest utilization of the campus land include the following: • • • • • •

Involvement of teachers and students in the management of the campus landscape at their own spheres of interests.

Landscape management through the teaching of life skills.

Utilization of the university grounds as examples in teaching history and politics among others.

Use of the university landscape for environmental education.

Modification of specific elements of the university landscape to reduce the effects of pollution.

Facilitation of living systems (biophilia) through landscape design.

Lessons learned from the Saari’s study centered on campus grounds design

renovation to maximize learning beyond the classroom by improvements towards biodiversity, cleaner air and cleaner soil. This study manages the balance among economy, ecology and education. Thus, alterations were suggested in the design of PSU grounds viewing an equitable harmony among the three aspects of utmost importance in planning or redesign a campus: contribution to the goals of learning, impact on the environment and financial consideration. This will constitute valuable inputs for the proposed campus design of The Kiski School.

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Ecology can help economy In another case, Hassan (2000) examined the feasibility and appropriate method of transforming the lawn areas of the University of Waterloo into another form. The study was inspired by the results of earlier student researches on various aspects of the school campus. The student’s study sparked an interest among the administration regarding such results.

The Minota Hagey Hall (higher undergrads dorms) is surrounded by an extensive turf area which increases maintenance. Photography from the University of Waterloo website.

The main objective was to formulate an initiative to converting turf areas to low maintenance ground cover by critically evaluating the factors which impact the conversion. “The reports recommend increasing species diversity, increasing the use of native vegetation and active planting trees to enhance the campus environment” (Hassan, p. 9).

Extensive turf areas are discouraged due to the amount of maintenance and energy consumption, lack of ‘species diversity’ and the physical/ financial requirements including pesticides and fertilizer.

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The limits of the study extended to the Ring Road, where the majority of the buildings are situated. As captured in image from imagery featured on the next page, the typical campus landscape consists of tree groups, plant beds and wide turf area. It was believed that this area of study would be applicable to other parts of the campus.

The black oval highlights the extent of the study within the Ring Road boundaries. Photography from the University of Waterloo website.

As shown in a portion of the campus map next page in Figure 4, the Ring Road is the roadway inside the red circle.

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Analysis of the specific conditions of the campus revealed the need for individual evaluation of the respective areas and separate recommendations for these various areas for alternatives to turf. The preliminary recommendations are as follows: • • • • •

For highly compacted sites, the cause of the compaction is to be determined and an evaluation of whether planting will minimize the problem should be carried out.

For deeply sloped sites, an assessment must be conducted to find out whether existing conditions warrant planting.

For sloped sites with excessive root material, a determination whether the roots or the slope will support nurturing surroundings for new plants.

For locations characterized by heavy snow accumulation, perennials like daylilies are believed to be more appropriate instead of woody plants.

For parking lot berms, the main considerations are good visibility and safe driving. In this regard, tall or dense plants are not advisable.

This study contribution to the study of The Kiski School includes suggestions “that future design should create naturalized, low maintenance settings, and encourage ecological approaches with self-sustaining natural and formal landscapes” (Hassan, p. 9).

Like the Saari, Hassan’s study suggests huge amounts of pesticides and fertilizers are also being used to provide aesthetic appeal to the turf areas. However, Hassan concentrated on the safety issues associated with the use of various trees and shrubs as well as the extensive turf areas.

“Higher education institutions that properly design and preserve campus open spaces reap immeasurable benefits. Attractively landscaped formal open spaces or habitats left into the natural form, as woods and gorges, help establish a venerable campus identity, stir alumni sentimentalism, create a strong sense of community and curb escalating campus densities” (Griffith, p. 2). The Kiski School campus is a great specimen of natural woodland landscape. Mature canopy trees shade the campus, creating a foliage ceiling of an outdoor room, perfect atmosphere for a native understory.

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Like the University of Waterloo, The Kiski School has extensive areas of lawn.

By

decreasing the lawn with native species can reduce the maintenance cost and labor, enhance the natural landscape, improve stormwater run off issues, and provide visual cues to stay on the walkways. In passive green spaces with poor drainage, rain gardens can be created to control water run off by the plants absorbing the excessive water.

Recruiting through Landscape Does appearance persuade future students and their parents to enroll at Southeastern? The campus design of Southeastern University consists of out-of-date campus facilities with an impressive natural landscape backdrop. Despite possessing such a natural setting, the university is lacking places where students can leisurely study and socialize. To address these concerns, the university administration formulated a campus improvement plan which focused efforts on three fronts: • Construction and redesign of structures patterned after a coherent architectural style; • Landscape improvements; • Development of campus services that reinforce a sense of campus unity.

The University adopted a Mediterranean style of architecture for its renovations and new buildings. Due to the campus improvement campus plan, the university changed from a dull school without a sense of space to a Mediterranean inspired retreat harboring learning and interaction. New buildings feature Spanish-style roofing and balconies painted in tan, copper and yellow hues.

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Existing buildings were also renovated to match the

Gathering spaces off of major pedestrian walkways give students a chance to engage with other campus community members. Photography from the University of Waterloo website.

new style. Landscape improvements supported the new look by implementing Mediterranean-inspired plants and fixtures. The main walkway was constructed using brown cobblestone, as depicted in Figure 6.

Tropical plants such as birds of paradise, hibiscus and date palms added color.

The vibrant plant selection complemented the lampposts and villa-style benches strategically placed in plazas and pathways. These spaces were created as gathering pace to promote

The architectural character of the new buildings at Southeastern University creates a sense of place to the visitor and the residences. Photograph from the Southeastern University website.

community engagement.

The redesigned plaza now serves as a place for personal reflection, thus attending to the student’s spiritual needs. These enhancements support the argument that a campus design can influence student recruitment and retention. Moreover, an Art & Science

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Group survey revealed that student approvals of the campus visit were based on factors such as appearance and a welcoming atmosphere.

Another possible input for the proposed campus design of The Kiski School may be derived from Kautz (2006) and the improvements made at Southeastern. In this case, consistency was the main lesson learned, the various elements of the campus design should always convey one cohesive message that represents the school’s mission and vision.

CHAPTER 4 LANDSCAPE The Landscape Communicates The most important factor in choosing a school is the campus visit. Since first impressions are everlasting, it is essential for the school to capture their audience early and keep them interested throughout the campus (SCUP Webcast). The most profound influence is the appearance of the school’s grounds and buildings. The initial image leaves a strong impact on prospective families and students. Sometimes, these first impressions even happen before the actual visit. One of the benefits of the worldwide web is the virtual experience through imagery. It’s a way of recruiting even before the visit. Prospective students can visualize themselves walking the grounds right from the school’s website (Kenney, 2005). Students use the interweb as a portal to experience campus life (Kenney, p. 145). This is particularly important as today nearly two-thirds of the high school seniors chose a college based on its appearance (Boyer, 1987).

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A campus landscape is a form of communication.

The nonverbal message in this picture states that the school does not care about an appropriate ramp. This curb cut does not meet ADA standards.

Photograph by self.

Sometimes, the design can send a different message then what the school is actually encouraging. This nonverbal communication includes functional messages, symbolic messages and messages that challenge the mission and core

Cloister Hall Juniata College Huntingdon, PA Architectural character and a rural landscape can provide a visual of being on campus from the college’s website. www.juniata.edu

principles of the educational institution (SCUP Webcast).

Why would students use the bike racks when they are located away from the building without a defined path leading to them.

Photograph by self.

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The entrance of the school is a window for the outside visitors; this space must be well defined as well as warm and inviting.

Marketing Campus design can adopt techniques used by other sectors such as marketing and retail. Marketing can be art that influences companies’ way to sell a product. Price, promotion, product, and place are all elements that are included in the marketing mix (Matthews, J., 10e29 Blog). In the case of a school, the product is the educational institution. Packaging is a major factor in developing a successful product, for example it does more than protect the contents inside (Berube, N., En Route). Primo Angeli, a branding specialist company, believes packaging persuades the consumer more than the product (Toops, D. May 1996). Primo Angeli typically designs the packaging before developing the best product match.

Capturing the emotional perception positively is the key to relating this back to the campus. How does this concept apply with the campus landscape? The landscape plays the role of the packaging whereas the school represents the product.

Retail Design Schools can also learn lessons evolved from retail design. Retail design is setting new expectation standards for consumers. The outdated interior malls have centralized, condensed shopping area that is surrounded by paved land. Parking lots are typically designed for the capacity for holiday shopping that happens once a year. “The mall sits like a fortress in the middle of this asphalt� (Kenney, p. 107). In recent years, retail design has transitioned from large, windowless malls to enjoyable, clusters of store fronts. These open-aired venues called lifestyle centers are becoming a growing

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destination spots (Bhatnagar, 2005). These designs have a huge emphasis on architectural and landscape detailing (SCUP Webcast). Consumers purchase based on price or the appearance/brand. Therefore, consumers are willing to pay more for the lifestyle experience.

Design influences the location. As a result, the longer a

time spent in a Southside Works Pittsburgh, PA. Photograph provided by http://www.washingtonpost.com/wpdyn/content/article/2006/10/27/AR200

shopper stays in a

place, the more likely they are to spend more money (SCUP Webcast). This is also true for a destination retailer like Starbucks, consumers are willing to spend more money due to the atmosphere that is associated with the coffee chain powerhouse (SCUP Webcast).

Consumers pay for the Starbucks experience with their latte purchase. Photograph provided by http://www.ethicalcorp.com/resources/images/content /large/20065961014_starbucks3.jpg

It benefits schools to focus on the concept that students are the consumers (SCUP Webcast). Retail design supports the theory that appearance persuades the user.

Depending on the comfort level of that person will directly determine how long that person stays in a space. The retail goal is to prolong a positive shopping experience to

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increase the spending. It should also be the school’s goal to design lingering spaces to promote more learning interaction (SCUP Webcast).

Safety The theory of defensible space originated in the development of housing projects, the area’s surroundings, and the crime that lingered within the projects. It would take a self help system for the community’s residents to reduce crime and criminal activities that take place around the buildings, lobbies, and corridors. By following the principles of defensible space a community can grow positively and integrate families of different financial and racial backgrounds (Newman, 1996).

One example of a housing project community lacking defensible space was a high rise development in St. Louis called Pruitt-Igoe.

Pruitt-Igoe St. Louis, MO. Photograph provided by http://www.defensiblespace.com/book/illustrations.htm

Pruitt-Igoe’s design concept was a great idea on paper with “rivers of trees” and communal area for laundry and garbage on the third floor of each building (Newman, 1996). A great idea on paper does not function the same in reality. Due to the repetitive lines of trees, the occupants could not differentiate the space between each high rise

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building. Losing identities of common borders promoted the violence in Pruitt-Igoe. The housing development was razed within ten years of construction (Newman, 1996).

Why did the same economic status community across the street (Carr Square) not fall into the same plague as Pruitt-Igoe? Carr Square did not have these large community spaces but “pockets� with landings that were shared by only two families (Newman, 1996).

The concept of defensible space was mainly used for housing developments and other low income urban areas. After the school shooting of the nineties, the principles of defensible space were applied to school design to reduce potential violence.

Majority of schools were built thirty to sixty years ago and even as early as the beginning of the twentieth century (Schneider, 2001). Since security issues were not concerns when designing; the main vocal point of school design during the fifties through seventies was fast and inexpensive (Biehle, 2000). Schools were designed like factory buildings, ironically, when factory design was moving towards openness and attractiveness. At the height of the energy crisis, schools had partially or completely blocked windows (Biehle, 2000). When thinking about an educational institution built like a dark factory; it is very disturbing. This plays a factor of the students’ education, behavior, and overall well-being within this environment.

When a school is in need of repair, the students may start to feel that society does not care about them. Students will experience hostility toward their environment and then towards the individuals around them (Biehle, 2000). Defensible space principles can assist preventing the majority of potential violence including bullying and isolation.

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Understanding remodeling schools can be costly, a school can analyze problem areas and make small changes to enhance the school’s atmosphere. Downsizing the enrollment, defining ownership, and design improvements through natural surveillance are all ways to improve the well-being of the students (Knopow, n.d.).

In many situations, downsizing schools is not an option such as in rural communities, however overpopulated schools have a negative impact on the students.

With a large student body, students are striving to create an identity and not be just a face in a crowd. In some instances, an identity whether it be a popular or an infamous one, is satisfactory. Decreasing the student body will not only help create rapport between students, it will decrease the class room sizes (better teacher/student ratios). Reducing class room size is also an option for those schools without the choice to downsize the entire school body. Decreasing the class size will have an inverse effect on the rate the students will learn. Classrooms are not the only areas that need downscaled but also lunch periods and bus routes (Knopow, n.d.). Cafeterias can be divided into small areas, creating new lunch spots, and staggering lunch periods can help reduce the amount of students in a large area. Interaction between grades can be positive socialization.

However, it usually is very stressful for lower classmen (Knopow, n.d.). Students are less likely to have or cause problems when there is less stress and conflict. Divided buildings, changing homeroom/activity period schedules, and dividing class by grade can help keep grades separated (Knopow, n.d.).

On school grounds, there are certain areas (whether outdoor or indoor) that promotes mischievous behavior. These are areas of concern for the school and might need some new uses of that particular space. There needs to be an increase of student use

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in that area; when students use a space on a regular basis they develop a sense of ownership to that space. This area will be less likely troubled with unacceptable behavior. Unfortunately there is a fine line when increasing student use. Too many students in an area will create student stress, but not enough students will produce negative results of ownership. Holding student clubs and class room activities in the space will be positive ways to increase student use. Another way to show ownership is to consistently display student work (Designing School for Security, n.d.). Increasing the range of students’ work that is exhibited plays a key role. For example, not only should athletic or academic achievements be shown, but also presentations from different classes (computer, music, and vocational) and variety of clubs (performing arts and mock trial) (Knopow, n.d.). Schoolwork can be displayed on windows or designated in showcases in the school and in the courtyards.

Ownership can be exercised for the school as a whole not just one space or area.

Conducting surveys for the students to be more involved will increase a sense of ownership, whether they are about choosing a new paint color for a section of the school, materials available at the library, or food selections offered at the cafeteria. All of the examples increase the students’ pride in the school and will reduce the likeliness in harm within the school and the grounds (Biehle, 2000).

Creating ownership by increasing the student use of the space also generates a natural surveillance over the space. (Metal detectors and video cameras are not considered natural surveillance; these techniques often impose student fear and hysteria.) Design improvements through natural surveillance are detailed ways for a school to diminish the potential violence without a costly renovation. Natural

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surveillance is how well a certain area can be observed by the public (Knopow, n.d.). The more visible to the public, the less likely it is for an intruder to feel safely welcomed.

There are a lot of ways to improve the natural surveillance within the school walls but landscape architects have influence outside the walls.

From the main roadway to the school buildings, does the walkway material change colors or textures? For the student, it is a psychological way to show the difference between the unsupervised off-campus areas to another environment such as the controlled environment of a school. Even vertical change has the same effects (stairs, ramps, and sidewalk elevations) (Knopow, n.d.).

Despite the safety issues, it is desired to have a major street near a school for natural surveillance purposes. From a crime standpoint, the busier the roadway the “more likely a perpetrator knows that hey will be seen and/or caught” (Knopow, n.d.).

The visibility of the entranceway is also critical; it is essential to

Greenhouse located by Rosley Hall. Photograph by self.

“funnel” the sidewalk to the entrance, defining landscape and materials to emphasize the entrance, and maintain the landscape or any other obstructions from blocking seeing inside. Vantage points are also important when they can not be added; mirrors should be the next alternative (Knopow, n.d.).

Direct sunlight not only helps natural surveillance but it helps students increase their attention span and reduces interruptions and outbursts (Biehle, 2000). More windows, less foliage blocking sunlight through windows, utilizing areas around the school for the time it receives the most sunlight, and using materials that are light, shiny, and smooth to reflect more light are all ways to make the most of natural sunlight

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(Knopow, n.d.). In addition to natural sunlight, vegetation simulates a natural environment that psychologically increases the relaxation of the students (Knopow, n.d.).

Establish ownership by having science class or a gardening club plant and maintain native species. Adding hanging plants and window boxes are easy ways to have student interaction with plants while walking in the hall ways to class and in class.

There are many cost effective ways to provide schools with a safer environment.

Natural surveillance, creating pride and ownership within schools, and trying to downsize classes or the entire enrollment can prevent the overall violence and promote education by encouraging engagement between other community members and the environment.

Only one-third of violence in schools happens inside; the other two-thirds occur outside on school grounds and sometimes off-campus. As landscape architecture students, these are issues that needed to be addressed whether in developing school design or in a similar atmosphere for children.

Learning and Living Experience The majority of schools structure their curriculum around the learning experiences which are intended to provide well-rounded development of students. A recent trend for educational institutions that provide residential life is called the Living and Learning

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Experience. This trend has been adopted in The Kiski School Mission. This campus design is geared to maximize the Living and Learning Experience at Kiski.

Interaction among their peers and professors through a multitude of classroom and outdoor activities highlight the living and learning experience of students. The campus grounds, therefore, presents itself as a forum from which learning is enhanced. If institutions of higher education are to maximize the learning potentials of its students, it should not discount the importance of lingering spaces in its campus design.

The sense of community creates a strong influence on students. It triggers more interaction within the community members, which leads to an increase in learning, acceptance, and communication. Untraditional classroom settings like in the outdoor environment encourage a different kind of learning. Collaboration and interaction fuel students’ minds to think outside the box (Kenney, 2005). It inspires students to participate in open discussion with other students, faculty and staff.

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, 2005).

One of the vibrant examples of learning outside of the classroom is the Beyond the Classroom (BTC) program available at the University of Maryland. Undergraduate students hone their academic and professional leadership skills by way of exposure to relevant civic and societal issues. In the BTC program, college students acquire learning

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outside the confines of the university classroom (http://www.beyondtheclassroom.umd.edu/).

In general, the basic idea behind the phrase “learning beyond the classroom” was expressed in Robbins (2008) who quoted a student of Bridgewater State College in defining engaged learning as the utilization of resources outside the classroom not simply for passing an examination but to obtain a deeper comprehension of the subject (Robbins, 2008).

CHAPTER 5 CIRCULATION Pedestrian Circulation The North Carolina State University (2007) envisions a safe, attractive, suitable, and pedestrian-oriented campus. Its master plan emphasizes developing approaches to decrease vehicular flow throughout the campus. A network of paths interconnect campus facilities while offering a scenic route through the site. These paths limit the movement of vehicles to certain areas of the campus by restricting access of vehicles along campus paths. In this case, only exempted vehicles are allowed to travel through the pedestrian zones. Where service roads double as pedestrian walkways, its best to not to use curbs.

This is more pedestrian friendly. Instead, asphalt lined with paving materials like brick or cobblestone for aesthetic appeal (Immaculata University CMP). Since curbs are essential in a stormwater design, edging the road/walk with bioretention plants can be substituted in the design. These hardy plantings will absorb the excess water run off.

Axial walkways provide a quick route to campus destinations. Despite original designs, walkways must be updated due to the new building site locations and building renovations (Griffith, 1994). “Today, the flow of pedestrian traffic continues along the 38

original, most direct pedestrian route, but that course now traverses the chemistry buildings ground floor” (Griffith, p. 8). A hierarchical system should be implemented for campus walks. Studying circulation patterns should lead to the placement of proposed major walkways.

These walks should be at least six foot in width to

“Within the campus, pedestrian walks and bikeways, should connect destinations in a hierarchical way, focusing major pedestrian activity on primary desire lines, increasing opportunity for interaction while enhancing security through the volume of pedestrian activity” (Kenney p.

141). Photograph from Ohio State University website.

abide by the Americans with Disabilities Act standards. In addition, wider walks complement individuals’ comfort level. Not only does this encourages individuals to stop and engage with passing pedestrians (more learning interaction) but secures safety (Kenney, 2005).

“At all sidewalk intersections, a minimum radius of 6’ will be provided to minimize the compaction of lawn area from corner cutting. In all areas where cornercutting opportunities exist prior to the intersection, the desired lines for walking should anticipated and walk provided” (OSU CMP).

Due to this day of age, the worldwide web powers students learning. Students funnel to spaces that receive good internet reception. This is a great opportunity for designing technology pods around campus that will increase student circulation and traffic.

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Vehicular Circulation When are vehicles or parking lots a part of learning? Automobiles are one of the leading reasons why colleges and universities fail to achieve their goals in relation to maintaining quality campus facilities and promotion of academic and social interaction.

Automobiles pollute the air by producing greenhouse gases such as carbon dioxide, nitrogen oxides and chloroflourocarbons (CFCs). Automobles also add to water pollution through road and parking lot runoff.

For Kiski students, cars are prohibited on campus (except commuters). Students encounter faculty, staff, and visitors’ vehicles on a daily basis walking to and from class.

The nonverbal mixed message sent to the students from the school is that they are second class citizens. They are intruding on the motorists’ space while crossing the road. In order to communicate the correct message that students are the livelihood of the school, it would be in the school’s best interest to relocate the main road to the perimeter of campus.

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. “Parking should be treated as a utility, with supply and demand balanced by a rationale examination of need and alternatives” (Dober, p. 227). Satellite parking is always encouraged, when applicable (Garcia, 2003). 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

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open space (Garcia, 2003). This is easily attainable since in many cases, new potential building sites are existing parking lots that are in the heart of campus. This is useable space in close proximity to the rest of campus without subtracting valuable green space.

(Kenney, 2005).

Parking should be screened to improve the pedestrian experience to its fullest by 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).

Trees and other plantings provide shade for the parked cars and break up the continuous pad of concrete.

Photography provided by http://bushong.net/pics/photos/places/danville/mnl /parking-lot.jpg

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.

Since The Kiski School is located in a rural area, without public transportation, staff must drive to work. It is not feasible for The Kiski School to eliminate vehicles completely but rather make pedestrians precedence in areas where pedestrians and 41

vehicles meet each other (Kenney, 2005). This can be achieved with traffic calming techniques (Kenney, 2005).

Traffic Calming Methods Painted, raised, or textured crosswalks can be ways to increase the pedestrian safety for the campus. These options are easy visual reminders for motorists and pedestrians alike. Motorists can adjust speeds accordingly when approaching the pavement transition and pedestrians will be inclined to use the walk instead crossing at leisure.

Textured paving that extends into the streets helps define the pedestrian right of way. Photograph provided by http://www.co.arlington.va.us/Departments/Environmental Services/dot/planning/ntc/lyonvill/images/after/keyadams.jpg

CHAPTER 6 CONCLUSION Interviews, focus groups, site analysis, questionnaires, and charrettes were all methods used to develop a campus design providing pedestrian friendly elements.

Participants included members of The Kiski School administration, staff, and students as well as landscape designers, landscape architects, and civil engineers. Some of the initial objectives included: Evaluate the placement of roads, enhance open green space, enhance signage and wayfinding, evaluate the parking issues, and create a site palette for landscape design guidelines.

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In some cases, the ultimate design can not be attainable due to lack of resources, funds, and other obstacles. This thesis project focused on reasonable solutions for The Kiski School’s campus improvements. These improvements give The Kiski School options to pursue in the future as well as design ideas to initiate conversations with students, alumni, faculty, and prospective donors. The Campus Master Plan developed for The Kiski School can be found in the Appendix of this thesis.

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Immaculata University. Campus Master Plan. Prepared by Burt, Hill. 2005

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APPENDIX

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