Chaffey College Vision 2025 Facilities Master Plan by Chaffey College

CHAFFEY COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES Lee C. McDougal Gary L. George Katie Roberts Kathleen Brugger Paul J. Gomez

PRESIDENT

Henry D. Shannon, Ph.D

VISION 2025 Januar y 2015

TABLE OF INTRODUCTION Table of Contents

CHAFFEY CCD

Letter from the President

Mission and Commitment

Acknowledgments

Overview // // // // //

Purpose Planning Process Institutional Goals Planning Principles District Service Area

Planning Data

// // // //

1.1

1.13

Facility Planning Forecasts Calculating Space Needs Space Inventory Analysis Master Plan Space Program

Sustainability

1.27

// Part 1: Sustainability Visioning and

Goals Setting

// Part 2: Environmental Analysis // Part 3: Sustainability Strategies

and Targets

Master Plan Concepts

1.58

RANCHO CUCAMONGA Overview

2.1

Existing Conditions

2.3

// // // // // // // // // // // // //

Regional Context Local Context and Community Campus Development History Campus Plan Facilities Condition Assessment Campus Zoning Vehicular Circulation and Parking Pedestrian Circulation Campus Edges and Streetscape Gateways Campus Gathering Places Landscape Character Summary of Findings

CONTENTS Recommendations

2.31

// Summary of Recommendations -- 2025 Facilities Master Plan -- Demolition/Removal -- New Facilities -- Renovations // Site Improvement Recommendations -- Landscape Vision and Design Principles -- Landscape Plan -- Campus Zoning -- Vehicular Circulation and Parking -- Pedestrian Circulation -- Landscape Character // Site Improvement Projects -- Campus Promenades -- Campus Quads -- Campus Plazas -- Softscape

FONTANA Overview

3.1

Existing Conditions

3.3

// // // // // // //

Local Context and Community Campus Development History Facilities Condition Assessment Campus Zoning Circulation Landscape Character Summary of Findings

Recommendations

CHINO Overview

4.1

Existing Conditions

4.3

// // // // // // // 3.15

// Summary of Recommendations -- 2025 Facilities Master Plan -- Beyond 2025 -- Demolition/Removal -- New Facilities // Site Improvement Recommendations -- Landscape Concept Plan -- Landscape Plan -- Circulation -- Landscape Character

Local Context and Community Campus Development History Facilities Condition Assessment Campus Zoning Circulation Landscape Character Summary of Findings

Recommendations

4.15

// Summary of Recommendations -- 2025 Facilities Master Plan -- Beyond 2025 -- New Facilities // Site Improvement Recommendations -- Landscape Concept Plan -- Landscape Plan -- Circulation -- Landscape Character

LETTER FROM THE PRESIDENT

Thanks to the hard work and commitment of the Facilities Master Plan work group, I’m proud to share the Facilities Master Plan for the Chaffey Community College District. This plan conceptualizes and summarizes the elements and discussions by faculty, staff, and administrators in the Facilities Master Plan work group. The Facilities Master Plan gives physical form to the college’s mission to engage, involve and partner with students, faculty, staff, and the community. The plan provides a guideline for future planning and decision-making throughout the District. The goal of the Facilities Master Plan is to guide future growth and development over the next ten years and provide a physical campus framework that embodies the Chaffey College’s mission. Since its establishment more than 130 years ago, Chaffey College has become a world-class institution recognized nationally for its outstanding academic programs and support services. The college moved to the Rancho Cucamonga campus in 1960, opened the Fontana Center in 1996, and the Campus Chino Campus in 2008. Chaffey College has grown dramatically in response to a wide range of factors including enrollment growth, trends in education, and funding opportunities. The campuses will continue to grow, accommodating more students, learning, instruction, and community needs. I’d like to thank the members of the Facilities Master Plan work group for their time, energy and commitment to Chaffey College and our students. Their vision has created this document which is designed to guide our decisions about facilities, landscaping, traffic flow, building use, landscaping, and other issues over the next ten years.

HENRY D. SHANNON, PH.D. SUPERINTENDENT/PRESIDENT

MISSION AND COMMITMENT

CHAFFEY COLLEGE

Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. ~Adopted December 10, 2009

ART COMMITTEE

To enhance learning and environmental aesthetics through advancing the presence of public art on the Chaffey College campuses. The mission is guided by the principle that public art contributes to the College’s educational mission, enlivens and distinguishes the campus environment, and is a source of pleasure and inspiration to students and the community.

GREEN EARTH MOVEMENT (GEM) COMMITTEE

The Chaffey College Green Earth Movement Sustainability Committee (GEM) is dedicated to providing sustainability education, research, and stewardship to the members of the Chaffey Community College District. We encourage innovation, inquiry, and involvement in green issues at Chaffey College and in our diverse communities we serve. GEM advances the mission of Chaffey College by contributing to the educational and cultural lives of our students.

TREE COMMITTEE

The Tree, Plants, and Grounds Committee works to maximize the pedagogical interest and utility of the college’s grounds and collaborates with the provide input into and advice on the design and maintenance of the college’s landscaping. INTRODUCTION v

ACKNOWLEDGEM FACILITIES MASTER PLANNING WORK GROUP Henry D. Shannon, Ph.D., President Melanie Siddiqi, Interim Vice President of Administrative Services Tina Altis, Senior Accounting Technician Troy Ament, Administrator of Maintenance and Operations Myriam Arellano, Project Controller Lisa Bailey, Interim Associate Superintendent of Business Services and Economic Development Cynthia Barney, Educational Services Generalist Marie Boyd, Librarian/Curriculum Chair Andrea Dutton, Instructor/Coordinator, Radiologic Technology Michael Fink, Director of Technical Services Tim Greene, Instructor, History Sherrie Guerrero, Associate Superintendent of Instruction and Institutional Effectiveness Stephen Lux, Administrator of Campus Police Michael Oâ&#x20AC;&#x2122;Bannon, Technical Support Specialist Bruce Osburn, Instructor, Automotive Technology Sarah Riley, Manager of Facilities Development Jim Fillpot, Dean of Institutional Research and Resource Development Eric Bishop, Interim Vice President, Student Services

MASTER PLANNING TEAM HMC Architects, Facilities Planning EPT Design, Landscape Architect

vi CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

MENT SUSTAINABILITY WORKSHOP PARTICIPANTS Henry D. Shannon, Ph.D., President Melanie Siddiqi, Interim Vice President of Administrative Services Tina Altis, Senior Accounting Technician Troy Ament, Administrator of Maintenance and Operations Myriam Arellano, Project Controller Lisa Bailey, Interim Associate Superintendent of Business Services and Economic Development Cynthia Barney, Educational Services Generalist Marie Boyd, Librarian/Curriculum Chair Andrea Dutton, Instructor/Coordinator, Radiologic Technology Michael Fink, Director of Technical Services Tim Greene, Instructor, History Sherrie Guerrero, Associate Superintendent of Instruction and Student Services Stephen Lux, Administrator of Campus Police Michael Oâ&#x20AC;&#x2122;Bannon, Technical Support Specialist Bruce Osburn, Instructor, Automotive Technology Sarah Riley, Manager of Facilities Development Jim Fillpot, Dean of Institutional Research and Resource Development Eric Bishop, Interim Vice President, Student Services Joy Haerens, Dean, Business & Applied Techology Theodore Younglove, Dean, Mathematics & Science Anthony DiSalvo, Dean, Language Arts Ardon Alger, Faculty Senate President Trisha Albertsen, Accountant Bret McMurran, Instructor, Economics Linda Lamp, Educational Program Assistant Sam Gaddie, Chemical Hygiene Officer Julie Sanchez, Executive Assistant Sheryl Herchenroeder, Public Information Specialist Allison Clapper, Help Desk Coordinator Kyle Pennett, Instructor, English as a Second Language

INTRODUCTION vii

CCCD

OVERVIEW This chapter includes the following:

OVERVIEW // // // // //

Purpose Planning Process Institutional Goals Planning Principles District Service Area

SUSTAINABILITY // Part 1: Sustainability Visioning and Goals Setting // Part 2: Environmental Analysis // Part 3: Sustainability Strategies and Targets

MASTER PLAN CONCEPTS

PLANNING DATA // // // // //

Introduction Facilities Planning Forecasts Calculating Space Needs Space Inventory Analysis Master Plan Space Programs

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.1

O v e r v ie w

P u rp o s e

Chaffey Community College District Vision 2025 is the District’s facilities master plan. Chaffey CCD is a singlecollege district with three sites: the Rancho Cucamonga Campus, the Chino Campus, and the Fontana Campus. Vision 2025 serves as a guide for future development of the District’s three campuses. It provides a quantitative and qualitative description of how Chaffey CCD will address the long range forecast for enrollment, address current challenges, serve changing needs, and position the College to maximize funding opportunities. Through a series of graphic and written descriptions, Vision 2025 describes how the future development of the campuses will be guided by the College’s Institutional Goals and translates the projected enrollment into site and facilities recommendations. In addition, Vision 2025 identifies Phase 1 projects as projects the District is looking to complete ahead of the master plan.

1.2 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Prepare

Analyze

Planning Process Through dialogue with the College, a five-step process and timeline is developed. Master plans gain legitimacy through stakeholder participation and support, so each step involves the participation of stakeholders through a series of interactive work group meetings. The five steps are: 1. Prepare – establish the project process and timeline through a dialogue about the purposes and desired outcomes of the master plan.

Explore

Solve

Document

The planning process was a participatory one involving many individuals from the College. The Planning Team worked closely with the designated Facilities Master Plan Work Group to define planning goals, review the analysis of existing conditions, evaluate a series of development options, and make decisions that led to the development of the master plan recommendations. Through a hands-on sustainability workshop, key strategies were identified and ideas on how these strategies will be implemented were discussed. The process and results of this workshop are summarized in this section.

2. Analyze – understand the existing physical constraints, issues, and opportunities. 3. Explore – establish facilities and spatial needs, both qualitative and quantitative. 4. Solve – prepare and assess a range of planning options leading to the selection of a preferred option. 5. Document – develop and document the master plan recommendations.

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.3

1.4 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Overview

Institutional Goals

The Chaffey College Educational Master Plan reflects innovative initiatives that support the College’s mission statement where Chaffey College is “a learning-centered environment where student success is highly valued, supported, and assessed.” The Institutional Goals listed are initiatives where the Facilities Master Plan (FMP) can link to in order to frame recommendations for strategies to provide adequate and appropriate spaces that support the current and future curriculum, instructional delivery modes, leaning environment, and any necessary support structures.

Master planning involves long-term vision as well as addressing short-term goals. In addition to these Institutional Goals, forecasting the future program of instruction unfolds through the analysis of Weekly Student Contact Hours (WSCH) in the Planning Data section. While curricular content cannot be accurately predicted to the year 2025, certain assumptions can be made that are pertinent to a long-range forecasting process. It is assumed that the educational mission will remain consistent with past practice.

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.5

O v e r v ie w

In s t it u t io n a l G o a ls (c o n t â&#x20AC;&#x2122;d ) I n s t i t u t i o n a l G o a l 1 : C h af f ey C olleg e will p rovi de q u ality learning exp eriences th at p romote h olistic stu dent deve lop ment and su p p ort su ccess and comp letion in a timely manner.

I n s t i t u t i o n a l G o a l 2 : C h af f ey C olleg e will create, maintain, and su p p ort innova tive and ef f ective learning envi ronments th at eng ag e stu dents toward su ccess and comp letion. Objective 1: Broaden participation in the activities that encourage reflective teaching practices.

Objective 1: Increase the number of students who engage in academic support activities.

Objective 2: Decrease the time students take for goal completion.

Objective 2: Increase the amount of instructional and collaborative spaces at all three campuses.

Objective 3: Increase the Basic Skills Completion rate (state defined metric) among students who identify transfer as their goal.

Objective 3: Improve and expand the use of current technologies that facilitate student learning and success.

Objective 4: Increase the number of award earners.

1.6 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Objective 4: Implement cost effective investments in current technologies and equipment that support the learning infrastructure.

Objective 5: Create and maintain an effective online/ electronic learning atmosphere (virtual environment).

Objective 6 : Improve and expand upon the security systems at all campuses.

I n s t i t u t i o n a l G o a l 3 : C h af f ey C olleg e will p rovi de an ef f ective org aniza tional stru ctu re and workf orce th rou g h strateg ic h iring p ractices in wh ich all emp loye es are g ive n th e encou rag ement and resou rces needed to ach ieve exce llence. y

Objective 1: nsure that the Districtâ&#x20AC;&#x2122;s organizational structure matches the financial and learning needs of the College.

Objective 2: Develop strategic hiring plans and practices.

Objective 3: Implement appropriate training orientation and professional development for all employee groups.

Objective 4: Expand recruitment efforts to achieve increased diversity among applicants.

Institutional Goal 4: Chaffey College will support the needs of the communities through meaningful external relations, workforce development, outreach, partnerships, and linkages. yy Objective 1: Increase contact points with all of our K-12 partners. yy Objective 2: Create multiple entry points for educational partners, including K-12 and Adult Educational Programs. yy Objective 3: Increase and strengthen the relationships with all of our business partners. yy Objective 4: Increase and strengthen the relationships with all of our government partners. yy Objective 5: Increase and strengthen the relationships with all of our community stakeholders.

Institutional Goal 5: Chaffey College will decrease the achievement gap. yy Objective 1: Research key achievement gap indicators that affect student achievement and widely disseminate findings. yy Objective 2: Increase the number of underrepresented studentsâ&#x20AC;&#x2122; participation in programs and support services. yy Objective 3: Conduct research to understand performance disparities and identify strategies to improve student success. yy Objective 4: Implement a consistent opportunity for culturally responsive strategies in college training and professional learning.

Institutional Goal 6: Chaffey College will responsibly manage financial, physical, technological, and environmental resources through effective planning, decision-making, and implementation. yy Objective 1: Develop and maintain effective practices of identifying and applying for grants. yy Objective 2: Ensure that resources are allocated based on institutional planning. yy Objective 3: Improve the alignment of expenditures with revenue yy Objective 4: Reduce the Collegeâ&#x20AC;&#x2122;s carbon footprint.

yy Objective 5: Address financial assistance strategies for socioeconomically challenged students.

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.7

O v e r v ie w

P la n n in g P r in c ip le s Chaffey CCD Vision 2025 presents a model that is based on the Collegeâ&#x20AC;&#x2122;s Institutional Goals and addresses the needs of the current and projected enrollment through the year 2025. series of facilities planning principles were developed and used throughout the planning process to guide the discussions that led to the development of the recommendations.

The following is a summary of the principles:

MAXIMIZE FUNCTIONAL SPACE / Renovate facilities. / ddress program needs.

ELIMINATE NON-FUNCTIONAL SPACE / Remove temporary buildings. / Replace aging facilities.

IMPROVE EFFICIENCY/UTILIZATION OF FACILITIES / Consolidate related programs. / Create flexible, interdisciplinary spaces.

RIGHT-SIZE THE CAMPUS TO ADDRESS PROGRAM NEEDS /

1.8 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

lign the projected space inventory with state guidelines.

IMPROVE THE CAMPUS IDENTITY

/ Develop campus edges and identity. / Define clear inviting campus entry points.

POSITION THE DISTRICT TO MAXIMIZE FUNDING (STATE AND LOCAL, GRANTS, COMMUNITY/CORPORATE PARTNERSHIPS, ETC.) / Position Chaffey College to maximize state and local funding.

SIMPLIFY IMPLEMENTATION

/ Limit disruption to campus and programs. / Reduce swing space costs. / Reduce number of temporary moves.

1 Rancho Cucamonga Campus 2 Fontana Campus 3 Chino Campus

O v e r v ie w

D is tr ic t S e r v ic e A r e a The Chaffey Community College District (CCCD) serves western San Bernardino County, where the communities of Chino, Chino Hills, Fontana, Guasti, Montclair, Mt. Baldy, Ontario, Rancho Cucamonga ( lta Loma, Cucamonga, and tiwanda), Corona and pland are located. This region is characterize d by mountain ranges and valleys and the active geology is evident in the striking contrast between the snow covered peaks of the San Gabriel Mountains and the broad, open expanse of the San Bernardino Valley within which the District resides.

CCCD consists of three main campuses. The Rancho Cucamonga Campus, established in 1 60. The Fontana Campus, opened in 1 , and the Chino Campus, opened in January 2000. Chaffey College also includes buildings at the College Park location as well as at the Chino Center in downtown Chino.

The Rancho Cucamonga Campus is located on the northern side of the CCCD service area, as illustrated on the graphic on the opposing page. It is situated in Rancho Cucamonga in San Bernardino County. The Fontana Campus is located on the eastern side of the CCCD service area. The Chino Campus is located on the southern part of the CCCD service area.

1.10 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

DISTRICT SERVICE AREA CHAFFEY COMMUNITY COLLEGE CAMPUS DISTRICT SERVICE BOUNDARY

SILVERWOOD LAKE

FREEWAY CITY BOUNDARIES

LAKE ARROWHEAD

SAN GABRIEL MOUNTAINS

DUARTE

GLENDORA

CLAREMONT 210

AZUSA

RANCHO CUCAMONGA CAMPUS

RANCHO CUCAMONGA

UPLAND

SAN DIMAS

FONTANA

SAN BERNADINO

FONTANA CAMPUS

57 10

POMONA WEST COVINA

REDLANDS

RIALTO

ONTARIO

ROBERT PILE CHAFFEY COLLEGE

215

CHINO CAMPUS AT COLLEGE PARK

MIRA LOMA

142

WHITTIER

CHINO HILLS

CHINO

MORENO VALLEY

RIVERSIDE

LA HABRA

YORBA LINDA FULLERTON

CORONA

PERRIS RESERVIOR

LAKE MATHEWS

N 0 MILE

PLANNING DATA Introduction

The Planning Data section includes a summary of the methodology used to establish the amount and type of space necessary to support the programs of instruction and student support services for the year 2025 master plan horizon. This section includes the following subsections:

FACILITIES PLANNING FORECASTS CALCULATING SPACE NEEDS SPACE INVENTORY ANALYSIS MASTER PLAN SPACE PROGRAMS // Rancho Cucamonga Campus // Fontana Campus // Chino Campus

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.13

P la n n in g D a ta

F a c ilitie s P la n n in g F o r e c a s ts

1.14 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

The L ong Rang e E nrollment and W eekl y S tu dent C ontact H ou rs ( W S C H ) F orecasts are issued by the Chancellorâ&#x20AC;&#x2122;s Office, California Community Colleges, each year. It includes historical data from previous years and projects total enrollment and WSCH for using an average anticipated change. These forecasts are coordinated with each District and serve as the basis for projecting long term space needs.

The Tables 1 and 2 summarize the enrollment and WSCH forecasts for each of the campuses within the Chaffey Community College District. n important element of these forecasts is that the baseline percentage split between the three campuses is projected to shift for the master plan horizo n year of 2025. This is based on the Districtâ&#x20AC;&#x2122;s desire to increase access to education throughout the district service area and take advantage of the Chino and Fontana Campus locations.

TABLE 1: ENROLLMENT AND WSCH (BASELINE)

Fall 2013 WSCH

TOTAL 192,213

Headcount

Rancho 77%

Chino 13%

Fontana 10%

148,221

25,166

18,826

16,500

3,500

3,270

TABLE 2: ENROLLMENT AND WSCH FORECAST (MASTER PLAN 2025)

Fall 2025 WSCH Headcount

TOTAL 261,905

Rancho 75%

Chino 15%

Fontana 10%

195,790

3,9507

26,608

22,000

5,500

4,600

Source: California Community Colleges Chancellor’s Office (CCCCO) Management Information Systems (MIS) Data Mart

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.15

P la n n in g D a ta

Ca l c u l a t i n g S p a c e N e e d s

The inventory of facilities is an important tool in planning and managing college campuses. F SION (Facilities tilization, Space Inventory Options Net) is a database of all the California community college facilities which includes descriptive data on buildings and rooms for each college and district within the state. This information is essential for developing the annual five-year construction plans, planning for capital outlay construction projects, projecting future facility needs, and analyzi ng space utiliza tion. The California Community Colleges Chancellorâ&#x20AC;&#x2122;s Office (CCCCO) mandates annual updates of the inventory of all facilities in the District. By combining existing and future enrollment and program forecasts with appropriate space standards, space requirements for current and future needs are developed. Space capacity/load ratio is the direct relationship between the amount of space available, by type, which may be used to serve students, and the number of students participating in campus programs.

1.16 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

The line item in adjacent Table 3 for space type “other” includes a number of spaces on campus that are considered to be in non-capacity/load categories. These are spaces that are not analyzed by the CCCCO in relation to utilization and efficiency, but are important as part of the college’s inventory related to maintenance and operations.

TABLE 3: ROOM USE CATEGORIES Space Type

Room Use Numbers

Description

Lecture

100s

Classrooms and support spaces

Lab

200s

Teaching Labs and support spaces

Offices/ Conference Room

300s

Offices and support spaces; all offices, including administrative and student services

Library/LRC Study/Tutorial

400s

Library and Learning Resources Center; including study, tutorial and support spaces

Instructional Media AV/TV

530s

AV/TV and Radio; Technology and support spaces

Other

520, 540 to 800s

PE, Assembly, Food Service, Lounge, Bookstore, Meeting Rooms, Data Processing, Physical Plant, Health Service

Source: California Community Colleges Chancellor’s Office (CCCCO) Space Inventory Handbook

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.17

P la n n in g D a ta

Ca l c u l a t i n g S p a c e N e e d s

To determine the amount of space required to support the programmatic needs for a college, the enrollment and program forecasts are applied to a set of standards for each type of space. The required utiliza tion and space standards for classroom, laboratory, office, library, and audio-visual are contained in the C alif ornia C ode of Reg u lations (CCR), Title 5, Chapter , Section 57020–57032. These standards refer to the B oard of G ove rnors of th e C alif ornia C ommu nity C olleg es P olicy on U tiliza tion and S p ace S tandards dated September 2010. These space standards, when applied to the total Weekly Student Contact ours (WSC ), produce total capacity requirements that are expressed in assignable square feet (allocated on a per student or per faculty member basis). The space standards and formulas used to determine both existing and future capacity requirements are summarize d in Tables 4 and 5 on the following pages. Each component of these standards is applied to projected enrollment to produce a total assignable square foot ( SF) capacity requirement for each category of space. The sum of these areas represents the total building area requirement for each campus.

1.18 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

The space standards are based on the following assumptions: y

tilization standards refer to the amount of time rooms and stations (such as a desk, laboratory bench, or computer terminal) should be in use. tilization is the amount of time rooms and stations are actually in use. tilization standards address utiliza tion on an “ hours-per-week” basis.

Office space includes academic offices, administrative offices, clerical offices, office service rooms, and conference rooms.

Library space includes all study areas on campus.

reas such as the main lobby (excluding card catalog area), elevators, stairs, walled corridors, restrooms, and areas accommodating building maintenance services are not deemed usable/assignable.

P la n n in g D a ta

S p a c e In v e n to r y A n a ly s is

The 2013 Chaffey College Space Inventory Report was used as the basis for the analysis of space. The tables on the following page summarize the current inventory of assignable space at each of the three campuses within the Chaffey Community College District. It is important to note that the Space Inventory Report includes all facilities on campus that are in use, including temporary facilities. s described in xisting Conditions section for each campus, there are facilities that are recommended to be removed. Table 5, 6 and 7 include an â&#x20AC;&#x153; adjusted inventoryâ&#x20AC;? column in which space to be removed, including temporary space, is subtracted and the space of projects currently in planning or under construction is added, by space type category.

1.20 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

TABLE 5: RANCHO CUCAMONGA– SPACE INVENTORY: CURRENT AND ADJUSTED

TABLE 6: FONTANA– SPACE INVENTORY: CURRENT AND ADJUSTED

Current Inventory (ASF)

Adjusted Inventory (ASF)

149,568

134,748

Office/Conference

67,986

59,141

Library/LRC/Study

36,482

940

721

Space Type Lecture and Lab

Instructional Media

DATA SET 7: CHINO– SPACE INVENTORY: CURRENT AND ADJUSTED

Current Inventory (ASF)

Adjusted Inventory (ASF)

17,076

13,125

Office/Conference

3,897

3,405

Library/LRC/Study

4,946

3,298

Space Type Lecture and Lab

Instructional Media

Other

152,017

148,055

Other

TOTALS

406,993

379,147

TOTALS

9,445

8,690

35,364

28,518

Current Inventory (ASF)

Adjusted Inventory (ASF)

30,589

Office/Conference

9,562

Library/LRC/Study

3,862

225

Space Type Lecture and Lab

Instructional Media Other

20,119

TOTALS

64,357

Source: California Community Colleges Chancellor’s Office

(CCCCO) FUSION database and HMC Architects

** ADJUSTMENTS INCLUDE THE FOLLOWING:

Temporary buildings have been removed from the inventory

Removal of original Fontana Center Building

4 permanent buildings have been removed from the inventory (Wargin, Admin, VSS and Library)

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.21

P la n n in g D a ta

M a s te r P la n S p a c e P r o g r a m s

1.22 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

The master plan space program forms the basis for developing recommendations for facilities. The space inventory analysis combined with the space needs forecast is summarize d in Tables , and 10 and indicates the total amount of additional assignable space needed to accommodate Chaffey College’s needs in the year 2025 master plan horizo n.

The methodology for projecting future space needs is summarize d as follows: y

Facilities planning forecasted projections were applied in combination with appropriate space planning standards to result in a total space requirement in SF by type of space.

The 2013 space inventory was adjusted to reflect the proposed removal of temporary facilities and the addition of projects currently under construction or in capital outlay planning. This is referred to as the “ adjusted inventory.”

The “ adjusted inventory” was subtracted from the total space requirements described above to result in the net SF overage or need by type of space for the master plan horizo n.

The result, net assignable square footage by type of space, served as the basis for developing facilities options.

The Rancho Cucamonga Campus Master plan Space Program indicates a need to provide additional space in the following categories:

TABLE 8: RANCHO CUCAMONGA CAMPUSâ&#x20AC;&#x201C;MASTER PLAN SPACE PROGRAM Adjusted Inventory (ASF)

Master Plan Space Program (22,000 HC)

Difference (ASF)

134,748

200,531

(65,783)

Office/Conference

59,141

52,211

6,930

Library/LRC/Study

36,482

59,939

(23,457)

Instructional Media

721

14,568

(13,847)

Other

148,055

139,195

8,860

TOTALS

379,147

466,444

yy Lecture and Lab yy Library/LRC/Study yy Instructional Media The combined total ASF needed to address these needs is 103,087 which would be accommodated in approximately 160,000 GSF (gross square feet) of building space.

Space Type Lecture and Lab

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.23

P la n n in g D a ta

M a s te r P la n S p a c e P r o g r a m s (c o n t’d ) The F o n t a n a Ca m p u s Master Plan Space Program indicates a need to provide additional space in the following categories: y

Lecture and Lab

Office

Library/LRC/Study

Instructional Media

Other

The combined total SF needed to address these needs is 55,2 3 which would be accommodated in approximately 5,000 SF (gross square feet) of building space.

1.24 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

T A B L E 9 : FONT N C MP S–M ST R PL N SP C PRO R M djusted Inventory ( SF)

Master Plan Space Program (4,600 C)

Difference ( SF)

13,125

1 ,551

(5,426)

Office/Conference

3,405

7,0 5

(3,6 0)

Library/LRC/Study

3,2

17,356

(14,05 )

,45

( ,45 )

32,341

(23,651)

Space Type Lecture and Lab

Instructional Media Other T O T A L S

0 ,6 0 2 8 ,5 1 8

8 3 ,8 0 2

The Chino Campus Master Plan Space Program indicates a need to provide additional space in the following categories: yy Lecture and Lab yy Office yy Library/LRC/Study yy Instructional Media

TABLE 10: CHINO CAMPUSâ&#x20AC;&#x201C;MASTER PLAN SPACE PROGRAM Adjusted Inventory (ASF)

Master Plan Space Program (5,500 HC)

Difference (ASF)

30,589

31,767

(1,178)

Office/Conference

9,562

10,535

(973)

Library/LRC/Study

3,862

19,751

(15,889)

Instructional Media

225

8,988

(8,763)

Other

20,119

39,260

(19,141)

TOTALS

64,357

110,302

Space Type Lecture and Lab

yy Other The combined total ASF needed to address these needs is 45,944 which would be accommodated in approximately 70,000 GSF (gross square feet) of building space.

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.25

SUSTAINABILITY Overview

In 2014 Chaffey College started the master planning effort for their three campuses. From the outset it was the Collegeâ&#x20AC;&#x2122;s intent to achieve a master plan which would inspire students to become stewards of the environment, reflect the high-performance curriculum which the College has to offer and further the sustainability goals of the College as a whole. As part of the planning process, and in order to clearly identify opportunities for sustainable strategies, an interactive sustainability workshop was held during the master planning process for Chaffey College. The sustainability workshop provided a forum for college stakeholders to voice their visions and goals, and to exchange information about opportunities that might be pursued. The result was a focused set of strategies for sustainable practices based on opportunities identified by the sustainability workshop participants. These ideas will serve as a starting point to guide the integration of sustainability into the development of the master plan.

The sustainability workshop was divided into Parts 1, 2, and 3.

PART 1

Part 1 the participants shared their visions and goals.

PART 2

Part 2 consisted of an overview of the existing environmental conditions of the campuses.

PART 3

Part 3 included a discussion of sustainability targets and strategies needed to achieve the goals identified by participants in Part 1 of the workshop.

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P a r t 1 : S u s ta in a b ilit y V is io n in g a n d G o a ls S e ttin g

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Part 1 consisted of a sustainability visioning exercise. Participants were asked to share their sustainability aspirations for Chaffey College, through inspirational imagery, or through brief verbal descriptions. Ideas from all participants were recorded onto post-its. The images located on the opposing and following pages were selected from among the images brought to the sustainability workshop by the participants.

vision

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vision

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vision

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P a r t 2 : E n v ir o n m e n ta l A n a ly s is During Part 2 of the sustainability workshop, a preliminary site analysis of existing environmental conditions was reviewed in order to establish a shared understanding of the climate context. ll three of Chaffey Collegeâ&#x20AC;&#x2122;s campuses are located in Climate one 10. The area is characterize d by interior valleys which are hilly and influenced by thermal belts. illtops and valleys are colder in the winter (with the possibility of frost) and warmer in the summer than the slopes and hillsides from which cold air drains.

The temperature variation over the year is more extreme, with hotter summers and colder winters than experienced in the coastal climates to the west. Cooling and heating is necessary to maintain thermal comfort.

1 Weather Station Location 2 California Climate Z ones 1.32 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Weather data was imported into Climate Consultant v5.2 software and was graphed within a series of charts. The wind rose charts below illustrate wind frequency, temperature, humidity, and rainfall levels for the summer and winter months. During the summer, the prevailing winds come from the west at an average velocity of 5-20 mph. Occasionally, gusts up to 35 mph blow in from the east. Temperatures range between 75-100 degrees Fahrenheit during the day and cool down by 15-20 degrees at night.

During the winter, the prevailing winds come in from the west at an average velocity range of 5-15 mph. Occasionally, gusts up to 35 mph in blow from the east. Temperatures range between 30-70 degrees Fahrenheit.

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Co m f o r t Z o n e

Thermal comfort is a result of the combined effects of solar radiation, temperature, air movement and relative humidity. The diurnal chart (opposite page) diagrams bioclimatic needs and ratifies that most of the time dry bulb temperatures are within the thermal comfort zo ne. Temperatures are within or slightly below the comfort zo ne during most of the year. During the summer months, temperatures can get as much as 20 degrees higher than the comfort zo ne. These warmer conditions would be best mitigated by a passive cooling strategies which are potentially supplemented by the use of regulated mechanical cooling to achieve thermal comfort. Similarly, during the winter, temperatures are approximately 10 degrees lower than the comfort zone, but can be as low as 20 degree below the comfort zo ne. These cooler conditions would be best mitigated by employing passive heating strategies which are supplemented by mechanical heating.

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CO M F O R T Z O N E D I A G R A M

DRY BULB TEMPERATURE

RELATIVE HUMIDITY

The dry bulb temperature graph demonstrates that 74% of the year, the temperature remains between 32-70 degrees. 26% of the year during the summer the temperature can range between 75-100 degrees and higher.

The annual relative humidity graph indicates that 66% of the year, the relative humidity drops below 60%. A drop in humidity occurs between 10 am and 5 pm during much of the year.

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S k y Co v e r R a n g e

There is less than 40% average cloud cover annually. This area experiences 55% cloud cover from November to January for most of the day and 32% cloud cover rest of the year. The least amount of cloud cover occurs between July and Sept.

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SKY COVER DIAGRAM

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S o la r A c c e s s

S o la r P a s s iv e S tr a te g ie s fo r w a r m

Weather data was graphed within a psychrometric chart. The chart lists effective, potential design strategies specific to the project siteâ&#x20AC;&#x2122;s climatic conditions. The results of this analysis indicate that there is a higher demand for cooling than for heating. ll hours in an average year are represented by the green points within the psychrometric chart. The points that are captured within the color-coded boxes represent hours during which comfort can be achieved by using the correspondingly colored strategy. The majority of these points are located in the moderate temperature zo ne. In order to capture as many green points in the chart as possible, it is necessary to identify passive solar and active systems strategies which have the most effect.

The psychrometric chart on the opposing page graphically depicts potential passive strategies. The psychrometric chart reveals that during the summer comfort can be achieved for 7.4% of the summer hours by using the following strategies.

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m o n th s o f th e y e a r

Thermal Mass Thermal mass is a passive solar strategy that uses the mass of the building to provide a consistent building temperature. For example, when outside temperatures are fluctuating throughout the day, a large thermal mass within the insulated envelope of a building can serve to regulate the daily temperature fluctuations. The thermal mass of the building will absorb the thermal energy of the external environment when the surroundings are higher in temperature than the mass. The thermal energy will then be radiated back to the environment when the surroundings are cooler. Building materials with significant thermal mass properties include concrete, masonry, insulated concrete forms (ICF) and structurally insulated metal panels (SIPS).

Natural Ventilation By locating building openings and courtyards along natural wind paths, natural ventilation can provide building occupants with access to cooling breeze s. By combining natural ventilation with a water feature such as a fountain or water misting fixtures, the effective cooling of the wind will increase significantly. This will result in less reliance on mechanical cooling, thus reducing the energy consumption of the campus as a whole.

Sun Shading of Windows ffective sun shading of windows that are specifically selected and designed for each faĂ§a de orientation can significantly reduce the intensity of solar gain within a building. By implementing deep overhangs along the south fa ades of buildings and vertical fins along the east and west facades of buildings which are angled specifically to block out glare, natural daylighting can be achieved while deflecting direct solar exposure. Sun shading design combined with efficient insulated glazing units can substantially increase occupant comfort and building efficiency. lazing units with a solar heat gain coefficient of 0.27 (low) and a visual transmittance of 63% (nearly clear) can provide occupants with access to views and daylight, while blocking out much of the solar radiation from the sun.

Building Insulation Optimization

PSYCHOMETRIC CHART

Building efficiency can be optimized by designing tight building envelopes with R21 insulation in the walls, R30 insulation in the roof, high performance insulated glazing units with responsive sun shading devices, and cool roofs.

Mechanical Cooling In order to maintain occupant comfort, some mechanical cooling will be necessary during the warmer months. As described in previous sections, an indirect-direct mechanical cooling system is recommended for consideration, due to the campusâ&#x20AC;&#x2122; low humidity levels. This system would provide effective and efficient evaporative cooling. However, by implementing the solar passive strategies described above, reliance upon any mechanical cooling system that is implemented will be decreased, and thus building energy performance will be optimized. Passive cooling strategies such as sun shading of windows, thermal mass and natural ventilation would be the most effective in order to mitigate heat gains during the warmer months. Controlling internal heat gains by monitoring the use of appliances and electrical lighting will also aid in maintaining cooler temperatures.

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S o la r A c c e s s S o la r P a s s iv e S tr a te g ie s fo r c o o l m o n th s o f th e y e a r

Summer Solar Paths/Shading Diagram

Spring Solar Paths/Shading Diagram

The psychrometric chart on the opposing page graphically depicts potential passive strategies. During the winter, the psychrometric chart reveals that comfort can be achieved for 4.4% of the winter hours by using the following strategies.

Controlling Internal Heat Gains By controlling use of appliances, equipment and lighting in buildings, building efficiency can increase by as much as 30%. This can be facilitated through simple but effective measures such as building occupant training as well as mechanical measures such as occupancy sensors, smart power strips and photosensors.

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Fall Solar Paths/Shading Diagram

Winter Solar Paths/Shading Diagram

Passive Solar Direct Gain

PSYCHOMETRIC CHART

Thermal mass is a passive solar strategy that combines direct solar radiation with the mass of the building to provide a consistent building temperature. For example, when outside temperatures are fluctuating throughout the day, a large thermal mass within the insulated envelope of a building can serve to regulate the daily temperature fluctuations. The thermal mass of the building will absorb the thermal energy of the external environment when the surroundings are higher in temperature than the mass. The thermal energy will then be radiated back to the environment when the surroundings are cooler. Building materials with significant thermal mass properties include concrete, masonry, insulated concrete forms (ICF) and structurally insulated metal panels (SIPS).

Heating and Humidification if needed During the winter, buildings may need to be heated through mechanical means. To ensure there occupancy comfort, there should be enough humidity in the air. In the heating and humidification process, the dry bulb temperature as well as the humidity of the air increases. The heating and humidification process is carried out by passing the air over spray of water, which is maintained at temperature higher than the dry bulb temperature of air or by mixing air and the steam.

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E x is tin g E n e r g y U s e In te n s ity nergy se Intensity ( I) is a unit of measurement that describes energy use in kBT per/square foot/year. I takes into account the amount of electricity and gas used in a building. In order to best determine a target energy use intensity, ( I), a better understanding of each campusesâ&#x20AC;&#x2122; energy consumption has been provided. Each campusesâ&#x20AC;&#x2122; energy use has also been compared to three benchmark metrics: y The California Energy Commission 2006 survey of energy use in California igher ducation Buildings (Figure 3) y

Energystar energy use for a higher education building located in the Rancho Cucamonga zip code. (Figure 4)

rchitecture 2030 (a voluntary energy use reduction program which challenges the building industry to reduce emissions caused by buildings and sets targets for milestone years.) (Figure 5)

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The EUI for all three campuses are currently above the benchmarks, which indicates that the College can benefit from implementing additional efficiency measures.

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E x is tin a n d th U n iv e r Co m m

g Ca r b o e A m e r ic s ity P r e s itm e n t P

n E a n id e ro g

m is s io n s Co l l e g e a n d n t s ’ Cl i m a t e ra m

In 2011, Chaffey Community College signed the merican College and niversity Presidents’ Climate Commitment. C PCC institutions agree to: y

Complete an emissions inventory.

Within two years, set a target date and interim milestones for becoming climate neutral.

Take immediate steps to reduce greenhouse gas emissions by choosing from a list of short-term actions.

Integrate sustainability into the curriculum and make it part of the educational experience.

Make the action plan, inventory and progress reports publicly available.

In order to assess Chaffey College’s carbon footprint, a comparison with educational institutions who have also signed onto the C PCC has been provided. These institutions are located within similar climate zo nes as Chaffey College’s three campuses.

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Two scenarios have been provided: y

No transportation taken into consideration

Transportation taken into consideration

This scenario building provides an opportunity to see the effect that transportation has on the College’s carbon footprint. ll three campuses have been combined into one carbon footprint. Two reporting years have been provided for comparison: 200 and 2012. This provides a snapshot of how the College has performed over a span of 4 years.

In the first scenario, (transportation not included), in 200 Chaffey College had the largest carbon footprint, at 2 .4 lbs of CO2e/sf/year. owever, in 2012 Chaffey College had the lowest carbon footprint, at 10.4 lbs of CO2e/sf/ year. In the second scenario (transportation included), Chaffey College (2012) and Chaffey College (200 ), dropped to the second and third largest carbon footprints, at 46 .7 lbs of CO2e/sf/year and 43.3 lbs of CO2e/sf/ year, respectively. Transportation had a major impact on Chaffey College’s carbon footprint during the 2012 reporting year. This indicates that while building efficiencies may have been among the best, relative to other institutions and relative to the 200 reporting year, transportation must have increased significantly, thereby resulting in a much larger carbon emission measurement.

CARBON FOOTPRINT (TRANSPORTATION NOT INCLUDED)

This suggests that building efficiencies should continue to be administered, as the College’s plan of action is proving to be productive. Simultaneously the College could research methods of improving access to each campus and promote alternative modes of transportation since transportation is a significant source of the College’s carbon emissions.

CARBON FOOTPRINT (TRANSPORTATION INCLUDED)

When studying the impact of the College’s carbon footprint on the student population, the carbon footprints of each reporting year have been calculated per capita. Excluding transportation, Chaffey College (2012) equated to 1,393 lbs/CO2e/student/year. Chaffey College (2008) equated to just 206 lbs/CO2e/student/ year.

CARBON FOOTPRINT COMPARISON

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E x i s t i n g W a t e r Co n s u m p t i o n

Water consumption for each campus was also studied. Water data was collected from each campusâ&#x20AC;&#x2122; utility provider. The data commingled building water use and irrigation/landscape water use. However, the information still provides a snapshot of how much water overall the Collegeâ&#x20AC;&#x2122;s three campuses are utilizi ng. Since California is suffering from an extended drought, water consumption is of the utmost importance. In 2014, the Rancho Cucamonga campus consumed about 105 million gallons of water, while the Fontana campus consumed approximately 3.3 million.

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Water data for the Chino campus was obtained for the months pril- une of 2014. Isolating these three months of the year, (when water use is near its annual peak) the data shows that the Rancho Cucamonga campus is consuming about 24 million gallons, the Fontana campus is consuming about 1 million gallons, and the Chino campus is consuming 1. million.

When analyzed relative to overall square footage on campus, the data indicates that the Fontana campus consumes the most water, followed by the Rancho Cucamonga campus and then the Chino campus. This indicates that further water efficiencies could be explored, particularly at the Fontana location, in order to optimize water conservation practices.

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Strategies for Energy Efficiency

Natural Ventilation

Cool Roof

In order to best optimize energy performance and reduce overall carbon emissions, several sustainable energy strategies would be of benefit to the College.

Natural ventilation is the process of supplying and removing air through an indoor space without using mechanical systems. In Climate one 10, this strategy is effective particularly during the summer evenings and mornings, when it is possible to flush out the buildingâ&#x20AC;&#x2122;s hot air and replace it with fresh, cool outside air. When combined with interlocks (mechanisms which automatically shut off mechanical systems when a window or door is open), natural ventilation is especially effective.

pgrading existing rooftops with a cool roof coating and utilizi ng a cool roof product on new buildings will greatly increase the energy efficiency of the building. cool roof, with a minimum of solar reflectance index of 104, can benefit a building and its occupants by:

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Reducing energy bills by decreasing air conditioning needs

Improving indoor comfort for spaces that are not air conditioned

Decreasing roof temperature, which may extend roof service life.

Beyond the building itself, cool roofs can also benefit the environment, especially when many buildings in a community have them. Cool roofs can: yy Reduce local air temperatures (sometimes referred to as the urban heat island effect) yy Lower peak electricity demand, which can help prevent power outages yy Reduce power plant emissions, including carbon dioxide, sulfur dioxide, nitrous oxides, and mercury, by reducing cooling energy use in buildings.

Central Plant Upgrades

Building Insulation

By upgrading the central plant, and right sizing mechanical systems, overall campus energy efficiency will improve. When implemented holistically, central plant optimization can deliver sustained energy savings of up to 60%. Achieving plant efficiency potential is determined by both the design and operating decisions made. The following steps should be considered when upgrading the central plant:

All three campuses are located in Climate Zone 10, which experiences both extreme heat and cold. To help regulate the thermal comfort of the buildings, and thereby reduce dependence on mechanical cooling and heating, building insulation should be considered. An exterior layer of rigid insulation will benefit the buildings on campus by providing a consistent thermal barrier across the building envelope. Less heat exchange will occur from the metal structure of the building to the exterior environment and vice versa.

yy Design of system infrastructure yy Selection of system components yy Application of components yy Automation of system yy Optimization yy Maintenance yy Measurement and verification

High Performance Glazing and Overhang Structures By utilizing a high performing glass unit for all new construction and building fenestration upgrades, the energy efficiency of the campus will also greatly improve. Glass units with a low solar heat gain coefficient (SHGC) of 0.26 or better and a visible light transmittance of 46% or better, should be considered. This will result in optimal transparency, while maintaining resistance to solar glare and radiation.

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Strategies for Water Efficiency

Water Fixtures

Condensate Recovery

New buildings will include efficient plumbing fixtures to allow the building to be, at a minimum, 40% below the nergy Policy ct water usage baseline in effect at the time of construction. With the current baseline, a 40% reduction can be achieved with standard fixtures that the maintenance staff will be able to maintain in a similar manner to existing plumbing fixtures throughout the campuses. They will not require additional maintenance, as waterless urinals require.

C cooling coils inherently produce condensate. This gray water is discharged into the sanitary sewer system instead of being kept on campus for use. It is recommended that existing and new buildings have condensate recovery vessels adjacent to the buildings in the local landscape area. C equipment will have the associated condensate piped to these retention vessels where it can be used to irrigate the local landscape areas, saving the nearly half million gallons of water each year sent down the drain.

The College has implemented a phase out of older plumbing fixtures in existing buildings. This project should continue to be implemented. nder the current P baseline the following fixtures should be installed throughout campuses: 1.2 gpf water closets, 0.125 gpf urinals, 0.5 gpm lavatories, 1.0 gpm sinks and 1.5 gpm shower heads.

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Landscape Irrigation One of the main benefits of the recommended landscaping concept is the reduced need for irrigation. Once established, native, drought tolerant plants will will require minimum, if any irrigation. Turf can be provided where it is appropriate for the programmed use.

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P a r t 3 : S u s ta in a b ilit y S tr a te g ie s a n d T a rg e ts

Energy

In Part 3 of the sustainability workshop, an in-depth discussion was held to consider action plans to achieve the aspirations voiced in Part 1. The discussion focused on opportunities to conserve in six categories: Energy, Water, Building Materials, Waste, Transportation, and Culture. Workshop participants were asked to spend five minutes on each category to brainstorm the following:

ction 1:

ction 2: Install interior solar tube lights.

T a r g e t : B e t h e Co m m u n i t y Co l l e g e m o d e l f o r e n e r g y efficiency in the state

T a r g e t: R e d u c e e le c tr ic ity u s a g e 1 0 -2 0 %

in 5 y e a r s . y

y y

Target for the category Three significant ctions that would help achieve the Target

Ideas were recorded onto large flip charts. This section is a summary of the comments shared during Part 3. The Chaffey College Sustainability Workshop is one step along the journey towards an increasingly sustainable culture. The next steps will involve allocation of resources and focus on the details of implementation. For the long term, the master plan recommends an ongoing process that focuses on sustainability, involving the Collegeâ&#x20AC;&#x2122;s stakeholders in a continuous cycle of visioning, planning, implementation, and assessment.

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udit electrical usage.

/ 2 : Switch to L D(s). / 2B: Monitor lighting use and turn off lights when not needed. y

ction 3: Build Solar Panel Parking Covers.

ction 4:

mploy Natural ir entilation.

Target: Reduce 15% by 2015 through efficiency & ren e w a b le e n e r g y . R e d u c e 2 5 % b y 2 0 2 5 . y y

ction 1: se renewable energy (Solar, Winds) and install a Thermal nergy Storage (T S) tank. ction 2: Implement the following to achieve the targeted 15% reduction by 2015: / Motion detectors Timers (Indoor/Outdoor Lighting) / Keep doors closed / djust thermostat setpoints / Window Treatments/upgrades / Shade

ction 3: To meet the 25% targeted reduction by 2025, continue to explore and develop strategies.

ction 1: se the most effective technologies, supported by a skilled work force. ction 2:

stablish curricular connections.

T a r g e t: R e d u c e G r id -s o u r c e d e le c tr ic ity u s e b y 2 5 % y

ction 1: Implement energy efficiency measures.

ction 2: Implement cost effective solar power.

ction 3:

ction 4: Build to L

se natural lighting where feasible. D Platinum.

T a rg e t: R e d u c e E n e rg y U s a g e y

ction 1: Replace fume hoods in chemistry labs.

ction 2:

ction 3: SOL R /Wind Turbines

mploy daylight harvesting.

Construction, Interior Building Materials and Purchasing

Target: Reuse removed building materials & obtain renewable materials for new construction.

Target: Zero waste

yy Action #1: Install permeable walkways & driveways and reuse removed “cement” materials (i.e. Planters, etc.).

yy Action #1: Material Assessment

yy Action #2: Repurpose existing buildings rather than demolish them.

// Identify “What’s coming in?” // Identify: “What are the goals?”

yy Action # 3: When grading, crush and reuse rock for landscaping, bioswales, etc.

yy Action #2: Identify Best Practices yy Action #3: Establish End-User Partnerships

Target: Use 5-% renewable, reused materials for 2015

Target: Build with Maximum Allowable Recycled Content. yy Action #1: Implement Reduce, Reuse, and Recycle as District policy/procedure. yy Action #2: Purchase recycled materials where applicable.

yy Action #1: Use renewable construction materials. yy Action #2: Buy local, source local (i.e. rock for land scaping) renewable materials (i.e. bamboo flooring). yy Action # 3: Use recycled construction materials (blue jeans for insulation). Target: Further the development of the “Campus as a Living Lab” concept. yy Action #1: Incorporate sgnage that educates the community on measures Chaffey College has taken to reduce our carbon footprint.

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Transportation

T a r g e t: R e d u c e E m is s io n s

T a r g e t: S ta r t a n A lte r n a tiv e T r a n s p o r ta tio n P r o g r a m

ction 1: Provide preferred parking for lowemissions vehicles (L s).

ction 1: xplore strategies to suppor bike use in the interior of campus (bike racks).

ction 2: Reduce student parking permit fees for student with LEVs.

ction 2: Study and implement electric car charging stations.

ction 3: mploy L / lectric ehicles as a large part of the District’s fleet.

ction 3: Study and implement a preferred parking program and discounted parking permits for students with green vehicles (telecommute 1 day/week for staff).

T a rg e t: h ic le s .

Target: Encourage Alternate Transportation & Reduce CO 2 E m i s s i o n s b y 5 0 % b y 2 0 1 5 . y

ction 1: Provide preferred parking for carpooling “ green” vehicles.

ction 2: Install charging stations Car use.

ction 3: Install more bike racks.

encourage ip

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R e d u c e th e n u m b e r o f g a s o lin e -p o w e r e d v e -

ction 1: Preferred parking incentives for L FEVs.

ction 2: Partner with dealers for discounts on LEVs/FEVs.

ction 3: Install solar powered electric charging stations.

Waste Management

Target: Reduce Waste Streams

Target: Reduce Waste Production by 50% by 2015

yy Action #1: Promote student involvement by providing accessible bins.

yy Action #1: Recycling campaign for College community (Education, contests & tours).

yy Action #2: Eliminate 1 use water bottles, install refill stations (Filtered)

yy Action #2: Sorting bins for recyclables

yy Action #3: Reduce water runoff by use of permeable surfaces or capture

yy Action #3: Increase the composting program (Vermiculture). Target: Reduce Waste by 20% yy Action #1: Implement composting at food services and re-use as fertilizer for the Collegeâ&#x20AC;&#x2122;s landscaping. yy Action #2: Consolidate the use of printers. yy Action # 3: Eliminate personal refrigerators!

Target: Reduce Waste by 50% yy Action #1: Easily identifiable (bigger), very visible recycle/trash bins yy Action #3: Permit any refillable coffee/beverage cup (not just starbucks/Chaffey cups) and reward to have reduced cost on beverage refill.

Target: Reduce Waste by 10% yy Action #1: Install water bottle filling stations. yy Action #2: Implement better separation of waste. yy Action #3: Increase the number of recycling bins.

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T a r g e t : E d u c a t e t h e Co m m u n i t y o n a n d i n v o l v e t h e m in S u s ta in a b ility E ffo r ts

Culture T a r g e t: In c r e a s e A w a r e n e s s , E n g a g e m e n t a n d a r d s h ip

S te w -

ction 1: Integrate stewardship into curriculum

ction 2: Support with infrastructure

ction 3: Create partnership

T a r g e t: In c r e a s e S tu d e n t/S ta ff A w a r e n e s s v o lv e m e n t in S u s ta in a b ility M e tr ic s

a n d

In -

ction 1: Publish success

ction 2: Develop re-posting mechanism for student se

ction 3: Identify metrics with published dashboard

ction 1: Locate educational signage throughout

ction 2: Create earth day/arbor day activities and contests

ction 3: Integrate sustainability in the curriculum (i.e. College Book, Course Topics, Forms, Workshops, etc.)

T a r g e t : I n c r e a s e S u s t a i n a b i l i t y Cu l t u r e o n Ca m p u s t o 1 0 0 % b y 2 0 2 5 y

ction 1: curriculum

ction 2: Create certificated programs in sustainability (Photovoltaic, Wind Turbines)

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dd sustainability to Mission Statement

ction 3: Preserve the Preserve

Water

Target: Reduce Water Usage

Target: Waste No Water

yy Action #1: Replace some sections of grass with rock gardens and drought tolerant plants

yy Acton #1: Complete a comprehensive assessment for total water system

yy Action #2: capture and reuse hvac condensation run-off

yy Action #2: Engage outside partnerships that can enhance access to:

yy Action #3: Sanitary hand dryers, reclaimed water for irrigation and rainwater harvesting

// Latest technology & equipment // Best managed practices yy Action #3: Educational poll-out Target: Reduce its Consumption 30% Outdoors and 20 % Indoors Outdoor: yy Action # 1: Identify and report leaks (Audit?) yy Action # 2: Replace grass with lawn that is drought tolerant yy Action #3: Replace stadium turf Indoors: yy Install signage yy Install low flow fixtures yy Install low flow showers yy Install aerators

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MASTER PLAN The campuses of Chaffey College exhibit a variety of natural characteristics that develop unique identities for each of the three campus environments. The master plan seeks to preserve and celebrate these unique characteristics while at the same time, implement common planning elements that work to bind the experiences across the District so that every student of Chaffey College can experience high quality academic and social experiences regardless of which campus they attend. The Planning Team, working closely with campus stakeholders, has identified two unifying planning concepts that provide the organiza tional framework for each campus as illustrated in the master plan recommendations.

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The first is the development or further definition of a main open space, akin to a traditional campus quad, where students can gather. This open space would be intended as the social hub for each campus. The second is the development of a pedestrian promenade that links the campus buildings, brings clarity to campus way-finding, and leads to the aforementioned main space. While the development of these elements will be common to each campus, the implementation will differ in response to the unique spatial layout and natural characteristics of each site. R NC O C C MON

C MP S

The defining characteristic of the Rancho Cucamonga Campus is the dramatic topography of the site. Nestled along the foothills of Rancho Cucamonga, the plan seeks to capitalize on the dynamic views of the valley below by reorganizing the campus into precincts defined by a series of terraces running east-west along the natural patterns of the hillside and defined by the main pedestrian paths across campus.

CONCEPTS FONTANA CAMPUS

CHINO CAMPUS

The context of the Fontana Campus brings a semi-urban feel to the campus plan. Influenced heavily by the strong local wind patterns, the campus buildings are used to shield the core campus spaces from the winds. Aligning the buildings along the edge of the defining streets of the area enhances the urban streetscape and also creates a buffer between the fast pace of the city streets and the gathering spaces at the campus core.

The history of the Chino Campus site plays a key role in its development. As former farmland, an agrarian concept of gridded patches creates a formal organization pattern reminiscent of crop patches and irrigation lines. Building upon the previous master plan, the rigid orthogonal layout of the campus buildings works to support the theme.

CHAFFEY COMMUNITY COLLEGE DISTRICT 1.59

1.60 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

RANCHO CUCAMONGA

OVERVIEW This chapter includes a series of graphic plates and narrative descriptions that illustrate the physical characteristics and usage of the existing sites and facilities and identify important aspects of the College’s physical context. Through this examination, key planning challenges and opportunities were identified in order to frame the exploration of options and inform the development of facilities recommendations.

EXISTING CONDITIONS // // // // // // // // // // // // //

RECOMMENDATIONS // // // // // // // // // // //

Summary of Recommendations Demolition/Removal New Facilities Renovations Landscape Vision and Design Principles Landscape Plan Landscape Character Site Improvement Projects Campus Zoning Vehicular Circulation and Parking Pedestrian Circulation

BUILDING KEY AERO AD ATL B BE BEB BL CAA CAB

Applied Technology Administration Automotive Technology Bookstore Business Education Berz Excellence Building Beeks Labs Center for the Arts–A Center for the Arts–B Studio Art

CAC CAE CCE CD CHEM CP DL GYM HS IS LA LI MACC MATH MOD PL PS SL SPRT SS SSA TA VSS WH WM ZH

Center for the Arts–C 3D Studio Art Center for the Arts–E Music Campus Center East Child Development Center Chemistry Campus Police des Lauriers Labs Earl Sicosky Gymnasium Health Science Information Services Language Arts Library Michael Alexander Campus Center Math Modular Classroom/Offices Milliken Planetarium Physical Science Skills Lab Sports Center Social Science Student Services/Administration Theatre Vocational & Student Support Wargin Hall Wignall Museum of Contemporary Art Zimmermann Hall

RANCHO CUCAMONGA - OVERVIEW 2.1

Existing Conditions

EXISTING CONDITION

1 Chaffey College Entrance Marquee 2 MACC Courtyard

The resulting site and facilities analysis of the existing conditions shape the use of the Rancho Cucamonga Campus and the key issues to be addressed by the Facilities Master Plan (FMP).

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.3

1 View looki ng north of the San Gabriel Mountains 2 View looki ng so uth on Have n Ave nue

E x i s t i n g Co n d i t i o n s

R e g i o n a l Co n t e x t

Chaffey College resi des in the su burban ci ty of Ranch o Cuca monga, with dense housi ng deve lopments that are kn own for its family oriented, sa fe and prosp erous co mmunities. The Ranch o Cuca monga Campus is loca ted near the co nve rgence of major freeways, maki ng it co nve nient for st udents to co mmute to ca mpus. The ca mpus is loca ted north of the 21 0 freeway with Have n Ave nue as the primary roadway exi t from State Route 21 0 and Interst ate Highway 1 0. The Ranch o Cuca monga Campus is on a si te with significant topographical grade change from Wilson Ave nue to Banya n Street provi ding vi st as to the su rrounding geography. The majest ic vi ews of the San Gabriel Mountains se rve as the backd rop when yo u look north from ca mpus. Looki ng so uth there are amazi ng vi ews through the va lley.

OBSERVATIONS:

This Campus is well se rve d by major freeways and st reets.

The exi st ing topography provi des a unique ch aract erist ic for this Campus.

The Campus is nest led amongst a dense resi dential neighborhood.

2.4 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

LEGEND

San Gabriel Mountains

Major Freeways Primary Roadway Secondary Roadway Tertiary Roadway Freeway Access Railway Wilson Avenue

Chaffey College

Banyan Street

Alta Loma

Foothill Fwy

LIFORNIA CA

Red Hill

Etiwanda

East Ave

Day Creek Blvd

Base Line Rd

Rochester Ave

Miliken

Haven Ave

Hermosa Ave

Archibald Ave

Vineyard Ave

210

Ontario Fwy

Central Victoria Gardens

Foothill Blvd Route 66

LIFORNIA CA

Arrow Route

Metrolink Burlington Northern Santa Fe Railway

Metrolink Station

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.5

1 Have n Ave nue, looki ng north to the San Gabriel Mountains 2 Los Oso s High Sch ool 3 Chaffey College Nature Prese rve 4 Main Entry to the Campus E x i s t i n g Co n d i t i o n s

L o c a l Co n t e x t a n d Co m m u n i t y Chaffey College, one of the first colleges to be est ablish ed in California, is a two-ye ar public co mmunity co llege si tuated in an area of natural and tranquil beauty in Southern California. Its ca mpus occu pies 200 acr es of rolling lawns and native foliage in the foothills of the majest ic San Gabriel mountains. The Campus is si tuated north of State Route 21 0 with the main entrance on Have n Ave nue between Wilso n Ave nue and Banya n Street. The northeast co rner of the ca mpus remains as a Nature Prese rve where st udents rese arch and monitor the ve getation and fauna.

The immediate resi dential su rrounding neighborhood incl udes public and priva te sch ools; with Los Oso s High Sch ool one mile east of the Campus and Banya n Sch ool Elementary also on Banya n Street.

2.6 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

LOCAL CONTEXT + COMMUNITY CHAFFEY COLLEGE RESIDENTIAL USE COMMERCIAL USE CREEK FLOOD CONTROL / UTILITY CORRIDOR K-12 CAMPUS FREEWAY MAIN STREETS SECONDARY STREETS FREEWAY ON RAMP/OFF RAMP CITY BOUNDARIES

WILSON AVE Hermosa Elementary School

CHAFFEY COLLEGE

RANCHO CUCAMONGA CAMPUS Los Osos High School

Banyan Elementary School

BANYAN ST

Caryn Elementary School

FLO OD CO

Vineyard Junior High School

LIFORNIA

HAVEN AVE

210 MILIKEN AVE

LEMON AVE

HERMOSA AVE

ARCHIBALD AVE

ROL CHANNEL NT

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.7 Ranch Cucamonga High School

E x i s t i n g Co n d i t i o n s

1 Chaffey College of Agricu lture, 1 885 2 Aerial Photo, 1 995 3 Site Plan, 1 958 4 Preliminary st udies for the busi ness co urt

Ca m p u s D e v e l o p m e n t H i s t o r y The sch ool was est ablish ed in Ontario, California in 1 883, when ci ty founders and brothers George and William Chaffey donated land and est ablish ed an endowment for a priva te co llege. The priva te sch ool was founded as the Chaffey College of Agricu lture of the Unive rsi ty of Southern California. The co rnerst one of the new sch ool was laid on March 1 7 , 1 883 at Fourth and Eucl id in Ontario and it opened on Oct ober 1 5, 1 885. The original inst itution incl uded a se co ndary sch ool and was run by USC until 1 901 . Financi al reaso ns brought the cl osu re of the co llege in 1 901 and the buildings were then occu pied by the new high sch ool. On February 1 , 1 957 , the vo ters approve d a bond su pporting a co mplete se paration of the high sch ool and co llege faci lities. Three ye ars later in 1 96 0, the Chaffey College ca mpus in Alta Loma (now Ranch o Cuca monga) opened.

The majority of the buildings were built in the 1 950â&#x20AC;&#x2122;s & 1 96 0â&#x20AC;&#x2122;s, and most of the original buildings have been partially remodeled, exce pt for the following: y

Administ ration (AD)

Aeronautics (AERO)

2.8 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

CAMPUS DEVELOPMENT

WILSON AVENUE DRIVE

HISTORY

COLLEGE

1950-1959 1960-1969 1970-1979 NATURE PRESERVE

CDC

2000-2009

BEB

CAB

CAC

CAE

CCE

HAVEN AVENUE

OMNITRANS

FREE SPEECH PLAZA

MACC

SSA

2010-PRESENT

CAA

PANTHER EXPRESS MATH SPRT

HOLLY DRIVE

VOCATIONAL & STUDENT SUPPORT

PLANETARIUM

PHYSICAL SCIENCE GYM

ZH SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD

ATL/PSYCH

CENTRAL PLANT

FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

MODULARS TRANSPORTATION + RECEIVING WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET RANCHO CUCAMONGA - EXISTING CONDITIONS 2.9 N 0 FEET

350

700

1 Student Servi ce s/ Administ ration 2 Center for the Arts walkw ay 3 MACC co urtya rd 4 Sci ence Complex

E x i s t i n g Co n d i t i o n s

Ca m p u s P l a n The graphic plan on the opposi ng page illust rates the exi st ing ca mpus. Most buildings on ca mpus are permanent st ruct ures exce pt for three temporary buildings.

OBSERVATIONS: y

Many of the original buildings do not posi tive ly su pport st udentsâ&#x20AC;&#x2122; learning exp erience s.

Much of the ca mpus property co nsi st s of parki ng lots.

The outdoor sp ace at Mich ael Alexa nder Campus Center (MACC) is under-utilize d beca use there is not enough sh elter or sh ade.

Many outdoor landsca

The campus would benefit from a signage and wayfinding program.

The exi st ing marquee on Have n Ave nue at College Drive denotes the main entrance .

ped area are under-utilize d.

2.10 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

EXISTING CAMPUS PLAN

WILSON AVENUE DRIVE

EXISTING FACILITIES

COLLEGE

TEMPORARY FACILITIES

NATURE PRESERVE

CDC D

CAA

BEB

CAB

CAC

CAE

CCE MACC

SSA

HAVEN AVENUE

FREE SPEECH PLAZA

PANTHER EXPRESS MATH SPRT

VOCATIONAL & STUDENT SUPPORT

HOLLY DRIVE

PLANETARIUM

PHYSICAL SCIENCE GYM

ZH SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE ENTRANCE MARQUEE

AERO

TES

UTILITY FIELD

FACILITIES

MODULARS ATL/PSYCH

FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

CENTRAL PLANT WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET RANCHO CUCAMONGA - EXISTING CONDITIONS 2.11 N 0 FEET

350

700

1 Center for the Arts A, good co ndition. 2 Language Arts, fair co ndition. 3 Library, poor co ndition.

E x i s t i n g Co n d i t i o n s

F a c i l i t i e s Co n d i t i o n A s s e s s m e n t Chaffey College partici pates in the California Community College Faci lity Condition Asse sm ent program, which incl udes a tool for the asse sm ent of exi st ing co mmunity co llege buildings and the planning repair work. The Faci lity Condition Index (FCI) is the ratio of the co st of addressing all of the facilityâ&#x20AC;&#x2122;s deficiencies versus that faci lityâ&#x20AC;&#x2122; s replace ment va lue. The FCI was ca lcu lated for each exi st ing faci lity. Faci lities were place d in one of the three ca tegories. y

Deci si ons regarding renova tion ve rsu s replace ment of exi st ing faci lities are inco rporated into the Recommendations se ct ion of this docu ment. The majority of the faci lities at the Ranch o Cuca monga Campus were built in the 50s and 6 0s and se ve ral of them are in poor co ndition.

Good Condition indica tes an FCI of less than 30% (Green)

Fair Condition indica tes an FCI of 31 % to 6 0% (Yellow)

Poor Condition indica tes an FCI of greater than 6 1 % (Red)

2.12 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

FACILITIES CONDITION ASSESSMENT

WILSON AVENUE DRIVE

FCI <30% (good condition)

FCI >60% or Higher (poor condition)

COLLEGE

FCI 31%-60% (fair condition)

NATURE PRESERVE

CDC D

CAA

BEB

CAB

CAC

CAE

CCE MACC

SSA

HAVEN AVENUE

FREE SPEECH PLAZA

PANTHER EXPRESS MATH SPRT

VOCATIONAL & STUDENT SUPPORT

HOLLY DRIVE

PLANETARIUM

PHYSICAL SCIENCE

GYM

ZH SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD

FACILITIES

MODULARS ATL/PSYCH

FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

CENTRAL PLANT WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET RANCHO CUCAMONGA - EXISTING CONDITIONS 2.13 N 0 FEET

350

700

E x i s t i n g Co n d i t i o n s

1 Art Preci nct 2 Administ ration Building

Ca m p u s Z o n i n g

The following graphic highlights the zo ning of main functional categories, including administration offices, library, inst ruct ional, library/ tutorial, student se rvi ce s, athletics/ ki nesi ology, ch ild deve lopment ce nter, se rvi ce , and sp ace s that are being use d by the co mmunity.

OBSERVATIONS: y

The st udent su pport se rvi ce s sp ace s are not ce ntralize d.

Administ rative sp ace s are not ce ntralize d.

There is a need for additional st udent su pport sp ace s.

2.14 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

EXISTING CAMPUS ZONING

WILSON AVENUE COLLEGE DRIVE

ADMINISTRATION

INSTRUCTIONAL LIBRARY/TUTORIAL STUDENT SERVICES

CDC

ATHLETICS/KINESIOLOGY

NATURE PRESERVE

CAA

CHILD DEVELOPMENT CENTER SERVICE

BEB

CAB

CAC

CAE

CCE MACC

HAVEN AVENUE

FREE SPEECH PLAZA

SSA

COMMUNITY USE

PANTHER EXPRESS MATH SPRT

HS PHYSICAL SCIENCE HOLLY DRIVE

VOCATIONAL & STUDENT SUPPORT

GRIGSBY FIELD

PLANETARIUM

SCIENCE COMPLEX

CHEM

GYM

ZH DL

POOL

COLLEGE DRIVE

PANTHER DRIVE

AERO

TES

UTILITY FIELD

FACILITIES

MODULARS ATL/PSYCH

C FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

CENTRAL PLANT WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET RANCHO CUCAMONGA - EXISTING CONDITIONS 2.15 N 0 FEET

350

700

1 College Drive looki ng north 2 North Parki ng Lot 4 3 DPS Shuttle st op at Campus Center East 4 Omintrans Transp ortation Center

E x i s t i n g Co n d i t i o n s

V e h i c u l a r Ci r c u l a t i o n a n d P a r k i n g The graphic plan on the opposi ng page illust rates ca mpus ve hicu lar ci rcu lation patterns. Campus entry points and major ve hicu lar ci rcu lation routes are sh own along with areas alloca ted for parki ng, passe nger loading, and public transi t st ops. There are two primary entrance s to the ca mpus: one off Have n Ave nue and one off Wilso n Avenue. The primary ve hicu lar route on ca mpus is along College Drive and loops around the perimeter of parki ng lots adjace nt to the Omnitrans Transportation Center, which provi des acce s to and from ca mpus for st udents and the co mmunity at large. The bus st op east of Campus Center East is use d by Disa bility Programs and Servi ce s (DPS).

Parki ng lots utilize the majority of open sp ace on the ca mpus.

OBSERVATIONS: y

Primary ve hicu lar ci rcu lation is uncl ear due to the remova ble bollards and lack of si gnage.

College Drive is co ngest ed during peak hours.

There is a need for desi gnated bicycl

Campus lacks

There are many ve hicu lar and pedest rian ci rcu lation conflicts on campus.

Acce s to parki ng Lot 1 1 is often co ngest ed due to its narrow entrance drive way and the si te topography.

cl ear passe

e parki ng.

nger drop-off zo nes.

2.16 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

EXISTING VEHICULAR CIRCULATION COLLEGE DRIVE

WILSON AVENUE

LOT 4 C

LOT 3

CDC

EXISTING FACILITIES TEMPORARY FACILITIES DROP OFF ZONE

NATURE PRESERVE

DROP-OFF

CAMPUS ENTRY

PRIMARY VEHICULAR ROUTE

CAA

SECONDARY VEHICULAR ROUTE LOT 2

BEB

SERVICE/EMERGENCY VEHICLE ROUTE LOT 5 CAB

CAE

CCE LOT MACC

PANTHER EXPRESS

DROP-OFF

LOT 23

REMOVABLE BOLLARDS

LOT 8

LOT

SPRT LOT 10 GRIGSBY FIELD

PLANETARIUM GYM

ZH SCIENCE COMPLEX

LOT 11 POOL

LOT 13

LOT 12

COLLEGE DRIVE PANTHER DRIVE

AERO

LOT 18 IS WEST

LOT 18 IS EAST

TES

UTILITY FIELD

LOT 15

LOT 21 LOT 16

LOT 22

FACILITIES

MODULARS ATL/PSYCH

LOT 19 ATL WEST

LOT 19 ATL EAST

# OF SPACES

1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 MACC Campus Ctr E Panther Dr

LOT 9

CHEM

LOT 6

PARKING SPACES

LOT 7

PHYSICAL SCIENCE

VOCATIONAL & STUDENT SUPPORT

LOT 6

MATH LOT 1

MYRTLE DRIVE

HAVEN AVENUE

LOT CCE

MOTORCYCLE PARKING BUS STOP / SHUTTLE STOP

FREE SPEECH PLAZA

MACC

SSA

BUS ONLY ROUTE

CAC

BASEBALL FIELD

197 297 33 842 117 324 69 89 29 280 10 93 493 25 146 266 253 254 36 7 10 39 1 21 59

3,936

TOTAL

CENTRAL PLANT

LOT 20 WAREHOUSE

COLLEGE DRIVE

SOCCER PRACTICE FIELD

LOT 17 SOFTBALL FIELD

BANYAN STREET

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.17 N 0 FEET

350

700

E x i s t i n g Co n d i t i o n s

1 Fire lane doubling as primary pedest rian route 2 Pedest rian pathways 3 Ext erior eleva tor between SSA and VSS

P e d e s t r i a n Ci r c u l a t i o n

The graphic on the opposi ng page sh ows the primary and se co ndary pedest rian routes as well as cr ossw alks, drop-offs, bus st ops, and motorcycl e parki ng areas. Due to the va ried topography acr oss ca mpus most pedest rian paths are in the east -west direct ion, and ramps and st airs are in the north-so uth direct ion.

OBSERVATIONS: y

The co llege lacks Wilso n Ave nue.

si dewalks along Have n Ave nue or

There is a sa fety co nce rn for the st udents that park outsi de of Campus and walk into ca mpus on the entrance road.

The co llege lacks ca mpus.

It is unsa fe for the st udents walki ng into ca mpus from Banya n Street, si nce there arenâ&#x20AC;&#x2122;t pedest rian dedica ted walkw ays.

There is a pedestrian circulation conflict with service ve hicl es between the CCE & Math buildings.

Pedestrian circulation conflicts exist at crosswalks near the Aeronautics Buildings.

Pedestrian conflicts exist with traffic vehicles south of the SSA Building.

formal pedest rian entrance s to

2.18 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

EXISTING PEDESTRIAN CIRCULATION

WILSON AVENUE DRIVE

EXISTING FACILITIES

COLLEGE

TEMPORARY FACILITIES

CDC

DROP OFF

DROP-OFF

CAMPUS ENTRY

NATURE PRESERVE

CAA

BUILDING ENTRY ELEVATORS

BEB

PRIMARY PEDESTRIAN ROUTE CAB

CAC

MOTORCYCLE PARKING BUS STOPS

REMOVABLE BOLLARDS

FREE SPEECH PLAZA

MACC

PANTHER EXPRESS

MATH DROP-OFF

SPRT

HS PHYSICAL SCIENCE

VOCATIONAL & STUDENT SUPPORT

GRIGSBY FIELD

PLANETARIUM

HOLLY DRIVE

HAVEN AVENUE

SECONDARY PEDESTRIAN ROUTE

CAE

CCE

SSA

GYM

ZH SCIENCE COMPLEX

DL POOL

CHEM

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

FACILITIES

MODULARS ATL/PSYCH

UTILITY FIELD FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

CENTRAL PLANT WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET RANCHO CUCAMONGA - EXISTING CONDITIONS 2.19 N 0 FEET

350

700

1 Campus edge along Have n Ave nue “ Front Lawn” 2 Campus edge along Wilso n Ave nue

E x i s t i n g Co n d i t i o n s

Ca m p u s E d g e s a n d S t r e e t s c a p e Chaffey College’s “ front lawn” along Have n Ave nue prese nts a cl ean and co llegiate appearance to the ca mpus with open lawn and large trees. While welco ming and park- like , in the co ntext of ye ars of drought and a focu s on reso urce -co nse rva tion, the exp ansi ve lawn is now a relic of another time when water was treated as an unlimited reso urce in our se mi-arid cl imate. The northwest co rner around the Child Deve lopment Center is a fantastic reflection of the history of the area, as it has been improved as a functioning grape harvesting field.

The remaining edges of Chaffey College va ry, with most provi ding a nice vi ew into the ca mpus, exce pt for a portion of the northern edge at Wilso n Ave nue which is dominated by parki ng. The natural edge dominates most of the perimeter, provi ding a vi ew of mature ve getation for the su rrounding co mmunities. Public si dewalks do not exi st along all three of the ca mpus major perimeter st reets, so pedest rian engagement along the ca mpus edge is poor.

OBSERVATIONS: y

Campus edges are unse cu red and acce public

si ble by the

Campus edge along Banya n Street has many boulders and rocks, and does not have a walki ng path leading into ca mpus

All ca mpus buildings are se t back from the ca mpus edges

2.20 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.21

E x i s t i n g Co n d i t i o n s

1 View into ca mpus from Have n Ave nue 2 View into ca mpus from Wilso n Ave nue

G a te w a y s The vehicular gateways are not only used for wayfinding, but provide the first impression of the campus to both vi si tors and the su rrounding co mmunity. Modest si gnage welco mes vi si tors at two of the primary gateways. The se co ndary gateways have no si gnage. The pedest rian gateways represe nt the areas where pedest rians transi tion from parki ng sp ace s to the campus, providing opportunities for enhanced wayfinding and si gnage.

OBSERVATIONS: y

Along Have n Ave nue, the primary ve hicu lar gateway is at College Drive indica ted with the marquee.

Vehicular gateways are along Have n and Wilso n Ave nue

Due to the lack of si dewalks, there are no formal pedest rian gateways along Have n and Wilso n Ave nue

2.22 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.23

E x i s t i n g Co n d i t i o n s

1 Campus Green 2 Campus Quad 3 Courtya rd 4 Courtya rd

Ca m p u s G a t h e r i n g P l a c e s Place s are where people gather around outdoor se ating. The large green sp ace in the ce nter of the co llege is use d mainly for ci rcu lation with opportunities for informal se ating on the turf. Although this area is punct uated by trees, itâ&#x20AC;&#x2122;s openness allows for long vi ews, esp eci ally along the northern edge. The campus quad is defined as the rect angular sp ace framed by the two ca mpus ce nters. This area attract s a large number of st udents, represe nting the heart of the ca mpus. Chaffey College has a wealth of sm all co urtya rds, which are defined as outdoor space being contained by buildings on two or more si des. Smaller place s for gathering are the patios (attach ed to buildings) , and the nodes (loca ted in open areas) . Many of these areas have sm all water features. The so und of the operating fountains cr eates a ve ry relaxi ng and pleasi ng atmosp here.

1 2

The nature prese rve at the northeast co rner of the ca mpus is a great ca mpus asse t, howeve r it is disco nnect ed from the a c mpus by roads and fenci ng, probably for safety and preservation reasons. The fields are also se parated to the so utheast co rner which helps to define a specific athletics precinct.

2.24 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.25

1 Cobblest one sw ale for st ormwater treatment 2 Pavers on edge of fire lane 3 Cobblest one in co urtya rd

4 North-so uth st eps with vi ew to San Gabriel Mountains

E x i s t i n g Co n d i t i o n s

L a n d s c a p e Ch a r a c t e r The ove rall ch aract er of Chaffey Collegeâ&#x20AC;&#x2122;s Ranch o Cuca monga ca mpus is park- like and exp ansi ve with st unning vi ews north of San Gabriel Mountains and to the so uth the va lley below. The Collegeâ&#x20AC;&#x2122;s gradual deve lopment ove r time has resu lted in a va riety of materials and a network of pedest rian walks through campus that lack a clear and unified hierarchy. The ca mpus grounds team has been recl aiming co bblest one and boulders from on-si te project s to use as ground co ve r along drainage co urse s and pathways. This reso urce ful st rategy co mbined with large areas where pine needles are left to co ve r the ground below provi des an appropriate and natural National Park feel to the ca mpus.

2.26 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

1 2

1 Gravel groundcover 2 Reuse of on-site boulders and cobblestone 3 Ground cover on steep slope 4 Stone pines between Lots 7 & 9 5 Pine needles as a weed-deterrant mulch 6 Mulch on steep slope to prevent erosion

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.27

PHOTO

SUMMARY OF FINDINGS

The Rancho Cucamonga Campus presents advantages, opportunities, and challenges as noted on the previous pages. To plan for the future, the facilities master plan addresses the challenge to maximize its functional space and eliminate its non-functional spaces â&#x20AC;&#x201C; focusing on the renovation of aging facilities that are not supporting effective learning environments and are costly to maintain and operate. The facilities master plan, addresses the needs of the projected student population by providing effective space for instruction, support services, and parking. Along with these challenges is the opportunity to enhance and complete the campus environment and integrate its unique parts into a cohesive whole.

Key Campus Planning Challenges 01

Clear Vehicular route: The primary vehicular route does not take students to the main campusâ&#x20AC;&#x2122; buildings.

Restricted Vehicular Access: The primary, secondary, and service routes are not clearly defined requiring the use of temporary bollards.

Character of Open Space: The campus lacks a fluid, interconnected campus open space framework that supports campus life. Open spaces lack adequate shading.

Dispersed Student Services: Student services spaces are not centralized. It is difficult for new students to navigate through campus from the current main entrance on Haven Avenue.

06 Dispersed Instructional and Administration Spaces: Math, English, and Psychology classes are not ideally located. Faculty offices and faculty success spaces are not centralized. 07

Many Surface Parking Lots: Surface parking lots occupy much of the campus area and are dispersed throughout campus.

Sloping Topography: The campus is characterized by its topography and breathtaking views. The views and change in elevation is an advantage, but limits the heights of buildings to avoid blocking important views across campus. The topography also poses accessibility challenges for north-south pedestrian pathways.

RANCHO CUCAMONGA - EXISTING CONDITIONS 2.29

Recommendations

RECOMMENDATIONS The Facilities Master Plan Recommendations for the Rancho Cucamonga Campus presents an overall picture of the future developed campus and includes proposed sites for new facilities and site development projects. The recommendations described in this section address the discussion that took place during the planning process. While drawings in the plans appear specific, the forms are conceptual sketches that highlight the location and purpose of improvements. The final design of each site and facility project will take place as projects are funded and detailed programming and design occur.

RANCHO CUCAMONGA - RECOMMENDATIONS 2.31

SUMMARY OF RECOMMENDATIONS

The recommendation for new and renovated construction projects are included on the following pages. These projects address the facilities planning priorities of eliminating non-functional space and replacing the oldest and most aged facilities with new facilities. These projects address the following facilities planning principles: Maxi mize funct ional sp ace Eliminate non-funct ional sp ace Improve efficiency/utilization of facilities Improve ca mpus identity Posi tion the Dist rict to maxi mize funding (potential st ate and local)

2.32 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

This se ct ion descr ibes the building and the si te project s identified in the FMP and consist of the following elements:

FACILITIES RECOMMENDATIONS / / / /

2025 Faci lities Mast er Plan Demolition and Remova l of Faci lities New Faci lities Renova tions

SITE IMPROVEMENT RECOMMENDATIONS / / / / / / /

Landsca pe Visi on and Desi gn Princi ples Landsca pe Plan Landsca pe Charact er Site Improve ment Project s Campus Z oning Vehicu lar Circu lation and Parki ng Pedest rian Circu lation

WILSON AVENUE DRIVE

2025 FACILITIES MASTER PLAN PROPOSED NEW FACILITIES

COLLEGE

EXISTING FACILITIES

PROPOSED NEW PARKING STRUCTURE NATURE PRESERVE

CDC D

CAA

BEB

CAB

LIBRARY

CAE

CCE

STUDENT SERVICES

FREE SPEECH PLAZA

MACC

SSA

INSTRUCTIONAL BLDG

PANTHER EXPRESS MATH SPRT

HS PLANETARIUM

PARKING STRUCTURE

HOLLY DRIVE

HAVEN AVENUE

CAC

PHYSICAL SCIENCE

GYM

SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD

FACILITIES

BASEBALL FIELD

CENTRAL PLANT

ATL/PSYCH

FOOTBALL PRACTICE/ ARCHERY FIELD

WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET

N 0 FEET

350

700

R e c o m m e n d a tio n s

1 AD - Administ ration Building 2 WH - Wargin Hall 3 LI- Library 4 VSS - Voca tional & Student Support

D e m o litio n /R e m o v a l In the exp loration phase of the planning proce s, the ca mpus deve lopment hist ory was st udied. The ca mpus cu rrently st ill has many of its original buildings that were co nst ruct ed in the 1 950â&#x20AC;&#x2122;s. A facilities co nditions asse sm ent was eva luated for all the buildings on ca mpus, and each of the building were co lor-co ded base d on its faci lities co nditions index (FCI) rating, which identifies buildings that are in good condition, moderate co ndition, or poor co ndition. It is reco mmended that all temporary/ modular buildings be demolish ed and remove d from the ca mpus sp ace inve ntory. Current sp ace s in the temporary/ modular buildings sh ould be reloca ted to a permanent building and adjace nt to related use s.

1 2

Four permanent buildings are reco mmended to be demolish ed and remove d base d on their FCI rating, and so me of the sp ace s in these buildings are not appropriate for their cu rrent use s. The remova l of these st ruct ures will allow for parki ng exp ansi on, improve d pedestrian circulation flow, and consolidation of activity zo nes.

2.34 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

BUILDING KEY

WILSON AVENUE DRIVE

AD LI VSS WH

EXISTING FACILITIES RECOMMENDED DEMOLITION/REMOVAL

COLLEGE

RECOMMENDED DEMOLITION / REMOVAL

Administration Library Vocational & Student Support Wargin Hall

NATURE PRESERVE

CDC D

CAA

BEB

CAB

CAC

CAE

CCE MACC

SSA

HAVEN AVENUE

FREE SPEECH PLAZA

PANTHER EXPRESS MATH SPRT

HOLLY DRIVE

PLANETARIUM

VSS

PHYSICAL SCIENCE GYM

ZH SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD

FACILITIES

MODULARS ATL/PSYCH

FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

CENTRAL PLANT WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET N 0 FEET

350

700

F a c ilitie s R e c o m m e n d a tio n s

N e w

F a c ilitie s

The reco mmended new faci lities will provi de additional inst ruct ional sp ace to address the cu rrent and project ed growth in enrollment and cr eate sp ace s that acco mmodate programs that promote health and wellness, su pport a co llaborative and co llegial work envi ronment, and replace temporary faci lities. The propose d faci lities are loca ted to reinforce the ca mpusâ&#x20AC;&#x2122; st rong and est ablish ed funct ional zo ning co nce pt. At this co nce ptual planning leve l, the propose d buildings are si ted, masse d, and oriented to enhance the exi st ing ca mpus pattern of deve lopment, work with envi ronmental co nditions, and st rengthen ci rcu lation patterns. Descr iptions of each reco mmended co nst ruct ion project are incl uded in the following pages. The order of the projects reflects a priority order and a recommended se quence of deve lopment.

2.36 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

It is reco mmended that all future buildings are planned and programmed to provide flexible program space for ongoing pursu it of grant-funded programs. The graphic plan on the opposi ng page illust rates the reco mmended new faci lities.

NEW FACILITIES PROJECTS / / / /

Library Student Servi ce s Building Inst ruct ional Building Parki ng Struct ure

NEW FACILITIES

WILSON AVENUE DRIVE

EXISTING FACILITIES

COLLEGE

PROPOSED NEW FACILITIES PROPOSED PARKING STRUCTURE NATURE PRESERVE

CDC D

CAA

BEB

CAB

LIBRARY

CAE

CCE

HAVEN AVENUE

STUDENT SERVICES

FREE SPEECH PLAZA

MACC

SSA

CAC

INSTRUCTIONAL BLDG

PANTHER EXPRESS MATH SPRT

PARKING STRUCTURE

HOLLY DRIVE

PLANETARIUM

PHYSICAL SCIENCE

GYM

SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

FACILITIES CENTRAL PLANT

ATL/PSYCH

WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET

N 0 FEET

350

700

SS PARKING LOT 2

LIBRARY

BEB SSA

MACC STUDENT SERVICES

INSTRUCTIONAL BLDG

LIBRARY

SSA

LIFE SCIENCE

MACC

L ib r a r y

S tu d e n t S e r v ic e s B u ild in g

The analysi s of planning data indica tes that there is a need for additional library, tutorial and inst ruct ional media sp ace on ca mpus. In addition, the exi st ing library ca rries a low faci lities co nditions index (FCI) rating that sh ows the faci lity is in poor co ndition. The co mbination of these fact ors has led the planning co mmittee to reco mmend demolition of the exi st ing library and the co nst ruct ion of a new library to take its place .

A new Student Servi ce s Building is reco mmended for the ca mpus in order to relieve the co ngest ion within the exi st ing Student Servi ce s/ Administ ration (SSA) Building and offer the opportunity for se rvi ce program exp ansi on. Loca ted within the st udent su pport co re of ca mpus, the new building is place d immediately east of SSA and just north of the new ca mpus entry off of Have n Ave nue. This prominent loca tion provi des the opportunity to redefine the main pedestrian entry sequence for students while visibly displaying the va riety of st udent se rvi ce programs the co llege has to offer. A st rong st art is cr itica l to a st udentsâ&#x20AC;&#x2122; aca demic su ce ss, and this new faci lity at the ca mpus entry will point them in the right direct ion.

The new library is located within the newly defined student support core of campus. Adjace nt to the new Student Servi ce s Building, the new Library will work in co njunct ion with the exi st ing Student Center Buildings and the new Student Servi ce s Building to cr eate a family of faci lities that are dedica ted to helping st udents su ce ed aca demica lly and ke ep them on ca mpus throughout the day.

2.38 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

LIBRARY

ENTRY

SSA

STUDENT SERVICES

Z H

ENTRY

MACC PARKING STRUCTURE

INSTRUCTIONAL BLDG

CHEM

LIFE SCIENCE

EX IT

In s tr u c tio n a l B u ild in g

P a r k in g S tr u c tu r e

The planning data for the mast er plan indica tes the need for new inst ruct ional sp ace s to replace faci lities with low FCI ratings that are sl ated for remova l. The reco mmended inst ruct ional building will house a va riety of cl assr oom types to su pport the cu rricu lum ca mpus wide and provi de sp ace s equipped with 21 st ce ntury learning tech nologies. Instructional spaces within will be flexible, adaptable and designed to facilitate co llaboration within and acr oss disci plines.

A parki ng st ruct ure is reco mmended when and if it is nece sa ry base d on the ca mpusâ&#x20AC;&#x2122; growing parki ng needs. The diagram is co nce ptual for this mast er plan. Howeve r, when the College has the funds for a parki ng st ruct ure, further st udies invo lvi ng a traffic engineer are recommended to address issues relating to traffic flow, count and efficiency and mitigation of additional traffic congestion along College Drive.

The new inst ruct ional building is loca ted within the aca demic zo ne of the ca mpus along the si teâ&#x20AC;&#x2122;s northern tier, to the east of the exi st ing Busi ness Educa tion building. Loca ted along the main east -west pedest rian promenade of ca mpus, the new inst ruct ional building will be easy to loca te for st udents and a welco me addition to the aca demic co re.

The st ruct ure would be si tuated on the so uth-west edge of the ca mpus, loca ted north of the Aeronautics Building. The st ruct ure will be vi si ble along Have n Ave nue and provi de parki ng to st udents from the new Have n Ave nue entry point and will balance the dist ribution of parki ng on ca mpus. The st ruct ure is an ideal loca tion beca use it ca n provi de for co llege si gnage opportunities along Have n Ave nue. Usi ng the topography differential at that loca tion, the entrance to the parki ng st ruct ure is at grade leve l from the parki ng lot of the Administ ration, but the exi t is from the lower leve l onto College Drive . A new loca tion for Campus Police is reco mmended to be inco rporated into the new parking structure in an easily identifiable location.

RANCHO CUCAMONGA - RECOMMENDATIONS 2.39

F a c ilitie s R e c o m m e n d a tio n s

R e n o v a tio n s

Most of the Chaffey College buildings were co nst ruct ed in the 1 950â&#x20AC;&#x2122;s and 1 96 0â&#x20AC;&#x2122;s and do not have many use ful ye ars remaining. Renova tion is reco mmended for many of these faci lities. Renova tion will renew and lengthen the lifesp an of these faci lities by replaci ng aging building co mponents and cr eating welco ming sp ace s to acco mmodate new and exi st ing funct ions. Changes in programming will be made to improve ca mpus zo ning and address the effect s of new co nst ruct ion. Inst ruct ional tech nology will be updated to su pport su ce sf ul st udent learning through innova tive modes of instruction. nergy and water efficiency will be improve d and upgrades made to su pport su st ainability. Faci lities will be brought into co mpliance with cu rrent safety and accessibility regulations for the benefit of the st udents, facu lty, st aff, and the co mmunity. Finish es and furniture syt ems will be updated.

2.40 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

The graphic plan on the opposi ng page illust rates the reco mmended renova tions.

RENOVATION PROJECTS / / / / / / / / / /

Aeronautics Automotive Tech nology Campus Center East + Bookst ore Campus Police Child Deve lopment Center D Faci lities Planetarium Ski lls Lab Theatre Wignall Muse um of Contemporary Art

RENOVATIONS

WILSON AVENUE DRIVE

EXISTING FACILITIES

COLLEGE

PROPOSED NEW FACILITIES PROPOSED RENOVATED FACILITIES

CDC NATURE PRESERVE

CAA

BEB

CAB

LIBRARY

CAE

CCE

HAVEN AVENUE

STUDENT SERVICES

FREE SPEECH PLAZA

MACC

SSA

CAC

INSTRUCTIONAL BLDG

PANTHER EXPRESS MATH SPRT

PARKING STRUCTURE

HOLLY DRIVE

PLANETARIUM

PHYSICAL SCIENCE

GYM

SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

FACILITIES CENTRAL PLANT

ATL/PSYCH

WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET

N 0 FEET

350

700

Site Improvements Recommendations

Overview

The following graphics illustrate:

The site improvement recommendations address the key site issues identified in the analysis of the existing conditions and plan for sustainability by incorporating more water and energy-efficient landscaping.

yy Vehicular Circulation and Parking

yy Landscape Vision and Design Principles yy Landscape Plan yy Campus Zoning yy Pedestrian Circulation yy Landscape Character yy Site Improvements Projects

RANCHO CUCAMONGA - RECOMMENDATIONS 2.43

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e V is io n a n d D e s ig n P r in c ip le s

Chaffey Collegeâ&#x20AC;&#x2122;s Ranch o Cuca monga ca mpus holds an abundance of natural reso urce s, st unning vi ews to the San Gabriel Mountains and va lley below, and plenty of sp ace . The reco mmended landsca pe plan is insp ired by the informal National Park se nsi bility of the exi st ing ca mpus and the reso urce ful way the grounds team has been harve st ing natural materials to reuse on si te. Combined with the desire to ease wayfinding through the ca mpus, the landsca pe vi si on is to organize pedest rian ci rcu lation and to graduate the use of reso urce s with a co nce ntration of more formal, greener landsca pe in the ce nter of ca mpus and a more natural and reso urce efficient landscape character towards the north, east, and so uth edges of ca mpus.

2.44 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

DESIGN PRINCIPLES: 1 .

Create a cl ear and organize d framework for ve hicu lar and pedest rian ci rcu lation to ease wayfinding into and through the campus.

Create a hierarch y of pathways and place s to est ablish main co rridors and meeting points in the ca mpus. This will st rengthen ca mpus identity and memorability.

Desi gn with people in mind to cr eate pedest riansca led place s that enco urage st udyi ng, teach ing and gathering outsi de.

Desi gn to reve al natural syt ems that provi de teach ing and rese arch opportunities and raise awareness of California friendly landsca pes and the importance of cl imate and co ntext -appropriate desi gn.

Desi gn with nature to provi de co mfortable and healthy place s with as little reso urce co nsu mption as possi ble.

6 .

Desi gn for the long term to cr eate place s and syt ems that age grace fully and su st ain purpose ove r time.

RANCHO CUCAMONGA - RECOMMENDATIONS 2.45

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e P la n The landsca pe plan take s adva ntages of the si teâ&#x20AC;&#x2122;s terrace d topography, and beautiful mountain and va lley vi ews by cr eating an organize d framework of pedest rian pathways that co nnect Quads, Courtya rds, and Parki ng Lots.

IN T E G R A T IN G S U S T A IN A B IL IT Y The following st rategies will help minimize reso urce use :

Use Low Impact Deve lopment (LID) st rategies to direct runoff from roofs and pavi ng to planting areas where it ca n enco urage deep root growth of plants, be cleaned and infiltrated into the groundwater table, and act as an educa tional reso urce .

Plant sh ade trees st rategica lly for human co mfort in outsi de gathering areas and to sh ade the so uth and west building walls to reduce energy use .

Place buildings and trees to harness co oling so uthwest winds and mitigate/diffuse hot dese rt winds.

Use native and adapted plants with sm art place ment and si zi ng to grow into the planting areas to reduce maintenance and irrigation needs.

Enco urage integrated pest management and organic plant management to minimize the use of ch emica l pest ici des, herbici des and fertilize rs.

T r a n s p o r ta tio n y

Enco urage bus and/or train ridersh ip by offering disco unts or easy acce s to bus and rail passe s in lieu of parki ng passe s.

Provi de bicycl e parki ng (incl uding lock boxe s) and sh owers for facu lty, st aff and st udents.

Provi de unive rsa l acce

s into and through ca mpus.

S u s ta in a b le b u ild in g p r o c e s s e s a n d m a te r ia ls y

Enco urage loca lly cr afted and so urce d materials and syt ems.

Use recl aimed materials, natural and loca l materials, non-toxi c and recycl ed/recycl able materials.

E n c o u r a g e c lo s e d -lo o p s y s te m s (c r a d le to c r a d le d e s ig n ) to c o n s e r v e n a tu r a l a n d e c o n o m ic r e s o u r c e s y

2.46 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

U s e n a tu r e a s a g u id e

se graywater in irrigation and toilet flushing.

Mulch greenwast e and use on si te to co nse rve so il moist ure and minimize wast e st ream.

Inco rporate food wast e into co mpost for landsca

Serve loca lly grown/so urce d foods with reusa ble dish es, tableware and linens.

Use grayw ater from wash ing mach ines (for linens) as irrigation for landsca pe

pe.

L A N D S CA P E P L A N

WILSON AVENUE

L E G E N D 1 . East -West Promenade 2. North-South Promenade 5

3. Quads 6

4. Courtya rds 5. Drop-Off Areas 6 . Parki ng Lots

HAVEN AVENUE

3 1 2

3 1 4

6 `

BANYAN STREET

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e Ch a r a c t e r

Chaffey Collegeâ&#x20AC;&#x2122;s Ranch o Cuca monga ca mpus is generousl y si ze d and ch aract erize d by large open landsca pes with lots of turf grass, co bblest one and grave l areas, and large ca nopy trees in beds of pine needles and mulch . In order to reduce the amount of reso urce s use d to maintain the landsca pe, the FMP reco mmends divi ding the ca mpus into three ove rall hyd rozo nes acco rding to the intensi ty of water use .

FORMAL The ce nter of ca mpus, where st udents co me to first visit the campus, and where administrative and student services offices are located, will be the most formally desi gned landsca pe, and allow for turf grass and moderate water-usi ng plantings. INFORMAL The two ca mpus areas to the north and so uth of the ca mpus ce nter are desi gnated as informal areas, where drought-tolerant trees provi de plenty of sh ade and cl imate-appropriate planting provi des se aso nal ch ange and habitat with minimal water use . NATURAL The natural landsca pe hyd rozo ne is made up of predominantly native plants and trees to maximize resource efficiency, reduce maintenance , provi de habitat that blends into the su rrounding landsca pe.

2.48 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

HAVEN AVENUE

WILSON AVENUE

BANYAN STREET

LANDSCAPE CHARACTER

1 - 4 Formal Landsca pe

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e Ch a r a c t e r

2.50 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

1 2

3 4

1-4 Informal Landscape 5-6 Natural Landscape

RANCHO CUCAMONGA - RECOMMENDATIONS 2.51

S ite Im p r o v e m e n t P r o je c ts

Ca m p u s P r o m e n a d e s A framework of promenades planted with sh ade trees organize s the ca mpus and ease s wayfinding. Specific design recommendations include: y Plant large ca nopied trees along both si des of the promenades, to provi de sh ade, habitat and aid in wayfinding and campus identity. y

Whereve r feasi ble, prese rve exi st ing tree rows and inco rporate them into the promenades, su ch as the mature Stone Pines.

Promenades sh ould co nnect through parki ng lots with cl early marke d pedest rian routes to increase pedestrian safety and improve wayfinding through campus.

The north-south promenades are planted with deciduous trees to ease wayfinding and allow mountain vi ews in winter.

The east -west promenades are planted with eve rgreen sh ade trees in mulch to ease maintenance and reduce water use . Pine and oak sp eci es will cr eate their own weed-deterrant mulch .

2.52 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

HAVEN AVENUE

CAMPUS PROMENADES

BANYAN STREET

S ite Im p r o v e m e n t P r o je c ts

Ca m p u s Q u a d s The FMP propose s four new ca mpus quads place d where st udents have the best acce s from aca demic, administ rative and se rvi ce s buildings. One of the new ca mpus quads is the re-purpose use of parki ng lot 7 to a landsca ped area with se ating. Quads are ch aract erize d by large exp anse s of turf grass for informal recr eational and rest orational use and where the co llege ca n hold formal and informal eve nts. Specific design recommendations include: y Turf grass sh ould be limited to areas that ca n be act ive ly use d, to minimize the amount of maintenance and reso urce s required for upke ep. y

Large ca nopied trees that ca n withst and regular waterings needed for turf grass will provi de important sh ade and habitat in quads.

Exi st ing large trees sh ould be prese rve d to the greatest ext ent feasi ble.

Drought-tolerant species of turf grass should be specified to conserve on water used for irrigation.

2.54 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

CAMPUS QUADS

HAVEN AVENUE

WILSON AVENUE

BANYAN STREET

S ite Im p r o v e m e n t P r o je c ts

Ca m p u s P l a za

Plaza s are predominantly hardsca ped areas that act as hubs of act ivi ty and provi de sp ace for st udyi ng, dining and so ci alizi ng. Two new plaza s are reco mmended to co mpliment the new ca mpus quads and the exi st ing network of co urtya rds and patios illust rated in the Exi st ing Campus Place s plan. A new plaza east of the MACC building will incl ude a large sh ade st ruct ure. Specific design recommendations include: y Plant large sh ade trees to su pport human co mfort and to sh ade pavi ng which in turn reduce s the heat isl and effect and energy use d for air co nditioning. y

Provi de plenty of se ating for large and sm all groups.

Exi st ing large trees sh ould be prese rve d to the greatest ext ent feasi ble.

Drought-tolerant species of trees should be specified to conserve on water used for irrigation.

2.56 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

CAMPUS PLAZAS

HAVEN AVENUE

WILSON AVENUE

BANYAN STREET

S ite Im p r o v e m e n t P r o je c ts

S o fts c a p e

Reco mmendations are made to improve so il health, co nse rve so il moist ure, integrate learning opportunities into the landsca pe, reduce wast e, si mplify ground co ve r treatments and reduce maintenance . Specific design recommendations include: y Use nature as a guide in Low Impact Deve lopment (LID) strategies to reveal the flow and treatment of st ormwater and provi de educa tional opportunities. y

2.58 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Plant native and drought-tolerant flowering plants only in areas where people gather to reduce the pressu re on ca mpus landsca pe maintenance .

se native and drought tolerant flowering shrubs in large drifts to provi de se aso nal interest and habitat without est ablish ing the need for intrica te maintenance .

Allow pine needles and oak leave s to st ay under Pines and Oaks for weed co ntrol and to prese rve so il moist ure.

Apply heavy mulch at st eep sl opes or plant resi lient ground co ve rs to reduce so il erosi on and prese rve so il moist ure.

Use grave l, mulch or leave s as a permeable, lowmaintenance ground co ve r under sh ade trees to co nse rve water and reduce maintenance .

Choose native and drought tolerant trees and sh rubs that reflect the San abriel Mountain foothill location of campus and provide important habitat for beneficial inse ct s and birds.

Enco urage integrated pest management and organic plant management to minimize the use of ch emica l pest ici des, herbici des and fertilize rs.

1 Low Impact Development (LID) 2 Massed ground cover plantings 3 Massed groundcover on steep slope 4 Massed native flowering shrubs 5 Oak leaves as mulch along promenade 6 Gravel ground cover

RANCHO CUCAMONGA - RECOMMENDATIONS 2.59

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

Ca m p u s Z o n i n g

2.60 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

The propose d demolition/remova l of the old library, Wargin Hall, and VSS building prese nts an opportunity to define the campus core. The campus core encompasses buildings that su pport st udent life and enhance st udentâ&#x20AC;&#x2122;s co llege exp erience s. Aca demic zo nes are easi ly acce si ble from the ca mpus co re, and they are loca ted north and so uth of it. Administ ration and se rvi ce sp ace s are loca ted so uth of the ca mpus and buildings furthest from the co re are sp eci alty sp ace s su ch as the Child Deve lopment Center (CDC) and the Aeronautic building.

WILSON AVENUE

PROPOSED ZONING DRIVE

EXISTING FACILITIES

COLLEGE

PROPOSED NEW FACILITIES CORE ACADEMIC

NATURE PRESERVE

CDC

SPECIALTY

CAA

ATHLETICS ADMINISTRATION/STUDENT SERVICES

BEB

SUPPORT CAB

LIBRARY

CAE

CCE

STUDENT SERVICES

FREE SPEECH PLAZA

MACC

SSA

INSTRUCTIONAL BLDG

PANTHER EXPRESS MATH SPRT

HS PLANETARIUM

PARKING STRUCTURE

HOLLY DRIVE

HAVEN AVENUE

CAC

PHYSICAL SCIENCE

GYM

SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD

FACILITIES

BASEBALL FIELD

CENTRAL PLANT

ATL/PSYCH

FOOTBALL PRACTICE/ ARCHERY FIELD

WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET

N 0 FEET

350

700

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

V e h i c u l a r Ci r c u l a t i o n a n d P a r k i n g

Vehicu lar ci rcu lation improve ments are reco mmended to promote safe and efficient circulation and clear wayfinding. The improvements focus on the following:

The ve hicu lar ci rcu lation reco mmendations focu s on improving the flow of traffic, especially during the peak hours at the beginning of se mest ers that are the most ch allenging for this ca mpus. The cu rrent entrance at College Drive is maintained as the primary ve hicu lar entrance si nce it is the only si gnalize d interse ct ion on Have n Ave nue. A se co ndary entrance at Olive Way provi des a point of entry welco ming st udents direct ly to the Student Servi ce s/ Administ ration (SSA) building, minimizi ng the need to navi gate throughout ca mpus and reduce s the amount of ve hicu lar co ngest ion.

Reconfigured Olive Way as a secondary vehicular entrance for co nve nient acce s to st udent se rvi ce s.

New pick up/drop off area in front of SSA building

A roundabout is introduce d to the so uth-east of the parking structure. Roundabouts are traffic control devi ce s which ca n sl ow down ve hicl es, more so than traditional devices such as traffic signals or stop signs. Roundabouts produce an even flow of traffic as opposed to the abrupt starting and stopping that might otherwise occu r. A roundabout would be provi ded near the primary entrance so that the ve hicl es entering will pass through it to get to the Aeronautics Building. To funct ion properly, these roundabouts sh ould be desi gned to cu rrent desi gn st andards incl uding an appropriate insi de radius and the use of splitter islands to slow traffic

Vehicu lar ci rcu lation in the ca mpus co re is limited to se rvi ce ve hicl es, DPS pick- up and drop-off, and Omnitrans.

Recommended vehicular circulation improves the flow of traffic from the main entrance at aven venue to the exi t at Wilso n Ave nue. The primary route allows st udents to acce s the parking lots in the ca mpus co re. Otherwise, perimeter parki ng lots are direct ly acce si ble from Have n or Wilso n Ave nue.

P a r k in g With primary and secondary vehicular routes defined, st udent and st aff parki ng lots are eliminated from the ca mpus co re to eliminate ve hicu lar and pedest rian circulation conflicts. Surface parking lots are located at the perimeter of ca mpus so that st udents are able to park their ve hicl es from either Have n Ave nue or Wilso n Ave nue. The reco mmendation for the FMP indica te the need for 1 ,1 1 2 additional parki ng st alls base d on the project ed growth of the Campus. Therefore, if needed, a parki ng st ruct ure is reco mmended at the loca tion of the exi st ing Voca tional & Student Support (VSS) building. Taki ng adva ntage of the exi st ing topography, the st ruct ure will be built with ve hicu lar acce s at two leve ls â&#x20AC;&#x201C; from the entrance leve l at grade leve l as Student Servi ce s/ Administ ration (SSA) building, and exi ts at the grade leve l onto College Drive .

PARKING CURRENT AND PROJE CTED Headco unt

2.62 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Base line (201 3)

1 6 ,500

Mast er Plan (2025)

22,000

Parki ng 3,288 4,400 (@

1 :5)

WILSON AVENUE DRIVE

LOT

C LOT 3

CDC D

CAA

BEB

LOT 2

LOT 5 CAB

HAVEN AVENUE

CAE

CCE

STUDENT SERVICES

FREE SPEECH PLAZA

MACC

SSA

CAC

LIBRARY

INSTRUCTIONAL BLDG

# OF SPACES

1 2 3 4 5 6 8 11 12 13 14 15 16 17 18 19 20 21 22 23 MACC Campus Ctr E Panther Dr Parking Structure LOT 20

COLLEGE

LOT 4 A

RECOMMENDED VEHICULAR CIRCULATION

PARKING SPACES

LOT 6

TOTAL

EXISTING FACILITIES

197 297 33 842 117 324 89 280 10 93 493 25 146 266 253 254 36 7 10 39 1 21 59 655

PROPOSED NEW FACILITIES DROP-OFF PRIMARY ROUTE SECONDARY ROUTE EMERGENCY/SERVICE ROUTE CAMPUS ENTRY

EXISTING PARKING PROPOSED NEW PARKING

4,547 LOT 6

LOT 8

PANTHER EXPRESS MATH LOT 1

SPRT

HS PLANETARIUM

PHYSICAL SCIENCE

GRIGSBY FIELD LOT 14

LOT 23

GYM

SCIENCE COMPLEX

PARKING STRUCTURE

LOT 11 POOL

CHEM

LOT 13

LOT 12

PANTHER DRIVE COLLEGE DRIVE

AERO

LOT 18 IS WEST

LOT 18 IS EAST

TES

UTILITY FIELD

LOT 15

LOT 21 LOT 16

LOT 22 ATL/PSYCH

LOT 19 ATL WEST

LOT 19 ATL EAST

FACILITIES

CENTRAL PLANT

LOT 20

WAREHOUSE

COLLEGE DRIVE

SOCCER PRACTICE FIELD

LOT 17 SOFTBALL FIELD

BANYAN STREET

N 0 FEET

350

700

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

P e d e s t r i a n Ci r c u l a t i o n

The FMP propose s a new syt em of pedest rian pathways aligning with exi st ing major acce s routes and the edges of major ch anges in eleva tion. These co rridors and promenades ease wayfinding into and through the ca mpus with cl ear paths between ca mpus preci nct s, from parki ng into aca demic areas, and from the su rrounding co mmunity and bus st ops into the ca mpus co re. The ca mpus topography of three plateaus se parated by st eep sl opes is an opportunity to cr eate three east -west promenades, one on each ca mpus leve l. A major northso uth promenade will allow for unive rsa l acce s and accessibility and ease wayfinding through campus from the main parki ng lots and co nnect the ca mpus vi su ally to the San Gabriel Mountains to the north and the va lley to the so uth.

2.64 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

These corridors and promenades are easily identifiable as major pedest rian pathways with trees on either si de and sp eci al pavi ng material. Primary pathways will be 20-24â&#x20AC;&#x2122; wide, with se co ndary pathways at 1 0-1 2â&#x20AC;&#x2122; wide. These ci rcu lation patterns are co ntinued and inco rporated into the ca mpus co re where new faci lities are being reco mmended.

RECOMMENDED PEDESTRIAN CIRCULATION

DRIVE

WILSON AVENUE

PROPOSED NEW FACILITIES

COLLEGE

EXISTING FACILITIES

DROP-OFF NATURE PRESERVE

CDC

PRIMARY ROUTE

SECONDARY ROUTE

CAA

CAMPUS PEDESTRIAN ENTRY POINTS WM

BEB

EXISTING GATHERING SPACES CAB

CAC

PROPOSED NEW GATHERING SPACES LIBRARY

CAE

CCE

SSA

STUDENT SERVICES

OMNITRANS

FREE SPEECH PLAZA

MACC

INSTRUCTIONAL BLDG

PANTHER EXPRESS MATH SPRT

HS PLANETARIUM

PARKING STRUCTURE

MYRTLE DRIVE

HAVEN AVENUE

PHYSICAL SCIENCE

GYM

SCIENCE COMPLEX

CHEM

GRIGSBY FIELD

DL POOL

PANTHER DRIVE

COLLEGE DRIVE

AERO

TES

UTILITY FIELD FOOTBALL PRACTICE/ ARCHERY FIELD

BASEBALL FIELD

FACILITIES CENTRAL PLANT

ATL/PSYCH

WAREHOUSE

SOCCER PRACTICE FIELD

COLLEGE DRIVE SOFTBALL FIELD

BANYAN STREET

N 0 FEET

350

700

FONTANA

OVERVIEW This chapter includes a series of graphic plates and narrative descriptions that illustrate the physical characteristics and usage of the Fontana Campus, and describes the important aspects of the physical context. Through this examination, key planning challenges and opportunities were identified in order to frame the exploration of options and inform the development of facilities recommendations.

RECOMMENDATIONS // // // // // // // //

Summary of Recommendations Beyond 2025 Demolition/Removal New Facilities Landscape Concept Plan Landscape Plan Landscape Character Circulation

EXISTING CONDITIONS // // // // // // // //

Local Context and Community Development History Facilities Condition Assessment Campus Plan Campus Zoning Circulation Landscape Character Summary of Findings

FONTANA - OVERVIEW 3.1

Existing Conditions

EXISTING CONDITIONS

1 F o n t a n a C e n t e r ( F NF C ) 2 Ra l p h M. Le w i s C e n t e r ( F NLC ) 3 Aca d e m i c C e n t e r ( F NAC )

Th e co l l e to th co n d o ve r

p la n n in g ct i o n a n d e i n si g h t s itio n a n d la id th is w

p ro ca o f fu n ith

ce s b e g a n w i t h i n m p u s t o u r s. Th e p m u l t i p l e st a ke h o l d ct i o n a l i t y o f t h e e xi t h e i r o w n r e se a r ch

fo rm la n n e rs st i n a n

in re g d

a tio n a n g te a m g a r d in g ca m p u o b se r va

d d l i st th s a tio

a ta e n e d e n d n s.

Th e r e su l t i n g si t e a n d f a ci l i t i e s a n a l ysi s o f t h e e ix st i n g co n d i t i o n s t h a t sh a p e t h e u se o f t h e F o n t a n a C a m p u s a n d ke y i su e s t o b e a d d r e se d b y t h e F a ci l i t i e s Ma st e r Plan (FMP) were identified. The findings are summarized in a series of graphic p l a t e s t h a t i l l u st r a t e p a t t e r n s a n d ch a r a ct e r i st i cs t o b e co n si d e r e d i n t h e p l a n n i n g o f f u t u r e d e ve l o p m e n t .

FONTANA - EXISTING CONDITIONS 3.3

1 Fontana Metrolink st ation

2 Corner of Sierra and Merrill Ave nues 3 E x i s t i n g Co n d i t i o n s

L o c a l Co n t e x t a n d Co m m u n i t y

xisting drop-off zone along Merrill venues

4 Corner of Merrill and Juniper Ave nue The Fontana Campus opened its doors in September 1 996 to better se rve the resi dents of the east ern portion of the Chaffey Community College Dist rict . The ca mpus is in the ci ty of Fontana and near the ci ties of Ranch o Cuca monga, Rialto, Bloomington and Jurupa Valley. It is loca ted north of the 1 0 freeway and blocks away from a Metrolink st ation which se rve s the co mmunity. Sierra and Merrill Ave nues are the cl ose st main st reets with co mmerci al use s on both si des of the st reet.

OBSERVATIONS:

The ca mpus is only vi si ble from Merrill Ave nue.

The ca mpus is nest led in between co mmerci al and residential zones.

The ca mpus is land locke d, with no sp ace to exp and without acq uiring adjace nt properties.

The Campus is in cl ose proxi mity to public sch ools in the Fontana USD incl uding Fontana High Sch ool on Citrus Ave nue, about a mile so uthwest of the ca mpus.

3.4 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

LOCAL CONTEXT + COMMUNITY PACIFIC ELECTRIC BIKE TRAIL

CHAFFEY COLLEGE - FONTANA CAMPUS COMMERCIAL PUBLIC

ARROW ROUTE

RECREATIONA/OPEN SPACE RESIDENTIAL USE INDUSTRIAL SCHOOL CAMPUS FREEWAY MAIN STREETS METROLINK CITY BOUNDARIES

MERRILL AVE CHAFFEY COLLEGE

FONTANA CAMPUS

AN NT

E AV

DATE ELEMENTARY SCHOOL

CITRUS AVE

PALMETTO AVE

SIERRA AVE

RANDALL AVE

CITRUS ELEMENTARY SCHOOL RANDALL-PEPPER SCHOOL

FONTANA HIGH SCHOOL

PALMETTO ELEMENTARY SCHOOL

E x i s t i n g Co n d i t i o n s

Ca m p u s D e v e l o p m e n t H i s t o r y

CA M P U S D E V E L O P M E N T H I S T O R Y 1 96 0-1 96 9 2000-2009 3.6 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

MERRILL AVENUE

ACADEMIC CENTER (FNAC)

FONTANA CENTER (FNFC)

SIERRA AVENUE

OLIVE STREET

RALPH M. LEWIS CENTER (FNLC)

JUNIPER AVENUE

SEWELL AVENUE

In 1 996 Chaffey College opened the Fontana Educa tion Center on Merrill Ave nue in a building that use d to be a hardware st ore. Enrollment incr ease s allowed the co llege to open a se co nd 1 0,000 sq . ft. building, the Ralph M. Lewis Center, in January 2007 . In 201 1 the Fontana Campus dedica ted a 30,000 sq uare foot aca demic ce nter, maki ng it the third building on the Fontana Campus. The campus provi des a full array of st udent se rvi ce s and inst ruct ion in a multitude of general educa tion and occu pational co urse s. Students have acce s to a multidisci plinary st udent assi st ance ce nter and two up-to-date multipurpose co mputer labs.

Facilities Condition Assessment

FACILITI FCI

C h a f f e y C o l l e g e p a r t i ci p a t e s i n t h e C a l i f o r n i a C o m m u n C o l l e g e F a ci l i t y C o n d i t i o n Asse sm e n t p r o g r a m , w h i ch i n cl u d e s a t o o l f o r t h e a se sm e n t o f e xi st i n g co m m u n co l l e g e b u i l d i n g s a n d t h e p l a n n i n g r e p a i r w o r k. Th e F a ci l i t y C o n d i t i o n In d e x ( F C I) i s t h e r a t i o o f t h e co st o f addressing all of the facility’s deficiencies versus that f a ci l i t y’ s r e p l a ce m e n t va l u e . Th e F C I w a s ca l cu l a t e d f o e a ch e xi st i n g f a ci l i t y . F a ci l i t i e s w e r e p l a ce d i n o n e o f t h t h r e e ca t e g o r i e s.

F a i r C o n d i t i o n i n d i ca ( Ye l l o w )

Po o r C o n d i t i o n i n d i ca ( Re d )

te s a n F C Io f 3 1 %

ACADEMIC CENTER (FNAC)

FONTANA CENTER (FNFC)

RALPH M. LEWIS CENTER (FNLC)

r e

th a n 3 0 % to 6 0 %

D e ci si o n s r e g a r d i n g r e n o av o f e xi st i n g f a ci l i t i e s a r e i n oc Recommendations.

SEW ELL AVENUE

te s a n F C Io f g re a te r th a n 6 0 % t i o n ev r su s r e p l a ce r p o r a te d in to th e

m e n t

On e o f t h r e e p e r m a n e n t b u i l d i n g i n C a m p u s w a s b u i l t i n t h e 1 9 5 0 ’ s a n d i s i n p o o r oc n d i t i o n .

FACILITIES CONDITION ASSESSMENT F C I< 6 0 %

( g o o d co

F C I> 3 0 %

( p o o r co

n d itio n ) n d itio n )

SIERRA AVENUE

te s a n F C Io f le s

ity

OLIVE STREET

Go o d C o n d i t i o n i n d i ca ( Gr e e n )

FCI

MERRILL AVENUE

JUNIPER AVENUE

ity

FONTANA - EXISTING CONDITIONS 3.7

E x i s t i n g Co n d i t i o n s

Ca m p u s Z o n i n g

EXISTING

ADMI

The diagram on this page illust rates the loca tion of the funct ions which are on this ca mpus incl uding administ rative sp ace s and inst ruct ional sp ace s. The majority of building sp ace on the ca mpus is use d for inst ruct ion.

MERRILL AVENUE

ACADEMIC CENTER (FNAC)

INSTR

FONTANA CENTER (FNFC)

RALPH M. LEWIS CENTER (FNLC)

Space s in FNFC need to be remodeled for tutorial sp ace .

There is a need for general multi-purpose sp ace .

The ca mpus has limited st udent se rvi ce s. There is a need to balance su pport se rvi ce s.

The ca mpus has too much hardsca

There is a lack of sh aded outdoor areas for the st udents.

SEWELL AVENUE

pe.

CA M P U S Z O N I N G ADMINISTRATION INSTRUCTIONAL 3.8 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

SIERRA AVENUE

Fontana Center (FNFC) has both administ ration and inst ruct ional sp ace s.

OLIVE STREET

JUNIPER AVENUE

OBSERVATIONS:

EXISTING VEHICULAR + PEDESTRIAN CIRCULATION EX ISTING F AC ILITIES

PRIMARY PED ESTRIAN ROUTE

D ROP- OF F

SEC OND ARY PED ESTRIAN ROUTE

C AMPUS ENTRY

C ROSSW ALK

PRIMARY VEH IC ULAR ROUTE

B US STOP

SEC OND ARY VEH IC ULAR ROUTE

TRAF F IC

LIGH T

B IC YC LE

Circulation Th e a n d th e st u d d r i ve

p la n o n p e d e st r i n t e r se ct e n t s u se to th is

t h i s p a g e i l l u st i a n ci r cu l a t i o n i o n o f Si e r r a a p u b l i c t r a n sp ca m p u s.

ra te s p a tte r n d Me o r ta tio

t h e e xi ts i n g ve h i cu n .s B u s ts o p s e xi st r r i l l Ave n u e s. So m n , b u t m o ts st u d e n

la r a t

MERRILL AVENUE

DROP-OFF

e ts

ACADEMIC CENTER (FNAC)

FONTANA CENTER (FNFC)

RALPH M. LEWIS CENTER (FNLC)

Th e n e n d e

e r e i s a l a ck o f si g n a g e i n d i ca t i n g t h e m a i n p e d e st r i a n t r a n ce f r o m Me r r i l l Av e n u e . Th e m a i n ve h i cu l a r t r a n ce i s o n Ju n i p e r Ave n u e , w h e r e t h e r e i s a d i ca t e d e n t r a n ce l a n e a n d e xi t l a n e . Th e ca m p u s i s cu r r e n t l y f e n ce d o f f a t t h r e e si d e s o f t h e p a r ki n g l o t . The single parking lot provides sufficient parking for the st u d e n t s.

EXIT ONLY

ENTRY ONLY

It is difficult to find the entrance of the campus; no cl e a r si g n a g e .

Th e r e i s a d e q u a t e p a r ki n g o n ca

The drop-off zone on Merrill Avenue is dangerous, a n d i s i n a n a w kw a r d l o ca t i o n .

D o u b l e g a t e s a t t h e e n d o f Ol i ve St r e e t a r e l o cke a n d n o t u se d a s e n t r a n ce t o ca m p u .s

r f a ce

p a r ki n g ,

SIERRA AVENUE

Mo st o f t h e p r o p e r t y i s d e d i ca t e d t o su a n d n o t f o r i n ts r u ct i o n a l sp a ce .s

OLIVE STREET

SEW ELL AVENUE

Th e r e i s a n e e d f o r b e t t e r si g n a g e . Th e a d d r e s f o r t h e ac m p u s i s o n Me r r i l l Ave , b u t t h e ev h i cu l a r e n t r a n ce i s o f f a r e is d e n t i a l st r e e t , Ju n i p e r Ave n u e .

JUNIPER AVENUE

OBSERVATIONS: y

m p u s.

d FONTANA - EXISTING CONDITIONS 3.9

1 Bio-sw ale at Parki ng Lot

2 Aca demic Center - Outdoor Gathering Space 3 Entrance Signage on Juniper Ave nue

E x i s t i n g Co n d i t i o n s

4 Exi st ing landsca pe

L a n d s c a p e Ch a r a c t e r The Fontana ca mpus is ts in a moderately dense neighborhood, se t off the main st reet and invi si ble exce pt on Merrill Ave nue. The main ve hicu lar entry is off of Juniper Street, a neighborhood resi dential st reet, with a se co ndary ve hicu lar entrance on the cu l-de-sa c, Olive Street. The lack of prese nce on Sierra Ave nue, the main north-so uth artery, is a misse d opportunity for Chaffey College to gain vi si bility in the co mmunity and make it easier for prospective students to find the campus.

OBSERVATIONS: y

The ca mpus has too much hardsca

pe.

There is a lack of sh aded outdoor areas for the st udents.

Parki ng lots have no sh ading for parki ng ve hicl es.

A tree-lined bio-swale runs through the ce nter of the parki ng lot.

3.10 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Metrolink Station located two blocks north MERRILL AVENUE

Campus Quad Plaza Promenade

Streets Edge

SIERRA AVENUE

Roadway

JUNIPER AVENUE

Parking

Pedestrian Entry Vehicular Entry Bus Stop

Secondary Entry

OLIVE STREET

Vehicular Circulation

FONTANA - EXISTING CONDITIONS 3.11

Landscape Analysis Plan

SUMMARY OF FINDINGS

Th e F o n t a n a C a m p u s p r e se n t s a d va n t a g e s, o p p o r t u n i t i e s, a n d ch a l l e n g e s a s n o t e d o n t h e p r e vi o u s p a g e s. To p l a n f o r t h e f u t u r e , t h e F MP a d d r e se s th e challenge to maximize its functional space and eliminate i t s n o n - f u n ct i o n a l sp a ce s â&#x20AC;&#x201C; f o cu si n g o n t h e r e n o va t i o n o f a g i n g f a ci l i t i e s t h a t a r e n o t su p p o r t i n g e f f e ct i ve l e a r n i n g e n vi r o n m e n t s a n d a r e co st l y t o m a i n t a i n a n d o p e r a t e . Th e F MP a d d r e s se p o p u l a t i o n b y p r o vi su p p o r t se r vi ce s, a ch a l l e n g e s i s t h e o t h e ca m p u s e n vi r o i n t o a co h e si ve w h

s th e n e e d d i n g e f f e ct n d p a r ki n g p p o r tu n ity n m e n t a n d o le .

s o f th e p ro i ve ps a ce f o . In t e g r a t e d t o e n h a n ce in te g r a te its

j e tc e d st r i n st r u ct w ith th e a n d co m u n iq u e

Key Campus Planning Challenges 01

Clear Vehicular Access: Th e m a i n ve h i cu l a r e n t r a n ec i s u n cl e a r a n d e a si l y m i se d . Th e r e i s a l a ck o f si g n a g e from Merrill and Sierra Avenue for wayfinding.

Gusty Winds: The velocity of the winds flowing through t h e ca m p u s o f t e n r e n d e r s o u t d o o r sp a ce u n co m f o r t a b l e o r u n u sa b l e .

Lack of Visual Identity: Th e F o n t a n p r e se n ce a n d i d e n t i t y i n t h e C i t y o f F p a r t b e ca u se t h e ca m p u s i s t u cke d b co m m e r ci a l co r r i d o r a l o n g Si e r r a Ave cu r r e n t l y o n l y vi si b l e f r o m Me r r i l l Ave

Dispersed Student Services: Sp a ce s f o r St u d e n t Se r vi ce s a n d Li b r a r y a r e d i sp e r se d i n d i f f e r e n t b u i l d i n g s.

Underused Open Spaces: Th e ca m p u s l a cks st u d e n t activity zones in the outdoor spaces. There is a lot o f h a r d sca p e a r e a w i t h ve r y l i t t l e sh a d e . Mu ch o f t h e e xi st i n g o p e n sp a ce s a r e u n d e r u se d b e ca u se i t i s t o o u n co m f o r t a b l e f o r t h e st u d e n t s t o u se w i t h t h e l a ck o f sh a d e d a r e a s.

u d e n t io n , se p le te p a rts

a C a m p o n ta n a e h in d a n u e . Th n u e .

u s l a cks in la r g e d e n se e ca m p u s i s

FONTANA - EXISTING CONDITIONS 3.13

Recommendations

RECOMMENDATIONS Th e F F o n ta fu tu re fo r n e r e co m d i scu

a ci l i t i e s Ma st e r Pl a n Re co m n a C a m p u s p r e se n t a n o ve d e ev l o p e d ca m p u s a n d i n cl w f a ci l i t i e s a n d si t e d e ve l o p m e n d a t i o n s d e scr i b e d i n t h si o n t h a t t o o k p l a ce d u r i n g

m e n d a tio n s fo r th e r a l l p i ct u r e o f t h e u d e p r o p o se d si t e s m e n t p r o j e ct s. Th e i s se ct i o n a d d r e s t h e t h e p l a n n i n g p r o ce s.

While drawings in the plans appear specific, the forms a r e co n ce p t u a l ske t ch e s t h a t h i g h l i g h t t h e l o ca t i o n a n d purpose of improvements. The final design of each site a n d f a ci l i t y p r o j e ct w i l l t a ke p l a ce a s p r o j e ct s a r e f u n d e d a n d d e t a i l e d p r o g r a m m i n g a n d d e si g n o cu r s.

FONTANA - RECOMMENDATIONS 3.15

SUMMARY OF RECOMMENDATIONS

The reco mmendation for new co nst ruct ion project s are incl uded in the following pages. These project s address the faci lities planning priorities of eliminating nonfunct ional sp ace and replaci ng the oldest and most aged faci lities with new faci lities. These project s address the following faci lities planning princi pals: y

Maximize functional space

Eliminate non-funct ional sp ace

Improve efficiency/utilization of facilities

Right â&#x20AC;&#x201C;size the campus to address program needs

Improve ca mpus identity

Position the District to maximize potential funding (st ate and loca l)

Simplify Implementation

The Fontana Campus is currently in discussion with the City of Fontana and adjacent property owners for land opportunities or acquisition allowing for future expansions of the Fontana Campus. The parcels of land that may be available for the College are along Sierra Avenue up to Athol Street. In addition, the parcel with the existing gas station at the corner of Merrill Avenue and Juniper Avenue may also be available for the College to acquire.

3.16 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

This se ct ion descr ibes the building and the si te project s identified in the FMP and consist of the following elements:

FACILITIES RECOMMENDATIONS / / / /

2025 Faci lities Mast er Plan Beyo nd 2025 Demolition and Remova l New Faci lities

SITE IMPROVEMENT RECOMMENDATIONS / / / /

Landsca pe Conce pt Plan Landsca pe Plan Landsca pe Charact er Circu lation

2025 FACILITIES MASTER PLAN EXISTING FACILITIES

MERRILL AVENUE

PROPOSED NEW FACILITIES FUTURE PROPERTY ACQUISITION

ACADEMIC CENTER (FNAC)

STUDENT ACTIVITIES

RALPH M. LEWIS CENTER (FNLC)

STUDENT SERVICES

OLIVE STREET

TEMPORARY PARKING

SIERRA AVENUE

JUNIPER AVENUE

SEW ELL AVENUE

INSTRUCTIONAL BLDG

ATH OL STREET N 0 FEET

200

400

B E Y O N D

2 0 2 5 - O P T IO N

EX ISTING FACILITIES PROPOSED NEW FACILITIES FUTURE FACILITIES

MERRILL AVENUE

F a c ilitie s R e c o m m e n d a tio n s

ACADEMIC CENTER (FNAC)

B e y o n d 2 0 2 5

STUDENT ACTIVITIES

RALPH M. LEWIS CENTER (FNLC)

The adjace nt diagrams illust rate two options for ca mpus deve lopment for Beyo nd 2025 assu ming the College has acq uired all land parce ls. The College’s Educa tional Mast er Plan will determine the needs for future buildings.

STUDENT SERVICES

OLIVE STREET

PROPOSED PARKING STRUCTURE (250 spots per floor)

SIERRA AVENUE

JUNIPER AVENUE

SEWELL AVENUE

INSTRUCTIONAL BLDG

ATHOL STREET N 0 FEET

3.18 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

200

BEYOND 2025 - OPTION 2 EX ISTING F AC ILITIES PROPOSED

NEW

F AC ILITIES

F UTURE F AC ILITIES

MERRILL AVENUE

ACADEMIC CENTER (FNAC)

Option 1 Th i s o p t i o n i l l u st cr e a t i n g a se r i e s w a l kw a ys. Su r f a Ave n u e . A f u t u r e w i t h t h e ca m p u s

STUDENT ACTIVITIES

RALPH M. LEWIS CENTER (FNLC)

ra te s o f ce ce p a p a r ki e xp a

a l l f a ci l i t i e n t r a l co u r r ki n g l o t s n g st r u ct u n si o n .

s a re t ya r d a re to r e co

cl u ts e r e d o n t h a ce l i n ke d w b e so u t h o f t h u l d b e co n si d e sp

e n o ith tr e p ro re d a

r t h si e e - lin p o se s th e

d e e d d n e n

o f th e p e d e st e w e n r o llm e

m p u s r ia n t r y a t Si e r r a n t i n cr e a se s

STUDENT SERVICES

c r e a tin g a n u r b a n e n e w b u ild in g s ce i n t h e ci t y o f a r y ci r cu l a t i o n l i n ki n g e ca m p u s, b u t a r e u l d b e co n si d e r e d

F UTURE PARKING STRUC TURE

SIERRA AVENUE

d a

u e th n im th co

OLIVE STREET

d g

m p u s g r o w i n g a l o n g Si e r r a Ave n w i t h co m m e r ci a l r e t a i l u se . W i t h i ve s t h e ca m p u s a f a ce a n d p r e se e st r i a n w a l kw a ys se r ve a s t h e p r r e p la n n e d to b e in th e in te r io r o f St r e e t . A f u t u r e p a r ki n g st r u ct u r e w i t h t h e ca m p u s e xp a n si o n .

SEW ELL AVENUE

Option 2 Th i s o p t i o n i l l u st r a t e s t h e ca e d g e . Si e r r a Ave n u e i s l i n e fo r m in g th e u r b a n e d g e , it F o n t a n a . Th e t r e e - l i n e s p e t h e b u i l d i n g s. Pa r ki n g l o t s e a si l y a ce si b l e f r o m Ol i ve a s t h e e n r o l l m e n t i n cr e a se

JUNIPER AVENUE

INSTRUCTIONAL BLDG

ALTH OL STREET N 0 FEET

200

FONTANA - RECOMMENDATIONS 3.19

1 FNFC-Fontana Center

F a c ilitie s R e c o m m e n d a tio n s

D e m o litio n /R e m o v a l Fontana Center was originally a hardware st ore and is the oldest building on ca mpus. From the analysi s of the planning data, the FCI rating indica tes that Fontana Center is in poor co ndition. Base d on these fact ors, the reco mmendation is to demolish Fontana Center and co nst ruct a new Student Act ivi ties Building on Merrill Ave nue.

The FMP for Fontana Campus reco mmends demolition of the following: y

Fontana Center

Non-co llege buildings

3.20 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

RECOMMENDED DEMOLITION/ REMOVAL EXISTING FACILITIES

MERRILL AVENUE

ACADEMIC CENTER (FNAC)

RECOMMENDED DEMOLITION/REMOVAL NON-COLLEGE RECOMMENDED DEMOLITION/REMOVAL

FONTANA CENTER (FNFC)

OLIVE STREET

SIERRA AVENUE

JUNIPER AVENUE

SEWELL AVENUE

RALPH M. LEWIS CENTER (FNLC)

ATHOL STREET

FONTANA - RECOMMENDATIONS 3.21

0 FEET

200

400

MERRILL AVENUE F a c ilitie s R e c o m m e n d a tio n s

N e w

F a c ilitie s

ACADEMIC CENTER (FNAC)

STUDENT ACTIVITIES

S tu d e n t A c tiv itie s

Since Fontana Campus is a sa tellite ca mpus, many of the sp ace s in the Ralph M. Lewis Center, Aca demic Center and Fontana Center co ntain multiple funct ions. This new faci lity replace s the Fontana Center Building and will co ntain a hyb rid of sp ace s, with its primary focu s on st udent su pport se rvi ce s, library, st udent su ce s ce nters, and tutorial sp ace s.

STUDENT SERVICES

This co rner building is oriented in the north-so uth direct ion along Sierra Ave nue to help limit the disr uption to the ca mpus and programs. The building ca n be in const ruct ion and co mpleted prior to the demolition of Fontana Center which reduce s the need for sw ing space co st s and eliminates the need for temporary move s. Loca ted at the co rner of major ci ty st reets, the building provi des the College the opportunity to cr eate an arch itect ural st atement and/or prominent si gnage.

INSTRUCTIONAL BLDG

S tu d e n t S e r v ic e s

A Student Servi ce s building is reco mmended to be adjace nt to the Student Act ivi ties building. Together, these buildings will cr eate a ce ntral loca tion for st udents to gather and provi de a sp ace to enrich their ca mpus exp erience . The posi tion of these buildings not only provi des sh ade during the su mmer months, but also help block the Santa Ana winds from the north-east direct ion. Some of the funct ions reco mmended in this building are food se rvi ce s, bookst ore, health se rvi ce s, admissi ons, co unse ling, and Disa bility Programs and Servi ce s (DPS) sp ace s.

In s tr u c tio n a l B u ild in g

The planning data for the Mast er Plan indica tes the need for additional inst ruct ional sp ace . The reco mmended inst ruct ional building will incl ude general inst ruct ional sp ace , specialized labs, additional collaboration spaces, and career development spaces. The new inst ruct ional building is loca ted to the so uth of the Student Servi ce s building along Sierra Ave nue. The loca tion of this building est ablish es the growth pattern as the ca mpus acq uires land and grows to the so uth.

3.22 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

TEMPORARY PARKING

Site Improvements Recommendations

Overview

W h e n cr e a a r ch i t e ct u r o f e q u a l im b u ild in g s o e le m e n t th

tin g a l la p o r n a a t cr

a ac m n g u a g t a n ce . ca m p u e a te s

p u s e e a n d C a m p s a n d t h e ca

n iv th u s , b m

ro n m e n t, b o th th e l a n d sca p e la n g l a n d sca p e co n n y d e si g n i s t h e u p u s a s a w h o le .

e u a g e a re e tc s t h e n i f yi n g

Th e si t e i m p r o ve m e n t r e co m m e n d a t i o n s a d d r e s t h e ke y site issues identified in the analysis of existing conditions a n d p l a n n i n g f o r su st a i n a b i l i t y b y i n co r p o r a t i n g m o r e water and energy-efficient landscaping. Th e f o l l o w i n g g r a p h i cs

i l l u st r a t e :

La n d sca

p e C o n ce

p t Pl a n

La n d sca

p e Pl a n

La n d sca

p e C h a r a ct e r

C i r cu

la tio n

FONTANA - RECOMMENDATIONS 3.23

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e Co n c e p t P l a n

The new propose d Fontana Campus landsca pe plan creates two new pedestrian promenades to organize circulation and ease wayfinding through campus. new ca mpus quad occu pies the ce nter of ca mpus, with a co urtya rd between the two so uthernmost propose d buildings and planned for potential future exp ansi on. A new ve hicu lar entry and ca mpus st reetsca pe edge along Sierra incr ease ca mpus vi si bility to the co mmunity. The Conce pt Plan sh ows the ca mpus at its potential full buildout, beyo nd the 2025 plan.

3.24 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

MERRILL AVENUE

Campus Quad Courtyard Plaza

Streetscape Pedestrian Entry

SIERRA AVENUE

Parking

JUNIPER AVENUE

Promenade

OLIVE STREET

Vehicular Entry

Landscape Concept Plan Chaffey College Master Plan Fontana, CA Prepared for: Chaffey College October 2014

FONTANA - RECOMMENDATIONS 3.25

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e P la n

Chaffey College’s Fontana ca mpus landsca pe plan creates an organized and context-appropriate framework for the co llege’s future deve lopment. Large ca nopy trees sh ade the si dewalk and cr eate an urban st reetsca pe along Sierra and Merrill Ave nues. The North-South promenade parallels Sierra Ave nue with a double row of trees to cr eate a pedest rian-sca led ca mpus sp ine. The East -West Promenade co nnect s the ca mpus’ s exi st ing two buildings with the new quad and exp anded ca mpus. The plan draws upon Chaffey College’s ove rall landsca pe vi si on for a co ntext uallyrelevant, resource-efficient campus identity.

3.26 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

L A N D S CA P E P L A N MERRILL AVENUE

3 1

2 5

OLIVE STREET

JUNIPER AVENUE

5 L E G E N D The landscape plan organizes campus into clearly defined spaces to ease wayfinding and st rengthen ca mpus identity.

1 . East -west promenade 2. North-so uth promenade 3. Quad 4. Courtya rd 5. Parki ng lot

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e Ch a r a c t e r

A framework of promenades planted with sh ade trees organizes the campus and eases wayfinding.

A mix of large ca nopied deci duous and eve rgreen sh ade trees in turf areas will provi de an important va riety of sh ady and su nny place s.

Rely on resi lient native and Mediterranean plant species to minimize water used in irrigation and provide important habitat for beneficial insects and birds.

Select plants for their mature size to allow shrubs to maintain their natural size and character. Locate plants far enough away from walks and buildings to preve nt the need to be hedged or sh eered.

Specific design recommendations include the following: y

Provide a variety of gathering space sizes to enco urage outdoor meetings, st udyi ng and socializing.

Plant large trees at ca mpus entries to est ablish a strong campus identity and aid in wayfinding from the st reet and parki ng lots.

Plant large ca nopied trees along both si des of the promenades, to provi de sh ade, habitat and aid in wayfinding and campus identity.

Plant large ca nopy trees in parki ng lots to reduce the heat isl and effect and help take up and treat st ormwater runoff.

Enco urage integrated pest management and organic plant management to minimize the use of chemical pesticides, herbicides and fertilizers.

Use alternative groundco ve rs su h c as grave l or mulch to reduce water use while co nse rvi ng so il moist ure and permeability.

Use nature as a guide in Low Impact Deve lopment (LID) strategies to reveal the flow and treatment of st ormwater and provi de educa tional opportunities.

y y

3.28 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Plant large ca nopied eve rgreen trees to provi de ye arround sh ade in this su nny se mi-arid cl imate. Limit turf grass to the quads where st udents, facu lty and st aff co ngregate for informal recr eation, st udyi ng and large eve nts.

1 C o u r t ya r d sh a d e t r e e s 2 Native flowering shrubs 3 Gr a ve l g r o u n d co ve r 4 Sh a d y a n d su n n y Q u a d 5 Ma se d g r o u n d co ve r p l a n t i n g 6 Lo w Im p a ct D e ve l o p m e n t ( LID )

FONTANA - RECOMMENDATIONS 3.29

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

Ci r c u l a t i o n V e h i c u l a r Ci r c u l a t i o n The vehicular circulation recommendations redefine the main entrance to the ca mpus. With the opportunity for the College to acq uire additional parce ls of land along Sierra Ave nue, the entrance and ca mpus prese nce is greatly improve d. With the propose d main ve hicu lar entrance from Sierra venue, a new driveway is flanked on both si des with exi st ing parki ng and new temporary parki ng. Vehicl es entering into ca mpus have direct acce s to both the exi st ing and new su rface parki ng lots. The original points of entrance and exi t from Juniper Ave nue are maintained, but se rve as se co ndary acce s points. Vehicular ci rcu lation improve ments are reco mmended to promote safe and efficient circulation and clear wayfinding. The improvements focus on the following: y

Provi de a cl ear ca mpus entrance from Sierra Ave nue

Allow Fontana Campus to have a prese nce in the co mmunity

Provi de co nve nient st udent parki ng cl ose to the Student Servi ce s Building and Inst ruct ional Buildings.

3.30 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

P e d e s t r i a n Ci r c u l a t i o n The growth pattern for Fontana Campus depends on the rate Chaffey College will be able to acq uire the adjacent land parcels. The organization of the campus naturally follows a grid like pattern, as the buildings cr eate an urban edge along Sierra Ave and Merrill Ave . Buffering between the buildings and the su rface parki ng lots are tree lined promenades that beco me the primary pedest rian pathways linki ng the buildings. These pedest rian pathways link to a sh are node, which will be a sh aded st udent gathering sp ace . This node or sh ared outdoor sp ace is adjace nt to the new st udent se rvi ce s building. With the posi tion of the new st udent se rvi ce s building, the gathering sp ace is sh ielded from the ext reme heat and wind that occu r throughout the ye ar.

P a r k in g The FMP indica tes the need for 457 additional parki ng st alls base d on the incr ease d sq uare footage in the 3 new faci lities. As land parce ls are acq uired by the College, the new entrance drive way off of Sierra Ave nue defines the limit to the recommendation. new parking lot is reco mmended on the other si de of the new main entrance drive way.

PARKING: CURRENT AND PROJECTED Headco unt Base line (201 3)

3,27 0

Mast er Plan (2025)

4,6 00

Parki ng sp ace s 46 3 920 (@

1 :5)

RECOMMENDED CIRCULATION EXISTING FACILITIES PROPOSED NEW FACILITIES

MERRILL AVENUE

DROP-OFF PRIMARY VEHICULAR ROUTE

STUDENT ACTIVITIES

ACADEMIC CENTER (FNAC)

SECONDARY VEHICULAR ROUTE

RALPH M. LEWIS CENTER (FNLC)

EMERGENCY ROUTE PRIMARY PEDESTRIAN ROUTE SECONDARY PEDESTRIAN ROUTE

EXIT ONLY STUDENT SERVICES DROP-OFF

VEHICULAR CAMPUS ENTRY

PEDESTRIAN CAMPUS ENTRY EXISTING PARKING INSTRUCTIONAL BLDG

ENTRY ONLY

PROPOSED NEW PARKING CROSSWALKS BUS STOPS

BICYCLE

OLIVE STREET

TEMPORARY PARKING

SIERRA AVENUE

JUNIPER AVENUE

TRAFFIC SIGNALS

N 0 FEET

200 350

400 700

CHINO

OVERVIEW This chapter includes a series of graphic plates and narrative descriptions that illustrate the physical characteristics and usage of the existing Chino Campus, and describes the important aspects of the physical context. Through this examination, key planning challenges and opportunities were identified in order to frame the exploration of options and inform the development of facilities recommendations.

EXISTING CONDITIONS // // // // // // //

Local Context and Community Development History Facilities Condition Assessment Campus Zoning Circulation Landscape Character Summary of Findings

RECOMMENDATIONS // // // // // // //

Summary of Recommendations Beyond 2025 New Facilities Landscape Concept Plan Landscape Plan Landscape Character Circulation

DRAFT December 4, 2014 -

CHINO - OVERVIEW 4.1

Existing Conditions

EXISTING CONDITIONS

1 Chaffey College Community Center (CHCM) 2 Main Instructional Building (CHMB) 3 Health & Science Center (CHHC)

The planning process began with information and data collection and campus tours. The planning team listened to the insights of multiple stakeholders regarding the condition and functionality of the existing campus and overlaid this with their own research and observations. After completing the site and facilities analysis of the existing campus, key issues were identified that are addressed in the Facilities Master Plan (FMP). The findings are summarized in a series of graphic plates that illustrate patterns and characteristics to be considered in the planning of future development.

CHINO - EXISTING CONDITIONS 4.3

1 View to the South

2 View to the detention center

3 Conceptual rendering of College Park Recreation Center

E x i s t i n g Co n d i t i o n s

L o c a l Co n t e x t a n d Co m m u n i t y The Chino Campus is located in the southwestern corner of San Bernardino County, in the City of Chino, near the cities of Chino Hills, Yorba Linda, Pomona, Ontario, Norco, and Corona and within one of the most rapidly growing areas of the state. The campus is situated in the Chino Valley, a shallow, broad basin that gently slopes south-southwest. The Chaffey College Chino Campus includes five buildings: three of which are at the College Park location and two buildings are at the downtown Chino location. This Master Plan only addresses the buildings at the College Park location. The campus provides a full array of student services including admissions, cashiering, financial aid, academic counseling, and a full service bookstore. Students have access to a library, and a multidisciplinary Student Success Center serving students in all subjects. Located at the northeastern boundary of the College Park is the Chaffey College Chino campus. The area is currently owned by the State of California, set aside for the California Institution for Men (CIM). In 2003, the State of California Department of General Services (DGS) identified the 710-acre vacant portion of the California Institution for Men (CIM) facility surplus property.

As such, DGS proposes to convey, sell, or otherwise transfer the surplus property from state ownership to the three parties: City of Chino, Chaffey Community College District, and a private developer. The City and its Community Development Department, Chaffey Community College District, and the DGS signed a Memorandum of Understanding to carry forth the planning, entitlement, and ultimately the development of the surplus property. The Specific Plan was prepared based on the project description provided within the Memorandum of Understanding. The City of Chino has prepared a Master Environmental Impact Report for the 710-acre site.

Of the 710-acre project, Chaffey College owns approximately 100 acres. In early 2003, the State of California General Services (CGS) commenced the private developer selection process for the purchase of the remaining 470-acre portion of the surplus land and development of a neo-traditional master planned community. The developer is working in conjunction with the City of Chino and Chaffey Community College District to provide an integrated mixed-use master planned community. This Specific Plan and other regulations, as adopted by the City, would control the land use development of the surplus property.

3 4.4 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

CHINO

LOCAL CONTEXT + COMMUNITY

CHINO AVE

CHAFFEY COLLEGE - CHINO CAMPUS

BUENA VISTA HIGH SCHOOL

MOUNTAIN AVE

BENSON AVE

RAMONA AVE

PIPELINE AVE

CENTRAL AVE

DON ANTONIO LUGO HIGH SCHOOL

COMMERCIAL HOWARD CATTLE ELEMENTARY SCHOOL

PUBLIC RECREATIONA/OPEN SPACE RESIDENTIAL USE

SCHAEFER AVE

INDUSTRIAL K-12 CAMPUS FREEWAY MAIN STREETS FREEWAY ON RAMP/OFF RAMP

EDISON AVE RAIL EDWIN RHODES ELEMENTARY SCHOOL

CITY BOUNDARIES

E COLLEGE PARK AV

CHAFFEY COLLEGE CHINO CAMPUS

EUCALYPTUS AVE

LIFORNIA CA

CHINO HILLS PKWY

EASTVALE

LIFORNIA CA

DO RA RD

CHINO HILLS

EL P

KIMBALL AVE

E x i s t i n g Co n d i t i o n s

Ca m p u s D e v e l o p m e n t H i s t o r y

AYALA PARK

EDISON AVENUE

2008 2009

OAKS AVENUE

In 2008 the Chaffey College Chino Campus opened. The 55,000-square-foot Main Instructional building (CHMB), was the beginning of a larger, long-term project to meet the needs of a growing population in the area. The Health Science Center (CHMB) and Community Center (CHCM) were both constructed in 2009.

EXISTING DEVELOPMENT HISTORY

COMMUNITY CENTER (CHCM)

2008 Aerial View

P LY

EU UE EN AV

MAIN INSTRUCTIONAL BLDG (CHMB) HEALTH SCIENCE CENTER (CHMB)

PRADO CONSERVATION CAMP Y FE

4.6 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

AVENUE

LYPTUS ENUE

E AV

MOUNTAIN AVENUE

CENTRAL AVENUE

COLLEGE PARK AVENUE

Poor Condition indicates an FCI of greater than 60% (Red)

CENTRAL AVENUE

Decisions regarding renovation versus replacement COLLEGE PARK AVENUE of existing facilities were incorporated into the Recommendations.

UE EN AV

Fair Condition indicates an FCI of 31% to 60% (Yellow)

COMMUNITY CENTER (CHCM)

FCI >60% or Higher (poor condition)

P LY

Good Condition indicates an FCI of less than 30% (Green)

FCI 31%-60% (fair condition)

FCI <30% (good condition)

MAIN INSTRUCTIONAL BLDG (CHMB) HEALTH SCIENCE CENTER (CHMB)

Chino Campus has all new permanent facilities in good PRADO condition, and they are not in need of renovation. CONSERVATION CAMP Y FE

E AV

MOUNTAIN AVENUE

AYALA PARK

EDISON AVENUE

OAKS AVENUE

Chaffey College participates in the California Community College Facility Condition Assessment program, which includes a tool for the assessment of existing community college buildings and the planning repair work. The Facility Condition Index (FCI) is the ratio of the cost of addressing all of the facility’s deficiencies versus that facility’s replacement value. The FCI was calculated for each existing facility. Facilities were placed in one of the three categories.

FACILITIES CONDITION ASSESSMENT

CHINO - EXISTING CONDITIONS 4.7 AVENUE

LYPTUS ENUE

F a c i l i t i e s Co n d i t i o n A s s e s s m e n t

E x i s t i n g Co n d i t i o n s

Ca m p u s Z o n i n g EDISON AVENUE

INSTRUCTIONAL

OAKS AVENUE

The campus provides a full array of student services including admissions, cashiering, financial aid, academic counseling, and a bookstore. Students have access to a library, and a multidisciplinary Student Success Center serving students in all subjects. Students are offered instruction in a multitude of general education and occupational courses. Students can complete the following courses uniquely at the Chino Campus: Vocational Nursing, Industrial Electrical Technology, AYALA PARK CISCO, Hotel and Food Service Management, Fashion Design/Fashion Merchandising, and Interior Design.

EXISTING CAMPUS ZONING

COMMUNITY USE

COMMUNITY CENTER (CHCM)

OBSERVATIONS: EU

A variety of programs are currently held in off-site facilities.

This campus needs more student services such as COLLEGE PARK AVENUE student support services, DPS and food services.

MAIN INSTRUCTIONAL BLDG (CHMB)

There is a need for maintenance and operations (M&O) spaces.

HEALTH SCIENCE CENTER (CHMB)

P LY UE EN AV

REMOVABLE BOLLARDS

PRADO CONSERVATION CAMP Y FE

4.8 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

AVENUE

LYPTUS ENUE

E AV

MOUNTAIN AVENUE

CENTRAL AVENUE

Current focus on this campus is vocational nursing.

There is a lack of signage indicating the main vehicular entrance from Edison Avenue and Central Avenue. The campus is confusing to navigate because most students and visitors to the campus take Central Avenue and enter AYALA PARK at College Park Avenue. Central Avenue is a longer/ scenic route through College Park to Chino Campus. The Edison Avenue entrance is the main vehicular entrance and a shorter/direct route to the campus.

EDISON AVENUE

A B C D E

138 255 126 51 121

TOTAL

691

EXISTING FACILITIES DROP OFF CAMPUS ENTRY

LOT E

GATHERING SPACES

BUS STOPS LOT A

TRAFFIC SIGNALS

CONSERVATION The current parking count is sufficient.

DROP-OFF

MAIN INSTRUCTIONAL BLDG (CHMB) HEALTH SCIENCE CENTER (CHMB)

CAMP Y FE

E AV

CHINO - EXISTING CONDITIONS 4.9 AVENUE

CENTRAL AVENUE

LOT B

UE EN AV

There is a need for clear signage to the Chino Campus PRADO

BYCICLE

The main vehicular entrance is from Edison Avenue

SECONDARY PEDESTRIAN ROUTE

CROSSWALKS

P LY

PRIMARY PEDESTRIAN ROUTE COMMUNITY CENTER (CHCM)

OBSERVATIONS:

COLLEGE PARK AVENUE

SECONDARY VEHICULAR ROUTE

LOT D

LOT C

With the recent development of housing on the east side of Eucalyptus Avenue, there is an increased amount of vehicular traffic from the southeast direction.

PRIMARY VEHICULAR ROUTE

MOUNTAIN AVENUE

The plan on this page illustrates the existing vehicular and pedestrian circulation patterns. Bus stops exist at the intersection of Oaks and Eucalyptus Avenue, however most students drive to this campus.

EXISTING VEHICULAR + PEDESTRIAN CIRCULATION

# OF SPACES

OAKS AVENUE

LOT

LYPTUS ENUE

Ci r c u l a t i o n

1 Chino Campus - Entrance 2 Existing Landscaping

E x i s t i n g Co n d i t i o n s

L a n d s c a p e Ch a r a c t e r

3 CHMB - Courtyard Seating 4 CHMB - Courtyard

The Chino campus is located amid newly developing neighborhoods and remnant agricultural fields. The transitional quality is exemplified by the campusâ&#x20AC;&#x2122; two academic buildings sited in fallow fields and a half developed landscape. A courtyard with small ornamental trees and a plaza without trees await future development that will bring important shade and a more collegial feel with the vision of the master plan.

4.10 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

COLLEGE PARK AVENUE

Main Entry Remnant Field

E NU

E AV

Planted Sidewalk

S TU

Native Garden

P LY CA EU

Courtyard

Campus Promenade Roadway Parking Vehicular Circulation Vehicular Entry Pedestrian Entry

Landscape Analysis Plan Chaffey College Master Plan Chino, CA Prepared for: Chaffey College October 2014

CHINO - EXISTING CONDITIONS 4.11

SUMMARY OF FINDINGS

The Chino Campus presents, opportunities, and challenges as noted on the previous pages. To plan for the future, The FMP addresses the maximizing its functional space and eliminating its non-functional spaces. Since the facilities on the Chino Campus are relatively new and in good condition, there is no need to renovate these buildings in the near future. The FMP addresses the needs of the projected student population by providing effective space for instruction, support services, and parking. Integrated with these challenges is the opportunity to enhance and complete the campus environment and integrate its unique parts into a cohesive whole.

K e y Ca m p u s P l a n n i n g Ch a l l e n g e s 0 1

Cl e a r V e h i c u l a r A c c e s s : The main vehicular entrance is unclear and lacks proper signage. There is existing signage at Central Avenue and College Park Avenue, but it leads visitors to a longer route into campus.

0 2

L a c k o f V i s u a l I d e n t i t y : Nestled in College Park, the Chino Campus is not visible from the main streets. The Chino Campus lacks presence and identity in the City of Chino.

0 3

U n d e r u s e d O p e n S p a c e s : The campus lacks student activity zones in the outdoor spaces. Much of the existing open space is underused because the campus lacks student services to keep the students engaged on campus throughout the day.

0 4

E x t r e m e T e m p e r a t u r e : Lack of shaded outdoor spaces and high temperatures on campus. During the summer months often renders outdoor space uncomfortable or unusable.

0 5

L a c k o f S t u d e n t S e r v i c e s : Additional Student Services and Student Support Spaces are needed on this campus.

CHINO - EXISTING CONDITIONS 4.13

Recommendations

RECOMMENDATIONS The Facilities Master Plan Recommendations for the Chino Campus present an overall picture of the future developed campus and include proposed sites for new facilities and site development projects. The recommendations described in this section address the discussion that took place during the planning process. While drawings in the plans appear specific, the forms are conceptual sketches that highlight the location and purpose of improvements. The final design of each site and facility project will take place as projects are funded and detailed programming and design occurs.

CHINO - RECOMMENDATIONS 4.15

SUMMARY OF RECOMMENDATIONS

The recommendation for new construction projects are included on the following pages. These projects address the following facilities planning principles: y

Maximize functional space

Improve efficiency/utilization of facilities

Right â&#x20AC;&#x201C;size the campus to address program needs

Improve campus identity

Position the District to maximize potential funding (state and local)

Simplify Implementation

The Chino Campus includes five buildings: three of which are at the College Park location and two buildings are at the downtown Chino location. In this section, the master plan recommendation is only for the College Park location, which has a previous master plan that was completed by Johnson Favaro Architects in 2009. The recommendation is to build the next building identified in the 2009 master plan for this campus, which would create a central quad area. With the projected enrollment and WSCH forecast, there is a need for an additional 70,684 GSF, but no additional parking is needed.

4.16 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

This section describes the building and the site projects identified in the FMP and consist of the following elements:

FACILITIES RECOMMENDATIONS / 2025 Facilities Master Plan / Beyond 2025 / New Facilities

SITE IMPROVEMENT RECOMMENDATIONS / / / /

Landscape Concept Plan Landscape Plan Landscape Characters Circulation

2025 FACILITIES MASTER PLAN EXISTING FACILITIES

COMMUNITY CENTER (CHCM)

UE MAIN INSTRUCTIONAL BLDG (CHMB)

LL E

RK A P

PROPOSED NEW FACILITIES

HEALTH SCIENCE CENTER (CHCC) INSTRUCTIONAL BLDG (CHIB)

P LY

EU E

E AV CH

Y FE F A

E AV

N 0 FEET

350

700

F a c ilitie s R e c o m m e n d a tio n s

B e y o n d 2 0 2 5

4.18 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

Beyond 2025 the recommendation is to complete the previous 2009 master plan for this campus, and extend the central quad area, creating an outdoor gathering space for the students. The Collegeâ&#x20AC;&#x2122;s Educational Master Plan will determine the needs for future buildings.

RECOMMENDED CAMPUS PLAN BEYOND 2025 EXISTING FACILITIES

PROPOSED NEW FACILITIES

MAIN INSTRUCTIONAL BLDG (CHMB)

LL E

RK PA

UE N E

HEALTH SCIENCE CENTER (CHCC) INSTRUCTIONAL BLDG (CHIB)

P LY

EU E

E AV CH

Y FE F A

E AV

N 0 FEET

350

700

MAIN INSTRUCTIONAL BLDG (CHMB) INSTRUCTIONAL HEALTH SCIENCE

BLDG

CENTER (CHCC)

F a c ilitie s R e c o m m e n d a tio n s

N e w

F a c ilitie s

In s tr u c tio n a l B u ild in g With agrarian style planning, the natural growth of the campus suggests that the central quad extends southward to build out the College land. The proposed new building will have a hybrid of interdisciplinary spaces similar to what currently exists in the two instructional buildings. The central quad will be the central gathering space for student activities and have tree-lined promenades as primary pedestrian pathways. As the campus grows and building additional buildings, Chino campus will have a Health Science focus. Some of the functions that will be in the new instructional building will be a combination of instructional, simulation labs, offices, student support services, food services, meeting, and health services.

4.20 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

O v e r v ie w

When creating a campus environment, both the architectural language and the landscape language are of equal importance. Campus landscape connects the buildings on a campus and, by design, is the unifying element that creates the campus as a whole. The site improvement recommendations address the key site issues identified in the analysis of existing conditions and planning for sustainability by incorporating more water and energy-efficient landscaping. The following graphics illustrate: y

Landscape Concept Plan

Landscape Plan

Circulation

Landscape Character

CHINO - RECOMMENDATIONS 4.21

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e Co n c e p t P l a n

The new Chino landscape plan creates a rectangular framework of pedestrian walks to organize circulation and ease wayfinding through campus. The main entry creates a welcoming and collegial front. The campus quad occupies the center of campus, with courtyards nested in the two main buildings and planned plazas spread out through campus for outdoor eating, studying and social events. The Concept Plan shows the campus at its potential full buildout, beyond the 2025 plan.

4.22 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

COLLEGE PARK AVENUE

Main Entry Campus Quad

E NU

E AV

Promenade

S TU

Plaza

P LY CA EU

Courtyard

Parking Pedestrian Entry Vehicular Entry

Landscape Concept Plan Chaffey College Master Plan Chino, CA Prepared for: Chaffey College October 2014

CHINO - RECOMMENDATIONS 4.23

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e P la n

Chaffey College’s Chino campus landscape plan creates an organized and context-appropriate framework for the college’s future development. The Chino campus plan draws inspiration from the campus’s rectilinear agricultural context and the original 2009 campus master plan’s sweeping walks with a language that incorporates fields and curves. The plan draws upon Chaffey College’s overall landscape vision for a contextually-relevant, resource-efficient campus identity.

4.24 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

RK PA

LL E

4 5

L E G E N D The landscape plan organizes campus into clearly defined spaces to ease wayfinding and strengthen campus identity.

1. Main Entry

Y FE F A CH

2. North-south promenade 3. Quad 4. Courtyard 5. Parking lot 6. Future Plaza

CHINO - RECOMMENDATIONS 4.25

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

L a n d s c a p e Ch a r a c t e r

4.26 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

A framework of promenades planted with shade trees organizes the campus and eases wayfinding.

A mix of large canopied deciduous and evergreen shade trees in turf areas will provide an important variety of shady and sunny places.

Specific design recommendations include:

Rely on resilient native and Mediterranean plant species to minimize water used in irrigation and provide important habitat for beneficial insects and birds.

Select plants for their mature size to allow shrubs to maintain their natural size and character. Locate plants far enough away from walks and buildings to prevent the need to be hedged or sheered.

Provide a variety of gathering space sizes to encourage outdoor meetings, studying and socializing.

Plant large trees at campus entries to establish a strong campus identity and aid in wayfinding from the street and parking lots.

Plant large canopied trees along both sides of the promenades, to provide shade, habitat and aid in wayfinding and campus identity.

Use alternative groundcovers such as gravel or mulch to reduce water use while conserving soil moisture and permeability.

Plant large canopy trees in parking lots to reduce the heat island effect and help take up and treat stormwater runoff.

Encourage integrated pest management and organic plant management to minimize the use of chemical pesticides, herbicides and fertilizers.

Plant large canopied evergreen trees to provide yearround shade in this sunny semi-arid climate.

Turf grass should be limited to the quads where students, faculty and staff congregate for informal recreation, studying and large events.

Use nature as a guide in Low Impact Development (LID) strategies to reveal the flow and treatment of stormwater and provide educational opportunities.

1 Courtyard shade trees 2 Native flowering shrubs 3 Gravel groundcover 4 Shady and sunny Quad 5 Massed groundcover planting 6 Low Impact Development (LID)

1 2

4 5

CHINO - RECOMMENDATIONS 4.27

S ite Im p r o v e m e n t R e c o m m e n d a tio n s

Ci r c u l a t i o n

4.28 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025

V e h i c u l a r Ci r c u l a t i o n The unique location of the Chino Campus in the College Park provides a park like atmosphere for the campus, however, the Chino Campus is not easily identifiable from the streets. The vehicular circulation recommendation includes a gateway structure at Edison Avenue and Oaks Avenue to identify the main entrance to the Campus.

P e d e s t r i a n Ci r c u l a t i o n The organization of this campus is a grid like pattern with a large central quad area. The primary pedestrian circulation is tree-lined pathways that link the buildings into a network of shaded walkways.

Vehicular circulation improvements are recommended to promote safe and efficient circulation and clear wayfinding. The improvements focus on the following:

PARKING: CURRENT AND PROJECTED

P a r k in g No additional parking is needed.

Headcount

Parking spaces

Provides a clear campus entrance from Edison Avenue

Baseline (2013)

3,500

1,070

Quick and direct access to parking lots

Master Plan (2025)

5,500

1,100 (@1:5)

RECOMMENDED CIRCULATION

COMMUNITY CENTER (CHCM)

E NU

EXISTING FACILITIES PROPOSED NEW FACILITIES

MAIN INSTRUCTIONAL BLDG (CHMB)

DROP-OFF PRIMARY VEHICULAR ROUTE

RK PA

SECONDARY VEHICULAR ROUTE

LL E

EMERGENCY ROUTE

PRIMARY PEDESTRIAN ROUTE SECONDARY PEDESTRIAN ROUTE GATHERING SPACES CAMPUS ENTRY

OP DR

CROSSWALKS

F -O

BUS STOPS

F BYCICLE

P LY

EU E

E AV

MAIN INSTRUCTIONAL BLDG (CHMB) HEALTH SCIENCE CENTER (CHCC)

EY FF

E AV

A CH

N 0 FEET

CHINO - RECOMMENDATIONS 4.29 200

400

4.30 CHAFFEY COMMUNITY COLLEGE DISTRICT VISION 2025