Phillips Academy Campus Master Plan by Phillips Academy

Phillips Academy

Campus Master Plan 2016

BEYER BLINDER BELLE REED HILDERBRAND VANASSE HANGEN BRUSTLIN BURO HAPPOLD ENGINEERING

Phillips Academy

Campus Master Plan 2016

BEYER BLINDER BELLE REED HILDERBRAND VANASSE HANGEN BRUSTLIN BURO HAPPOLD ENGINEERING

“Above all, it is expected, that the Master’s attention to the disposition of the Minds and Morals of the youth under his charge, will exceed every other care.” The charter of Phillips Academy instructs us, as teachers and as trustees, to focus our efforts on the learning environment for youth, of requisite ability, from every quarter. We carry out this charge, and lend our unwavering focus to our students’ needs, on an exquisite campus in Andover, Massachusetts. One would have to struggle to imagine an Andover experience for students that is not set in gracious surroundings, with inspiring open spaces, room to run on athletics fields, studios to dance and play in, and dorms in which students stay up too late, talking amongst themselves – all the while, growing up and learning, about themselves, about one another, and about the world around them. The Andover experience simply wouldn’t be the same without Sam Phil, the Abbot Circle, the Addison and the Oliver Wendell Holmes Library, Cochran Chapel, Paresky Commons, the Bell Tower, and the Sanctuary. It is a great privilege to live, work, and play on this particular slice of the New England landscape. Our physical environment is part and parcel of the way we teach and learn at Andover. The beautiful campus of today has not come about by accident; to the contrary, it has come about through deliberation and great care over time. As we embarked upon the 2016 Campus Master Plan, we did so with the solemn knowledge that many have thought deeply about what this built environment should look like, over the course of hundreds of years – quite literally, over the course of the history of America as a nation. With this new Campus Master Plan, developed in consultation with everyone in our community willing to share their views, we are keenly aware that we build upon the work of giants in the field of planning, design, and architecture: Frederick Law Olmsted, Phillips Academy Class of 1838; Charles Platt in the early 20th century; and Benjamin Thompson and Lo-Yi Chan in the second half of the 20th century. We present here a vision for the Andover campus at the outset of the 21st century. At Phillips Academy, we are stewards of the well-being and growth of 1,100 extraordinary young people each year. We are also stewards of hundreds of acres, hundreds of buildings, and a natural landscape that has been cared for with devotion for centuries. We are invigorated by the prospect of shaping and caring for both – students and the campus we call home – with equal devotion in the decades to come.

John G. Palfrey, Jr. Head of School

Peter L.S. Currie President, Board of Trustees

Contents CAMPUS MASTER PLAN STEERING COMMITTEE

Stephen Carter

Chief Operating and Financial Officer

Patrick Farrell*

Dean of Faculty and Mathematics Instructor

Susan Faxon

Associate Director and Curator, Addison Gallery Member of the Campus Design Review Committee

Joel Jacob

Mathematics Instructor

Nancy Jeton

Special Assistant to the Head of School Steering Committee co-chair

Christopher Joel

Director of Business Services

Thomas Lockerby

Secretary of the Academy

Larry Muench

Director of Facilities Steering Committee co-chair

Paul Murphy

Mathematics Instructor Member of the Campus Design Review Committee

Caroline Odden

Physics Instructor

John Palfrey*

Head of School

Ryan Wheeler

Director, Robert S. Peabody Museum of Archaeology

*ex officio member

TRUSTEE LIAISONS

Robert Campbell ’66 Peter Currie ’74 Louis Elson ‘80 Tamara Rogers ’70

CONSULTANT TEAM

Beyer Blinder Belle Architects & Planners LLP Reed Hilderbrand LLC Vanasse Hangen Brustlin, Inc. Buro Happold Consulting Engineering P.C.

Introduction From Strategic Plan to Campus Master Plan What is a Campus Master Plan? Planning Process Guiding Principles Campus Evolution

A Path to the Future

The Campus and Sustainability Sustainability at Phillips Academy The Campus Master Plan Sustainability Framework

The Campus Master Plan The Five Strategies Moving Forward

PHILLIPS ACADEMY CAMPUS MASTER PLAN

1 Introduction Grounded in sustainable principles, the Campus Master Plan is a framework for decision making about the physical development of the campus over time, preserving its history while planning for the future. PHILLIPS ACADEMY CAMPUS MASTER PLAN

FROM STRATEGIC PLAN TO CAMPUS MASTER PLAN

EMPATHY & BALANCE

EQUITY & INCLUSION

THE PHILLIPS ACADEMY 2014 STRATEGIC PLAN: CONNECTING OUR STRENGTHS

Throughout its nearly 240-year history, the planning and design of the Phillips Academy campus have been guided by the strategic mission and goals of the institution, creating an inspirational setting for learning and personal growth. These values have underpinned a legacy of campus master plans, from the humanistic philosophy of the Olmsted period, to the graceful vision of Charles Platt for the â&#x20AC;&#x153;Ideal Andover,â&#x20AC;? to the sensitively integrated contemporary adaptations of Benjamin Thompson and Lo-Yi Chan in recent decades .

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CREATIVITY & INNOVATION

INSTITUTIONAL DIRECTIVES

While it can appear timeless and permanent, the campus we see today is a result of continual reinvention and refinement, each generation carefully consolidating and building upon the legacy that has come before. Honoring this extraordinary history while at the same time looking to the future, the Phillips Academy Campus Master Plan (CMP) described in these pages continues a process of stewardship, instilling the ongoing renewal of the physical fabric of the campus with the evolving philosophy and mission of the academy.

The plan is the product of a robust one-year process and a rich conversation that unfolded over that time among faculty, staff, students, trustees, and alumni about the future of the campus. In this sense, it is the result of a collaboration of the entire campus community and a synthesis of the voices, ideas, and creativity of the Andover family, based on a shared love of a campus that serves not only as a workplace and classroom, but also as a home.

WHAT IS A CAMPUS MASTER PLAN?

PRESERVE HISTORY

PLAN FOR THE FUTURE

BE SUSTAINABLE

The Campus Master Plan serves as a roadmap for decision making and the prioritization and implementation of projects over time. Drawing upon the priorities of the Strategic Plan and the larger theme of Connecting Our Strengths, the plan highlights opportunities for individual projects and also for continual improvement, ensuring the campus will support the academy’s mission over both the short and long-terms. The plan provides a series of specific recommendations to meet current identified needs, as well as

an overarching vision and set of principles to guide decisions about campus planning and development to meet future needs. It is designed as a framework that can be adapted as requirements for space and modes of learning change over time. This report delineates the Campus Master Plan framework through a set of thoughtfully crafted goals and strategies. Emerging from an intensive and collaborative “listening and learning” phase that provided an understanding of Phillips Academy’s heritage and culture, as well as its challenges and opportunities,

the plan is organized around the primary themes— sustainability, connections, architectural fabric, student-centered activity, and diversity of residential experiences. Grounded in five Guiding Principles, the plan's incremental and comprehensive strategies have coalesced into a vision for the campus that seeks to preserve history, plan for the future, and be sustainable.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

PLANNING PROCESS

The Campus Master Plan (CMP) is founded in an appreciation and understanding of Phillips Academy’s history and culture. Recognizing that the physical form of the campus grew over time out of many places that have now become one, the master plan seeks to strengthen the overall cohesion of the campus and allow for changing institutional needs over time. Beginning in January 2015, the master planning process consisted of three key phases: Outreach; Constraints and Opportunities Analysis; and Plan Development. Kicking off with Outreach, an extensive “listening and learning tour” included a series of

workshops, charrettes, and interviews with stakeholders across the campus community to understand aspirations, needs, and opportunities. The team developed departmental space need projections and conducted a physical assessment of 22 academic and administrative buildings and the campus as a whole. With this deepened understanding and analysis as a foundation, the CMP Steering Committee and consultant team developed five Guiding Principles to guide the master plan framework. Based upon the evaluations of the Constraints and Opportunities phase, the team began the Plan

Development phase, which crystallized some of the initial thinking and brought to light new and coordinated concepts across the campus, including incorporation of the Athletic Facilities Master Plan. A third round of outreach to faculty, staff, students, and trustees, in October and November, including an open house where the campus community could directly discuss plan concepts with the consultant team and Steering Committee members, informed the refinement of concepts and strategies into a final framework plan.

OUTREACH OF THE CAMPUS MASTER PLAN PROCESS

INFORMATION GATHERING

PHILLIPS ACADEMY CAMPUS MASTER PLAN

WORKSHOPS

CHARRETTES

“Preserve the historic context of the campus...

“Improve safety and encourage a culture of walking... ... while addressing the need for parking on campus”

... while introducing new elements that meet the needs of the future”

“The diversity of our housing is a strength...

“Improve wayfinding and orientation... ... but be careful not to clutter the campus with too much signage”

... but some housing is inefficient and hard to maintain” LISTENING TO THE CAMPUS COMMUNITY The year-long planning process included interviews, charrettes, workshops, and open houses to gather input and obtain feedback from the entire campus community. These outreach efforts included:

• Charrettes with students, faculty and staff • Town Hall meetings with faculty • Meetings with additional stakeholders from the administration and faculty

• Meetings with distinct planning subcommittees including: • Sustainability Subcommittee • Residential Planning Group Subcommittee • Land Policy Group • A campus community-wide Open House

Formal interviews, surveys, map sketches and annotations, and other tools were used to collect and record the conversations and input. While there are varied and diverse perspectives across the campus community, the CMP Team found that certain themes recurred or resonated broadly across the community. These common themes often had counterpoints to balance the diverse needs, as shown here in the graphic above.

“The planning process benefited from Andover’s inclusive culture. Faculty and students were energetic participants in charrettes, focus group discussions, and open houses.” Caroline Odden Physics Instructor

PHILLIPS ACADEMY CAMPUS MASTER PLAN

GUIDING PRINCIPLES

Working together during the Constraints and Opportunities phase, the CMP Steering Committee and consultant team created a series of five Guiding Principles that steer the Campus Master Plan. Highlighting the key foundational values that enable the physical campus to support the academy’s mission, these principles established the evaluation criteria for the subsequent plan-making process. The concepts and strategies of the Campus Master Plan are all driven by these principles, and as a coordinated framework, turn the principles into concrete actionable projects. The Guiding Principles will continue to serve as evaluation criteria to inform implementation of the plan’s recommendations over time.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

A Unique Campus

Environment & Sustainability

Enhance Phillips Academy’s unique sense of place, guiding the evolution of its built and natural environments to support contemporary priorities while affirming the historic character of the campus.

Develop the campus footprint using sustainability as a core value for creating an environmentally responsible learning community.

Interaction & Inclusion

A Diverse Community

Connections & Well-being

Maximize the potential for campus spaces to enable openness to new pedagogies and programs that foster interaction, inclusion and interdisciplinary collaboration.

Strengthen a system of diverse residential neighborhoods that individually and collectively support a sense of community.

Encourage walking, accessibility and improved connections to the outdoors that support learning and personal well-being.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CAMPUS EVOLUTION

The extraordinary physical beauty of the Phillips Academy campus derives from the careful thought and attention given to it throughout its history. Adaptable and ever-changing, Phillips Academy grew from many campuses into one. The legacy of this evolution is a diversity of buildings, places, and landscapes anchored by the image of the “Ideal Andover” of the Charles Platt era. While the architecture and landscape of the Ideal Andover period form an indelible image of Phillips Academy, many fragments of other historical phases of development are still present yet are less prominent or coherently integrated within the campus experience. Without losing the power of its iconic image, the Campus Master Plan highlights the diversity of places, spaces, and experiences of the campus and seeks to weave these together into a stronger whole. The master plan celebrates the diversity of the campus while also enhancing landscapes and connections to unify the campus, from north to south and from east to west.

CAMPUS EVOLUTION: FROM MANY TO ONE

ABBOT ACADEMY (1829) ANDOVER THEOLOGICAL SEMINARY (1808) TEACHERS SEMINARY (1827)

1908

1973

PHILLIPS ACADEMY (1778) 775

1800

1825

PHILLIPS ACADEMY CAMPUS MASTER PLAN

1850

1875

1900

1925

1950

1975

2000

2025

1836

1932

2015

Abbot Campus

Samuel Phillips Hall

Elson Art Center

PHILLIPS ACADEMY CAMPUS MASTER PLAN

A LEGACY OF CAMPUS MASTER PLANS

5 2

3 1 Hammond and Gay, 1878

As the Phillips Academy campus grew over many decades, it gradually consolidated the adjacent grounds of other institutions into one campus, serving the academy’s needs as it grew to its current size and enrollment. Throughout this evolution, significant transformations of the campus were designed by notable and pioneering architects, landscape architects and campus planners of their era, who were in the process of defining the pastoral academic campus as a uniquely American innovation. This legacy of campus design reflects an educational philosophy that viewed the physical environment as a critical component in the academic and life experience of the student. At Andover, the foundations of this approach were tested and refined, and today still form the core of the student experience. The original Abbot Campus incorporated the Maple Walk to establish a connection to nature, a concept that was later expanded with the

PHILLIPS ACADEMY CAMPUS MASTER PLAN

Elm Arch east of Main Street on the Phillips Academy campus for walks that do not lead to a destination, but serve as a way to experience nature, to pause and reflect between classes, and to contemplate one’s studies. In the late 1800s, Frederick Law Olmsted developed plans for a significant expansion of the campus west of Main Street, integrating academic and residential spaces with gently curving walks that responded to the natural topography of the campus landscape. Over many decades, the Olmsted firm would refine and expand the campus landscape as it grew across Main Street. In the 1930s, the architect Charles Platt was commissioned to implement his vision for the “Ideal Andover,” which would come to define the identity of the Academy. The plan consolidated land on both sides of Main Street into a refined and coherent ensemble of Georgian architecture connected to nature by means of view corridors linking individual spaces to each

other and to the regional landscape in the far distance, resulting in a campus that feels at once grand and intimate. In the second half of the twentieth century, campus planners adopted a nuanced approach to thoughtfully integrate modern needs into the historic campus design. The Architects Collaborative added extensively to the campus, with sensitively designed modern structures such as the Pine Knoll dorms and Elson Arts Center that coexist with and strengthen the historic campus architecture. In the 1990’s, Prentice & Chan, Ohlhausen developed a holistic plan for the campus with an approach of integration and reconnection of the campus core to the periphery, strengthening a sense of community through careful attention to pathways, landscape, and the location of buildings and open spaces.

2 Frederick Law Olmsted, 1891. Frederick Law Olmstead NHS.

3 "The Ideal Andover", Charles Platt, 1930s

4 "The Andover Program", The Architects' Collaborative , 1957

5 Prentice & Chan, Ohlhausen, 1996 PHILLIPS ACADEMY CAMPUS MASTER PLAN

PHILLIPS ACADEMY CAMPUS MASTER PLAN

2 A Path to the Future “As we contemplate Phillips Academy’s presence on the hill, we have a rare opportunity to unify the many diverse elements that have gone into creating its physical manifestation. The Campus Master Plan integrates the Old Campus, the West Campus, the Abbot Campus, and the Seminary Campus into a unified whole that preserves the best of each historic space while achieving the goal of providing the best possible setting for a student’s educational experience in the 21st century.” Stephen Carter Chief Operating and Financial Officer

PHILLIPS ACADEMY CAMPUS MASTER PLAN

INTRODUCTION TO THE CAMPUS MASTER PLAN: A PATH TO THE FUTURE

The Phillips Academy Campus Master Plan forms a vision for the campus of the future that is informed by an understanding of history, based on the five Guiding Principles, and inspired by the Strategic Plan, with its core concepts of Equity & Inclusion, Creativity & Innovation, and Empathy & Balance, and the larger theme of Connecting our Strengths. The plan reflects the complementary values of the academy community: diversity within a larger sense of community, the individuality of each student within a shared sense of mission, an appreciation of history with openness to new opportunities, and the overcoming of barriers to form new connections among people, places and ideas. The framework of the Campus Master Plan is a comprehensive set of strategies across the campus that touch on all aspects of campus life â&#x20AC;&#x201C; from land holdings and facilities to programming; from student services and social spaces to housing; and from ecology and landscape to connections and access. The strategies have direct implications for physical interventions and form the core vision for ensuring that the campus supports the Phillips Academy mission for the long term.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

Conceptual birdâ&#x20AC;&#x2122;s-eye view of the future campus as proposed in the Campus Master Plan PHILLIPS ACADEMY CAMPUS MASTER PLAN

INTEGRATING AND CONNECTING THE WHOLE CAMPUS

The Phillips Academy campus today can be appreciated for its beauty while at the same time acknowledging that its spaces are inconsistently utilized. The core of campus, defined by the Georgian architecture of the Ideal Andover period, is at maximal capacity: buildings are intensively utilized, even if some no longer serve contemporary needs as well as they could, and outdoor spaces are vibrant and animated. Within the core campus, major new construction is not recommended, in order to maintain the strong harmony of architecture and open space that defines the campus design. However, a great opportunity exists to reimagine how historic buildings can be adapted to serve the needs of the future. Just beyond the core, within an inner ring that extends west of Main Street, there are underutilized and less activated spaces that are nonetheless part of the historic fabric of the central campus, many dating from the Olmsted period. These areas are a critical asset for the academy, and have significant potential to be re-framed as an extended campus core for academic, administrative, and student life uses. New development is possible here, in a way that can extend the harmony of buildings and landscape outwards from the core. This means going “back to the future,” re-activating open spaces, in particular the Vista, which were once more frequently used but today feel secondary and more aesthetic than functional.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

Moving outwards to the periphery of campus, the academy’s footprint comprises faculty housing in single family residential areas, athletics fields, natural areas, and some land holdings that no longer have strategic value. A result of gradual additions over time to meet the needs of a growing institution, the large footprint of the campus has become unsustainable. The Campus Master Plan recommends careful adjustments in these areas to focus resources on assets critical to campus life, while sustainably managing and reducing the campus footprint where needed. Consolidation, integration, and synthesis of the diverse assets of the campus are central to the approach of the Campus Master Plan. The plan sews different areas of campus together through a core planning ethos of connection, linking places, programs, and people throughout the whole campus, and activating underutilized areas. An improved network of pathways will link programs and connect across what are now gaps or barriers, including transforming Main Street from a barrier into a connector. By focusing on all parts of the campus, the diversity of its architectural heritage and natural landscape will become a more visible part of campus life, while also integrating new architecture that reflects the academy’s vision for the future.

EXISTING CAMPUS LAND USE ACADEMIC AND ATHLETICS ADMINISTRATIVE AND SHARED SUPPORT STUDENT RESIDENTIAL FACULTY RESIDENTIAL SPORTS FIELDS PHILLIPS ACADEMY BIRD SANCTUARY N

400'

PHILLIPS ACADEMY CAMPUS MASTER PLAN

THE FIVE STRATEGIES

The many individual recommendations of the plan are organized within five overarching strategies. The Strategies form the pillars of a vision for the campus of the future. STRATEGY 1 A Sustainable and Accessible Campus Footprint Having evolved over its long history through the integration of different institutions and designs, the campus is expansive and has many buildings of wideranging age and condition. The plan seeks to adjust and sustainably manage the campus footprint through careful assessment and best use of land holdings, landscapes, and building stock. STRATEGY 2 Connections that Integrate Places and Programs The idea of connection is a core ethos of the plan and a reflection of academy culture. Strengthening connections between diverse parts of the campus will create a more coherent and unified whole, knitting the campus together and enlivening underutilized areas, particularly on the west side of Main Street. The plan connects the campus through pathways and landscape, as well as the transformation of Main Street from a barrier to a connector. The focus on pathways puts Empathy & Balance into practice through the value of walking and a connection to nature, which has a long history as an intentional part of the campus design, in support of academic and personal contemplation as well as mental and physical well-being.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

The Cultural Corridor The proposed Cultural Corridor makes another kind of connection – bringing the academy’s many existing and planned cultural and arts assets and programs together into a cultural precinct serving the campus community and welcoming visitors by improving visibility, access, and wayfinding. STRATEGY 3 Reinvigorating the Architectural Fabric of the Campus The academic and administrative life of the campus occurs within a set of buildings that form the architectural fabric of the campus, stretching from the Great Quad to Abbot Circle. These intensively utilized spaces are nearly at their capacity to support programmatic needs; however some historic buildings are less well suited to contemporary campus needs. Another core ethos of the plan is to wisely use existing resources before deploying new ones. Based on a detailed assessment of building conditions and program needs, the plan minimizes new construction and recommends the renewal and repurposing of existing buildings to better suit the needs of academic, administrative, and student life activity. The integration of new programs will foster Creativity & Innovation while expanding the academy’s reach beyond campus.

STRATEGY 4 A Diversity of Places for Interaction and Student Centered Activity Student life is infused throughout the experience of campus, as part of an integrated living and learning environment. Instead of a single “student center,” the plan expands the existing concept of a network of connected student nodes - “student-centered” spaces distributed across the many areas of campus and offering a diverse range of social, academic, and extra-curricular activity. STRATEGY 5 A Diversity of Residential Experiences Throughout Campus A cherished core strength of Phillips Academy is the way the residential system promotes Equity & Inclusion, with a diversity of housing models catering to the individual needs of each student, while maintaining through the cluster system a connection to the larger sense of campus community. At the same time, the wide range of size, age, and condition of student housing results in added costs and inefficiencies. The plan proposes a restructuring of student residential clusters to phase out some existing buildings and build new residence halls utilizing a “pod” model to maintain an intimate small dormitory experience. A renewed Abbot Cluster gives it a greater sense of place, common open spaces, and better proximity to the core campus. Faculty housing also faces a range of challenges in the future due to the diversity of housing stock and condition. The plan proposes a Cycle of Renewal for Faculty Housing, allowing some buildings to be taken out of the inventory over time as new infill units are created that are better suited to the needs of faculty and their families.

Notable Projects

• A new Music and Dance building anchoring the Cultural Corridor and enlivening the western campus and the Vista.

• A reimagined hub of student academic life at Oliver Wendell Holmes Library and Pearson Hall.

• A new student life hub at George Washington Hall – the “beehive”

• The transformation of Graves Hall into a multi-use administrative center

• Space reassignment and upgrades at Morse Hall to support an expanded mathematics program

MAJOR CONCEPTS OF THE CAMPUS MASTER PLAN PEDESTRIAN NETWORK PEDESTRIAN NODE MAJOR ROADWAY CONNECTIONS CULTURAL CORRIDOR ACADEMIC OR ADMINISTRATIVE ADAPTIVE REUSE PROPOSED STUDENT HOUSING CLUSTERS PROPOSED FACULTY HOUSING NEIGHBORHOOD NETWORK OF STUDENT ACTIVITY HUBS N

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PHILLIPS ACADEMY CAMPUS MASTER PLAN

3 The Campus and Sustainability “Each component of the Campus Master Plan reflects the academy’s commitment to sustainability — the plan’s connective tissue.” Christopher Joel Director of Business Services

PHILLIPS ACADEMY CAMPUS MASTER PLAN

SUSTAINABILITY AND THE CAMPUS MASTER PLAN SUSTAINABILITY AT PHILLIPS ACADEMY As one of the Guiding Principles, sustainability is key to a vision for the future of the campus. For more than ten years, Phillips Academy has had a dedicated core of students, staff, and faculty working hard to ensure that decisions made are good for both the institution and the planet. Building on these accomplishments, there is still much work to do. As early as 2005, the academy community was engaged with issues of sustainability through the Eco-Action Club and participation in the Green Cup Challenge. In 2008, these and other efforts were formalized as the academy undertook an environmental audit, adopted an environmental policy statement, and established a Sustainability Steering Committee. Since then, the academy has instituted new measures for transparency (including GungaData and the first waste and energy audits), improved communication and outreach efforts (through the Greener Blue website and Community Garden), and completed the new Sykes Wellness Center to a LEED Gold certification. Planning for the future, the Campus Master Plan seeks to build upon these successes and pursue new opportunities to minimize the campusâ&#x20AC;&#x2122;s carbon footprint and enhance its positive contributions to the local and global environments. While Phillips Academy has already adopted many best practices for sustainable design and operations, this plan aims to establish a more ambitious set of guidelines and measurable goals that will ensure future projects are not only inclusive of best practices, but are in fact best-in-class examples of sustainability in landscape design, adaptive reuse, and new construction.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

ECONOMIC Campus Footprint Resource Allocation Operations

ENVIRONMENTAL Energy Efficiency Storm Water Emissions Waste Infrastructure

SOCIAL Pedagogy Historic Preservation Inclusion

Sykes Wellness Center and garden, recently completed to LEED Gold

CODE

BUSINESS AS USUAL

BAU

WHAT PATH IS PA ON?

BEST IN CLASS

1ST

THE CAMPUS MASTER PLAN SUSTAINABILITY FRAMEWORK The Sustainability Framework is an interlaced set of strategies and recommendations that can guide decision-making about the design of and investment in the physical campus, and inform policies about management and operations, as well as programmatic and cultural practices across the social and academic spheres. Based on an evaluation of “current state” and the ideal “future state" for Phillips Andover, these strategies support the sustainability tenets and are organized according to themes and categories, as described on the following pages

Tenets: To support and enhance the Sustainability Framework, a series of cross-cutting Tenets have been identified during the planning process. These statements, listed at right, are intended to set the stage for change that goes beyond the physical aspects of campus, by linking the principles of the Campus Master Plan to the many aspects of day-to-day life on campus. These tenets should be used as a lens for future planning and implementation efforts, so that new landscapes, buildings, and other campus improvements can serve a dual function and enliven sustainability conversations in the classroom and beyond.

Designed as a long-term tool for the academy, the Sustainability Framework seeks to:

Strategies: Various physical and non-physical sustainability recommendations were generated and prioritized through interaction with stakeholder groups to understand the Current State (what is there now, and what would be “business as usual” outcomes if existing processes and policies remain) and an aspirational sustainable Future State (an idealized mid-long term end-state to which the masterplan should be targeting).

• • • •

Capture overall sustainability goals Organize thematic objectives towards those goals Provide strategies that can be prioritized Enable ranking for near-, mid- and long-term implementation by relative potential impact and/ or feasibility.

The Sustainability Framework is organized by the following elements:

Themes: These five themes organize the strategies according to the prominent physical aspects of sustainability for the Campus Master Plan. Value Statements: Each theme has a value statement that captures why it is important to a sustainable Phillips Academy campus.

SUSTAINABILITY TENETS

1 Develop processes to engage members of the community around campus projects 2 Communicate wins and current efforts, internally and externally 3 Connect campus to climate change – and bridge the gap between individual action and global problems 4 Engage future leaders in ways that are fun, cool, and utilize new technologies and tools 5 Seek opportunities to align future infrastructure to the long-term mission of the academy

Categories: Complementing the themes, categories help organize the strategies according to a rough scale of intervention, from single building to campus-wide policy.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

THE SUSTAINABILITY FRAMEWORK

The Sustainability Framework provides an overarching comprehensive set of strategies that can be implemented over time and guide the maintenance of existing buildings, renovation and new construction, campus infrastructure, and campus-wide policies. Although this framework is designed to focus on the physical impacts of the campus, it also recognizes that many sustainability challenges and opportunities exist in the realm of operations, engagement, and pedagogy. As a result, we consider the framework to have three key functions:

SETTING THE STAGE FOR CHANGE

SUSTAINABILITY TENETS THEMES

ENERGY

WATER

CATEGORIES

BUILDINGS AND SITES

INFRASTRUCTURE PLANNING

CAMPUS AND POLICY

EXISTING BUILDING

ADAPTIVE REUSE

NEW BUILDING

INFRASTRUCTURE

CAMPUS AND POLICY

Minor improvements to existing buildings. Sustainability guidelines will provide recommendations for retrofits and fixture replacements that will minimize resource consumption while enhancing occupant comfort.

An existing structure/ building to remain with major renovations or programmatic and systems repositioning or repurposing. Implementation would include best practices across all aspects of design, including facades, lighting, cooling, heating, and ventilation systems, and managing plug loads and appliances. Example: Major reprogramming and renovations to the Oliver Wendell Holmes Library

A new building project for either new program or relocated program elements with the same implementation best practices as Adaptive Reuse. Example: a new facility for Music and Dance

The energy, water, transportation physical elements servicing the buildings. This term refers to either campus owned “pipes, wires and roads” as well as systems servicing campus from town or beyond. “Infrastructure Planning Filters” being developed will support decision-making and consider capital costs and lifecycle costs along with environmental performance, representing these and other factors in a framework that reflects campus priorities and values. Example: Steam distribution network

The non-physical strategy elements, including guidelines, policies, incentive programs or future planning efforts for more detailed investigation, exploration and analysis resulting in detailed action plans. Example: Embarking on a Climate Action Plan

PHILLIPS ACADEMY CAMPUS MASTER PLAN

BUILDINGS AND SITES Buildings and sites recommendations can be applied to any or all buildings on campus within a certain use group or project typology. These recommendations are broken down into subcategories for minor renovations to existing buildings, adaptive reuse projects, and new construction. These recommendations can be implemented as a full sustainability program, or as individual efforts, depending

on the scales and specifics of a given renovation or construction project. Each strategy included in this matrix is intended to be compatible with the majority of projects undertaken within its category as part of the Campus Master Plan and should be given consideration at the outset of an integrated design process. Because challenges and opportunities related to

campus energy consumption can be particularly complex, a separate more detailed set of recommendations has been developed to provide an additional level of detail on particular systems and technologies that might be considered during the early stages of scoping for a renovation, adaptive reuse or new construction project.

ENERGY

WATER

MATERIALS & WASTE

LANDSCAPE

MOBILITY

Implement low-no cost ECMs, EEMs, and space IEQ improvement strategies. Investigate longer-term payback strategies during future repositioning efforts

Fixture replacements

Embrace re-use

Metering

Eliminate hazardous materials

Embrace campus-wide planning including phased-in natural landscapes.

Include landscape professionals (external and staff ) in early-stage design conversations to ensure integration of landscaping features and biophilic principles into final decision-making.

STRATEGIES

EXISTING BUILDING

Serving of non-potable uses with non-potable water Refill Stations High accessibility to drinking water

Establish ECM and EEMs lists and evaluate paybacks and total costs of ownership for various strategies.

Develop guidelines for high-performance fixtures and infrastructure to be included for all major renovation projects.

Develop guidelines for construction waste sorting and on-site reuse of materials

Develop guidelines for high-performance fixtures and infrastructure to be included for all new construction projects, including non-potable water infrastructure.

Develop guidelines for construction waste sorting and on-site reuse of materials

ADAPTIVE REUSE/ RENOVATION

NEW BUILDING

Utilize a minimum target of 30% below the energy consumption standards of ASHRAE 90.1-2010 for new construction and establish processes for evaluating ECMs, EEMs.

Develop best practices for healthy materials (e.g. LBC or Well standard lists).

PHILLIPS ACADEMY CAMPUS MASTER PLAN

INFRASTRUCTURE PLANNING Strategies and recommendations for infrastructure planning reflect elements of campus infrastructure that affect multiple buildings or even the entire campus. These may include strategies around areas such as stormwater infrastructure, energy generation, and steam distribution.

While the initiatives described in the infrastructure planning matrix are too complex and large-scale to be undertaken alongside a building project, the Campus Master Plan offers new opportunities to think holistically about the systems that serve the campus and the opportunities the academy may have to improve the campus’s performance.

The matrix below represents a summary of beyondbuilding scale infrastructure strategies recommended for the Campus Master Plan. However, to evaluate various scenarios of infrastructure repositioning or investment (anywhere from a ‘stay-the-course’ plan of action or a more radical, capital intensive shift) an infrastructure planning process is proposed as a next step.

ENERGY

WATER

MATERIALS & WASTE

LANDSCAPE

MOBILITY

Decentralization studies, balance of building demand to supply

On-site treatment

Campus-wide composting strategies and site waste reduction plans (organic and non-organic)

Develop a long-term landscape plan for campus, including landscape integration, rainwater capture and reclaimed water use, ecological benefits, and outdoor thermal comfort considerations.

Ensure new parking or paved areas are permeable and do not contribute to increases in stormwater runoff.

STRATEGIES

Partnerships for synergistic benefits with city/utility

INFRASTRUCTURE

Low-carbon supply investments (on and off-site) Shared thermal loops for load-sharing Geothermal investment (open/closed loops)

PHILLIPS ACADEMY CAMPUS MASTER PLAN

Water reuse strategies to be explored at scales Ambient loop solutions to reduce cooling tower water loss

CAMPUS AND POLICY In addition to the recommendations developed for the physical campus, the Sustainability Framework also identifies potential organizational structures and policy measures to improve sustainability outcomes at the academy. These strategies, as well as areas for future study and planning, are included in the matrix shown here.

ENERGY

WATER

MATERIALS & WASTE

LANDSCAPE

MOBILITY

Climate action plan, building-scale efficiencies, on-site renewables, procurement, O&M, incentivization policy based on use in homes, LCCA policy for all capital projects, O&M retrocommissioning/ continuous commissioning, M&V commitment, building benchmarking and disclosure policy including private homes with utilities paid by university

Building guidelines for fixture replacements and new construction/ adaptive reuse; mandate high-efficiency fixtures for all projects. Stormwater management is guided by a comprehensive master plan that prioritizes green infrastructure over gray.

Policies in place for improved procurement and early-stream waste reduction issues (e.g. reducing paper consumption through standard processes, eliminating sales of plastic water bottles).

Manage campus lawns using natural pest management strategies, significantly reducing pesticide exposure of pets/students/staff and faculty families.

Align policies to discourage unnecessary car use on campus (e.g. permit enforcement, incentive structures) and to encourage use of electric vehicles (via prioritized parking).

STRATEGIES

CAMPUS AND POLICY

Vetting the right program for the building and site infrastructure Create HPB Design Review Panel for vetting of capital projects >$1M.

Develop a long-term water plan for campus, including landscape integration, rainwater capture and reclaimed water use.

Undertake a comprehensive review of campus procurement and operational policies, including both PA and third-party contractors.

Develop a long-term water plan for campus, including landscape integration, rainwater capture and reclaimed water use.

Incentivize electric vehicles and walking/ biking commutes through policy and incentive measures.

FUTURE PLANNING EFFORTS CAP (lighter, strategic direction) Integrated Energy Action Plan (Costing as well as CAP)

Campus Water Management Plan

Landscape and Ecology Plan

Access and Mobility Plan

RELEVANT 3RD PARTY FRAMEWORKS Protostar, STARS, internal sustainability framework, comprehensive sustainable framework with goals, targets, actions, KPIs

PHILLIPS ACADEMY CAMPUS MASTER PLAN

4 Campus Master Plan

Subtle renewal and transformative change will guide the next decade of campus evolution. PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 1

A Sustainable and Accessible Campus Footprint

Campus Comparison

PHILLIPS ACADEMY 1,140 STUDENTS

PHILLIPS EXETER ACADEMY 1,060 STUDENTS

The Campus Master Plan is based on a holistic consideration of the social, economic and environmental dimensions of sustainability. Sustainability is not a stand-alone strategy or discipline but is embedded in every aspect of the plan. Within that context, one of the most significant ways that the Campus Master Plan can influence all dimensions of sustainability is by addressing the size and geographic spread of the campus footprint. As the Phillips Academy campus has developed, many properties and structures have been acquired to meet programmatic and strategic needs. In many ways, the institution has benefited from the spirit of adaptation that is inherent in this strategy. It provided a tremendous diversity in the residential and landscape program, and resulted in a campus that is largely open to its surround-

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CHOATE ROSEMARY HALL 865 STUDENTS

ings and is a seamless part of the Andover townscape. However, continual acquisition and adaptation also led to a campus that tends towards sprawl, with a number of structures and parcels that are poorly connected to central campus and an aging building stock that has become increasingly difficult and expensive to maintain. Similarly, understanding the effort required to maintain the manicured areas of campus suggests a long-term landscape strategy aimed at allowing certain areas to be returned to natural states. As shown in the campus comparison of peer institutions, with a comparable number of students, the Phillips Academy campus is significantly more sprawling than its peers. The current footprint of the campus is unsustainable.

AMHERST COLLEGE 1,785 STUDENTS

With over 700 acres of land, most of which are beyond the core campus, polices about land holdings and the building stock should seek to right-size the campus to the appropriate footprint. Challenges that the Campus Master Plan addresses are: the aging building stock (40% of the campusâ&#x20AC;&#x2122;s buildings were built over 100 years ago); a diverse range of student housing types are difficult to manage, include outdated facilities and are located across a geographic spread that feels disconnected and lacking a sense of community cohesion, and are not always suited to faculty in residence; and faculty housing that is not aligned to faculty and family needs, is beyond walking distance to campus, and offer utilities not paid for by the occupants creating little incentive for energy efficiency.

Campus Footprint Statistics (numbers are approximate)

• • • • • • •

Land Area: 706 acres Managed Turf: 295 acres Managed Fields: 31 acres Managed Faculty Homes: 24 acres Total Acres Managed: 350 acres Bird Sanctuary: 110 acres Campus Buildings: 160

CAMPUS FOOTPRINT AND SUSTAINABILITY The Campus Master Plan seeks to right-size the campus footprint by:

• Prioritizing adaptive reuse

and upgrades to make the most of existing facilities before proposing new construction.

• Balancing the need for a diversity of residential experiences with the need to reduce the campus's geographic spread and improve the efficiency and condition of the housing stock.

• Proposing a cycle of renewal

CAMPUS LAND USE

for faculty housing – taking properties off line as they become unoccupied and replacing them with energyefficient high performance buildings within walking distance to campus.

ACADEMIC AND ATHLETICS ADMINISTRATIVE AND SHARED SUPPORT STUDENT RESIDENTIAL FACULTY RESIDENTIAL SPORTS FIELDS PHILLIPS ACADEMY BIRD SANCTUARY N

400'

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 2 Connections that Integrate Places and Programs

SPATIAL CONNECTIONS Phillips Academy’s campus evolved as a series of discrete institutions that developed, dissolved and integrated into the current academy. The legacy of this transformation still reads strongly in the structure of the campus. Platt’s ‘Ideal Andover’ grounded the institution on the east side of campus and created an important connection to the west through the Vista. The subsequent planting plans developed by the Olmsted firm established the vegetative structure required to realize Platt’s vision. The campus master plan aims to further promote connections east and west, as well as to neighborhoods beyond through a series of spatial, vegetation, hydrology, and circulation proposals.

1. PROTECT & PRESERVE THE HISTORIC CHARACTER OF THE CAMPUS CORE

2. EXTEND THE CHARACTER OF THE CORE TO UNIFY ADJACENT AREAS

3. STRENGTHEN THE UNIQUE CHARACTER OF EACH SURROUNDING NEIGHBORHOOD

(1) Protect and preserve the historic character of the campus core. The spatial organization and formal character of the core is strongly established as a series of connected spaces. Topography reinforces its prominent position on the hill. (2) Extend and connect the landscape of the core to adjacent areas by re-organizing neighborhoods through similar spatial planning and planting principles. Remove divisive vegetation to reconnect historic academic and residential buildings to central open lawns, provide Main Street with a consistent treatment on both sides, locate new buildings to define open space, and introduce trees and paths that frame open space and focus views. (3) Amplify the unique character of the other surrounding neighborhoods by creating stronger spatial and visual connections between buildings and their adjacent character-defining landscape features – whether it be open lawn areas, woodlands, wetlands, and/or water bodies. (4) Connect the athletics precinct from Siberia all the way to Rafferty Field and create a more cohesive character for this neighborhood.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

HISTORIC CORE ABBOT CAMPUS RESIDENTIAL NEIGHBORHOODS ATHLETICS N

MAIN STREET

VEGETATION & HYDROLOGIC CONNECTIONS Early in the academyâ&#x20AC;&#x2122;s development, planting both shaped and defined significant landscape spaces that buildings were organized around, and established connections to surrounding natural areas. Recent elm plantings restored the historic vegetative structure of the core. A combination of vegetation management and new planting will help visually connect and re-shape three areas flanking the core: Old Campus, West Quad, and East Lawn. Removing coniferous vegetation that blocks views across Main Street and establishing consistent planting treatments on both sides of this street allows planting to play a significant role in connecting East and West Campus. Efforts to manage woodland areas should focus on maintaining historically significant views (such as the west end of the Vista) and thinning woodland edges to create transitional zones between lawns/open fields and densely shaded areas. Such techniques help to strengthen visual and physical connections between neighborhoods and adjacent wooded areas. Strengthening and improving hydrological connections through storm water management techniques along the eastern edges of campus establish a new green recreational corridor that is integrated into an extended pedestrian circulation loop. Consistently planting this series of integrated stream/ wetland areas between the athletics precinct, the Cochran Bird Sanctuary, and Rabbit Pond with a wet-loving palette of canopy and understory trees, shrubs, and perennial plantings expands the wetland areas to offset new development on this side of campus. On the west side of campus, engaging existing woodland areas in the Hiddenfield Road and Will Hall areas spatially connects and strengthens the character of these neighborhoods.

ROWS & ALLEES OF TREES

WOODLAND PATH

SUCCESSIONAL EDGE

EXISTING VEGETATION PROPOSED VEGETATION EXISTING WOODLAND WETLANDS N

WATER BODIES

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 2 Connections that Integrate Places and Programs

“Beyond getting us from one place to another, campus walkways knit together the Andover experience. Enhanced connections and a safer Main Street give us time to breathe and think great thoughts.” Ryan Wheeler Director, Robert S. Peabody Museum of Archaeology

PEDESTRIAN CONNECTIONS By developing primary north-south walkways, improving east-west connectors, and creating a continuous pedestrian loop linking neighborhoods across campus, the existing pedestrian network is clarified and strengthened. High traffic pedestrian routes on east and west campus are transformed into primary walkways by limiting vehicular access, modifying the paving material to provide a unique identity and enhance the character, and creating opportunities to stop, rest, and gather along its length. Improving pedestrian crossings by decreasing the ‘curb to curb’ width of Main Street, and introducing textured pavement or pavers within shortened crosswalks will facilitate east-west circulation. Through the introduction of pedestrian light fixtures and the elimination of street parking where possible, the character of the Salem Street and Chapel Avenue sidewalks are enhanced. Existing pedestrian walkways beyond the campus core are extended and connected to create a continuous pedestrian loop that will link all neighborhoods and increase access to natural resource areas. Similar to the historic Elm Arch on east campus and to Maple Walk at Abbot Campus, the enhanced pedestrian network will provide greater opportunities for both recreation and contemplation, in support of learning and personal well-being.

NODES CAMPUS WALKS SAFE STREETS & CROSSINGS N

PHILLIPS ACADEMY CAMPUS MASTER PLAN

RECREATIONAL LOOP

ELSON COURTYARD

WALK

NODE

EAST & WEST WALKS: NODES & CONNECTIONS The proposed East Campus Walk will extend from Chapel Ave and the Elson Courtyard to the north all the way to Siberia, the southern limit of the athletics precinct. This pedestrian circulation corridor will connect key academic and student life areas on east campus and will provide users with a variety of opportunities to stop, rest, gather and appreciate the campus landscape by developing a series of exterior spaces at important intersections or ‘nodes’, small courtyards, terraces, and shaded seating areas, in addition to those currently at the Elson Courtyard and at Susie’s.

SPACE VISTA PLACE/NODE

EAST WALK

WALK

A proposed new West Campus Walk along a north-south corridor extending from Abbot Campus to West Quad will accommodate and organize increased pedestrian activity on the west side of campus and provide opportunities to gather at Abbot campus, Old Campus, the Vista, and West Quad. The addition of informal groves of trees, pedestrian light fixtures, and benches or other forms of seating will accommodate various uses and will establish the character of this new walkway.

WEST WALK

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 2 Connections that Integrate Places and Programs

FROM BARRIERS TO CONNECTORS

MAIN STREET

Connectivity and pedestrian safety are primary goals of the Campus Master Plan. Integrated with the public street network, the campus has an openness and accessibility that is essential to the academy’s culture but also paves the way for conflicts between cars and pedestrians. Main Street, Salem Street, and Chapel Avenue are all public roadways that provide access to and/or through the campus. With campus activities located on both sides of these roadways, the roadways are important points of access. The Campus Master Plan identifies Main and Salem streets as the roadways most in need of critical improvements for pedestrian safety and Chapel Avenue as a priority for reinforcing a campus gateway and linkage of the Cultural Corridor. The plan envisions redesigns of these key streets in a way that reinforces connectivity along and across them.

As a state road with a wide roadway and fast moving traffic, Main Street is currently a barrier between the east and west sides of campus. Prior improvements to the major crossing point have helped improve safety, but much more can be done to turn Main Street from a barrier into a campus connector. Considered as an asset for connectivity and making the campus easily accessible, Main Street can be re-envisioned as a multi-modal thoroughfare that can stitch together the east and west sides of campus and improve pedestrian safety. This goal is achieved through the combination of several redesign strategies. First is to reduce the amount of roadway dedicated to cars to the minimum required width, also known as a “road diet”. This reduced width has been shown to naturally slow drivers down. Then, the space that is gained will

Existing conditions on Main Street and Salem Street EXISTING MAIN STREET SECONDARY ROADWAYS CROSSING CONFLICTS

PHILLIPS ACADEMY CAMPUS MASTER PLAN

be designed for new bicycle lanes on both sides of the street as well as improved sidewalks. Paired with the roadway redesign is a rethinking of the street crossings. A strategy such as raised crosswalks, which alert the drivers to a crossing zone and also make the crossing more accessible to pedestrians, can be incorporated at several locations. Together, these strategies will improve campus access and safety.

Existing conditions on Main Street

Conceptual view of the proposed improvements to Main Street

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CHAPEL AVENUE

As the primary link between the core campus, the Paresky Commons dining hall, and athletics, Salem Street is a priority location for increasing pedestrian safety. The Campus Master Plan proposes several strategies to improve access across Salem Street by increasing pedestrian visibility and calming vehicle speeds through the use of raised crosswalks, curb extensions that reduce the crossing distance, or “complete street” design that gives all modes equal weight. The Campus Master Plan also vetted options to reconfigure the intersection of Salem Street and Highland Road, such as with a four-way stop; however, further coordination with the town is required.

Chapel Avenue is a primary entrance to the campus as well as the thread that stitches together the Cultural Corridor and provides a critical link between the east and west sides of campus. The Campus Master Plan identifies the need for a redesign of the avenue to provide a recognizable moment of arrival, cohesive streetscape through the use of a harmonious landscape palette, coordinated and sensitive wayfinding signage, as well as lighting and other streetscape furniture. A redesign for Chapel Avenue should consider the street as one continuous experience, from GW Hall to the proposed Music and Dance facility, creating a unified sense of place.

Thom Lockerby Secretary of the Academy

stop

WAYFINDING As the west side of campus develops, wayfinding will be an even more important element of connectivity. Wayfinding serves many different user groups – it can help prospective parents find the admissions office; event goers find the appropriate parking lot and destination; and help new students find their way around thereby reducing the stress of those first few weeks. Wayfinding can take many different forms – it can be signage, a mobile phone app, maps or any other tools that help people navigate the campus by foot, bicycle,

H ig

h la

SALEM STREET

“The Andover campus is large and open — with many paths of entry on foot or by car from every direction. Improving wayfinding will help visitors and newcomers to the community alike feel more welcome.”

Rd .

STRATEGY 2 Connections that Integrate Places and Programs

stop

or car. The design and specifications of wayfinding are particular to every school and should be thoughtfully developed, integrated into the look and feel of the campus landscape, to ensure a system that enhances the Phillips Academy campus. Wayfinding along Chapel Avenue is an important component of the proposed Cultural Corridor to unify the destinations into a district, create a sense of arrival and provide directions for visitors and others attending performances and arts events.

Salem St. stop stop

Conceptual diagram of 4-way stop on Salem St.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

Conceptual view of a proposed improvement to Salem Street

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 2 Connections that Integrate Places and Programs

CORE CAMPUS IS OVERSUBSCRIBED

EXISTING PARKING ON CAMPUS

p el Cha . Ave

The CMP Team conducted an assessment of the parking system across campus that showed the need to address capacity in targeted areas where the need is greatest and tie them into an overall access and parking plan. The core campus, in particular, is oversubscribed with a growing parking need especially at athletics, Sykes, Paresky, Gelb, and the Andover Inn lot. The assessment also showed that:

GRAVES LOT IS UNDERSUBSCRIBED

S a lem

• Parking at the Graves lot is underutilized • Event parking creates an increased temporary/ localized demand

• Short-term parking is needed near core campus to support daily life

• There is a practice of on-campus trips for meetings and meals

• Pedestrian connections and wayfinding from Graves Lot are lacking • There is inconsistent enforcement of parking regulations • In some areas access to parking creates conflicts between vehicles and pedestrians

PHILLIPS ACADEMY CAMPUS MASTER PLAN

EXISTING PARKING PLAN EXISTING CAMPUS DESTINATIONS EXISTING PARKING LOT VEHICULAR/ PEDESTRIAN CONFLICT ZONE N

400'

St.

PROPOSED PARKING PLAN The proposed parking plan approaches parking as a campus-wide system. It considers access, efficiency, and the types of parking needed and makes recommendations to both policy and the physical plant in order to align the parking system with current and future needs. The first recommendation is to enhance existing parking regulations and types by creating four main groups: faculty and staff; restricted parking; unrestricted parking; and two- and four-hour public street parking, and then designating lots to receive specific groups. The second recommendation is to establish permit parking by zone, in order to create a “park once” policy. This policy will reduce short on-campus vehicular trips and reduce illegal parking on campus. Critical to the success of updates to the parking policy is a robust and consistent enforcement protocol. Lastly, the plan recommends increasing parking facilities in new and expanded lots at 1) the future Music and Dance facility, 2) near Chapel Avenue to support the Cultural Corridor, and 3) within the core campus to support athletics, Sykes, Paresky, Gelb and other growing short and long-term needs.

PE CH A

VE . LA

1 3 MA

IN . ST

SA L

EM S

PROPOSED PARKING PLAN

SUSTAINABLE PRACTICES FOR PARKING Creating a “park once” policy will reduce short vehicular trips, reducing the impact of cars on campus and the environment. Designing parking lots to high performance standards will reduce their impact on the environment. Examples include the use of bio-swales to sustainably manage stormwater; energy-efficient, dark-sky lighting to limit light pollution; and priority parking spaces for electric vehicles.

CHAPEL AVENUE EXPANDED PARKING

CORE CAMPUS NEW AND EXPANDED PARKING

WEST CAMPUS NEW PARKING AT MUSIC AND DANCE CAMPUS DESTINATIONS EXISTING LOTS TO REMAIN PROPOSED NEW OR EXPANDED PARKING LOTS IMPROVED PEDESTRIAN CONNECTIONS

400'

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 3

Reinvigorating the Architectural Fabric of the Campus: A Framework for the Future

The enduring image of the Phillips Academy campus derives in part from its ensemble of historically significant works of architecture. Throughout its history, the designers of the campus paid careful attention to the way in which each individual building served as a part of the larger composition, framing views of the landscape and forming a connection to nature. While no single building is intended to stand apart in this model, many are themselves nationally significant examples of the architecture of their time. This tradition continued in the modern era with works such as the Elson Arts Center, clearly of their time yet carefully integrated with their historic surroundings, using glass to reflect and frame views of the campus. This fabric of historic architecture, stretching from the Great Quad, to the Old Campus west of Main Street, to the grand architecture of the Abbot Circle, continues to serve the vibrant life of the campus today, housing core academic programs, administrative departments, and centers of student activity. The Campus Master Plan is based on the goal of

making wise use of existing resources before deploying new ones, in line with the history of adaptation that defines the campus. A careful assessment of 22 existing buildings and the academy’s programmatic needs has affirmed the value of this strategy. Although most of the core campus is at capacity, it is not always used efficiently due to the age and adaptation of the buildings. Through the strategic resituating of several existing buildings programs, the plan has determined that most identified needs can be met within existing structures. New construction is recommended when required to meet specialized space needs not currently available; as a result, a new building is proposed for music and dance. The Campus Master Plan proposes combining the best of the old and the new: reinvigorating the architectural fabric of the campus with transformative renovations of historic buildings to meet the needs of the future, and the introduction of a signature new building to the architectural composition of the campus, enlivening the West Campus and the Vista.

Pearson Hall

Elson Art Center

PHILLIPS ACADEMY CAMPUS MASTER PLAN

“Phillips Academy has a remarkable wealth of historically important buildings. The adaptive reuse of those buildings as outlined in the Plan is not only responsible management of the school’s structural assets but also a key part of the school’s commitment to sustainability.” Susan Faxon Associate Director and Curator, Addison Gallery

Draper Hall

MCKEEN

Sc ABBOT DRAPER

St . GRAHAM HOUSE COCHRAN CHAPEL

PHILLIPS

pe Cha

e. l Av

GEORGE WASHINGTON HALL ELSON

GRAVES

SAMUEL PHILLIPS HALL

ADDISON GALLERY PEABODY MUSEUM

GELB SCIENCE CENTER

MORSE PEARSON

Ma t. in S

OLIVER WENDELL HOLMES LIBRARY

PARESKY COMMONS BENNER HOUSE

SHUMAN ADMISSION CENTER

BULFINCH

ISHAM INFIRMARY ASSESSED BUILDINGS TARGET BUILDINGS

COOLEY HOUSE

Map of the 22 academic and administrative buildings assessed. Target buildings have been selected for major renovation or adaptive reuse in order to achieve specific goals of the Campus Master Plan.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 3

Reinvigorating the Architectural Fabric of the Campus: A Framework for the Future

BUILDING ASSESSMENT Given Phillips Academy’s historic and cherished campus and the inherent sustainability of historic preservation and adaptive reuse, the Guiding Principles of the Campus Master Plan prioritize the adaptive reuse of existing buildings to make the most of current resources before considering the construction of new facilities. In order to evaluate comprehensively the campus’s building stock, the CMP Team conducted an assessment of existing buildings according to seven categories: Building Conditions, Energy Efficiency, Accessibility, Functionality, Program & Siting, Contribution to Campus Design, and Historic, Architectural & Cultural Value. The 22 assessed academic, administrative, and mixed-use buildings resulted in three broad categories—buildings that function well and match the needs of the programs inside; buildings that function well for the programs they house but are in need of physical upgrades to infrastructure and/or envelope; and buildings that are ill-suited to the programs they contain, yet with a pairing of building renovation and program reconsideration, will better serve the academy and its goals. Out of this assessment, a selection of buildings were identified as being strategic to achieving the goals of the campus master plan and are recommended for major renovations or adaptive reuse. All other buildings will continue to receive upgrades as needed as part of the annual facilities renewal program.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

PARESKY COMMONS Year Built 1929 Year Renovated 2009 (Comprehensive) Primary Use Campus Support Programs Dining Commons Student Services Catering

Building Conditions Energy Efficiency Accessibility

SAMUEL PHILLIPS HALL Year Built 1924 Year Renovated 2007 (Selective) Primary Use Academic Programs History & Social Sciences World Languages Language Learning Center

Building Conditions Energy Efficiency Accessibility

GRAVES HALL Year Built 1883 Year Renovated 1980 (Comprehensive) Primary Use Academic Programs Music Department

Building Conditions Energy Efficiency Accessibility

Functionality Program & Siting Contribution to Campus Design Historic, Architectural, Cultural Value

His r to ic ,

n Co

bu tio

Cochran Chapel

1932

1998

Selective

Campus Support

042

Cooley House

1908

1999

Selective (Use Change)

Campus Support

050

Draper Hall

1890

1996

Comprehensive

Administration

012

Elson Art Center

1962-63

2003

Comprehensive

Academic

070

Gelb Science Center

2004

N/A

Academic

169

George Washington Hall

1926

1990

Selective (Interior)

Administration

072

Graham House

1915

1973

Selective

Academic

073

Graves Hall

1883

1980

Comprehensive

Academic

099

Isham Infirmary

1934

1973

Comprehensive

Campus Support

111

Mckeen Hall

1905

1990

Comprehensive

Administration

116

Morse Hall

1920

2004

Selective

Academic

095

Oliver Wendell Holmes Library

1928

1988

Comprehensive (Addition)

Academic

040

Paresky Commons

1929

2009

Comprehensive

Campus Support

011

Peabody Museum

1901

1988

Selective

Museum

126

Pearson Hall

1920

2012

Selective (Exterior)

Academic

133

Phillips Hall

1884

2003

Selective (Exterior)

Administration

131

Samuel Phillips Hall

1924

2007

Selective

Academic

082

Shuman Admissions Center

1804

1999

Comprehensive (Addition)

Administration

POOR

N/A

038

lu Va

Academic

Comprehensive

ign

2012

1818

r ltu Cu

Bulfinch Hall

025

Academic

al ,

Selective

r tu

1988

1928

Benner House

it in

022

Museum

oC nt

Comprehensive

2010

ali

1950

Addison Gallery

004

c ite ch Ar

tri

Administration

Selective

c ti

1994

og Pr

1828

Abbot Hall

n Fu

002

ilit

Primary Use

sib

Level Of Renovation

Year Renovated

ion

Year Built

ien

dit

Building Name

c Effi

n Co

Bldg ID

s ce Ac

in g

il d

BUILDING ASSESSMENT SUMMARY OF RESULTS

GOOD

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 3

ANALYSIS OF GROWTH NEEDS

Reinvigorating the Architectural Fabric of the Campus: A Framework for the Future

FUTURE PROGRAM NEEDS In tandem with the assessment of the existing buildings, the CMP Team conducted extensive interviews to understand departmental programmatic growth projections and spatial needs. In line with the historic culture of adaptation at Phillips Academy, the Campus Master Plan proposes a framework where the majority of existing and proposed academic programs can be accommodated in existing buildings. In general, the programs that can be accommodated in this way have traditional pedagogical and administrative functions that can be expanded or adapted in existing buildings and do not have extraordinary spatial or technological requirements. Three relevant examples include the Mathematics, Statistics and Computer Science Department, the Office of Academy Resources (OAR), and student activities programs such as Community and Multicultural Development (CAMD). However, the specialized needs of two programs will necessitate the construction of new facilities in order to meet their long term academic, pedagogical and performance goals – the Music Department and the dance components of the Theatre and Dance Department. The evolution of these programs requires the construction of purpose-built performance, practice and teaching spaces that can only be accomplished through new construction.

MUSIC

LIBRARY

MATH

DANCE

OAR OFFICE OF ACADEMY RESOURCES

CAMPUS MEDIA

DEAN OF STUDENTS

CAMD COMMUNITY AND MULTICULTURAL DEVELOPMENT

CLASSICS

DAY CARE

WELCOME + STORE

THEATRE

OPP OFFICE OF PHYSICAL PLANT

PUBLIC SAFETY

BRACE (OFFICE)

IT/TECH

ART+ARCH

TANG

BUSINESS OFFICE CFO, BUS.SERV., COMPTROLLER, HR, RISK

COMM. (COMMUNICATIONS)

DEAN OF FACULTY

IDENTIFIED NEED

COMM. SRV.

EXISTING PROGRAM AREA

ACADEMIC PROGRAMS ADMIN STUDENT LIFE PROGRAMS

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CAMPUS MASTER PLAN STRATEGY FOR PROGRAM GROWTH

RENOVATIONS OR ADAPTIVE REUSE

NEW CONSTRUCTION

SUSTAINABLE GROWTH

LIBRARY

OEM OTHER EDUCATIONAL MODELS (RESIDENTIAL)

OAR OFFICE OF ACADEMY RESOURCES

MATH

OEM OTHER EDUCATIONAL MODELS (ACADEMIC)

CAMD COMMUNITY AND MULTICULTURAL DEVELOPMENT

MUSIC

TANG

A core component of sustainability in the Campus Master Plan is the directive to make the most of existing built resources before considering new construction. The building assessment and programming exercises were fundamental to understanding the building stock and matching it to program needs, in terms of growth, space types, and technology with building types. This resituating of program around the core campus enables the co-location of programs that benefit from adjacency and fosters collaboration as well as a more efficient matching space type to program needs.

DANCE

“Detailed study of current buildings and program needs allowed us to prioritize opportunities for adaptive use and restoration of historic campus buildings and minimize the need for new construction.” Ryan Wheeler Director, Robert S. Peabody Museum of Archaeology

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 3

Reinvigorating the Architectural Fabric of the Campus: A Framework for the Future

THE CHESS GAME

STRATEGIC PROPOSALS

With education the core of the Phillips Academy mission, the Campus Master Plan seeks to support the evolving academic and social environments of the academy for the long term, enabling the development of new and innovative pedagogies, better integrated administrative functions, and social spaces and programs that foster integration and cohesion. Analysis of the existing campus, coupled with careful consideration of evolutionary program needs and academic aspirations, revealed that the plan could favor adaptive re-use and renewal of existing facilities for program growth and development, such as an expansion of Mathematics, Statistics and Computer Science. In some cases, the plan recommends program relocation to accommodate expansion and/or more collaborative adjacencies. In strategic instances, the plan proposes new construction to provide purpose-built space that is currently lacking (music and dance) or to achieve quality of life and sustainability goals (faculty housing and realigned Abbot and Flagstaff clusters).

The Campus Master Plan includes eight strategic and specific proposals to support the goals as previously described:

PHILLIPS ACADEMY CAMPUS MASTER PLAN

1 A NEW BUILDING FOR MUSIC + DANCE 2 IMPROVING OWHL + TANG INSTITUTE 3 MULTI-USE ADMINISTRATIVE HUB AT GRAVES 4 A NEW FOCUS FOR GW HALL 5 MATHEMATICS PROGRAM EXPANSION AT MORSE HALL 6 OTHER EDUCATIONAL MODELS (OEM) 7 ABBOT CAMPUS ENHANCEMENTS 8 LONG-TERM SPACE BANK

ABBOT CAMPUS

6 St .

WHITNEY STOWE

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THE CHESS GAME MOVES ADAPTIVE REUSE NEW CONSTRUCTION LONG-TERM SPACE BANK

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STRATEGY 3: THE CHESS GAME

GRAVES GREAT LAWN AMPHITHEATER

Ma t. in S

NEW PARKING LOT MUSIC AND DANCE BUILDING

PEABODY

A NEW BUILDING FOR MUSIC + DANCE Although the Campus Master Plan prioritizes the reuse of existing buildings, the analysis shows that there are specific programs with specialized needs that will necessitate the construction of new facilities in order to meet their long term academic and pedagogical goals. Similar to the need for purpose-built space for the sciences (Gelb Hall) and athletics (Field House/Squash Center), the Performing Arts Departments—specifically the Music Department and the dance component of the Theatre and Dance Department—can no longer be accommodated in existing buildings. While these programs have long made the most of their existing resources, the evolution of these programs and the building systems and technologies required can only be accomplished through new construction. After careful evaluation of various other cmpus sites, the Campus Master Plan locates the new building for Music and Dance west of Main Street where it will

PHILLIPS ACADEMY CAMPUS MASTER PLAN

e Str lips

THE VISTA

Proposed site plan of the Music and Dance facility

reinvigorate the historic Old Campus. As an important program for students and a destination for eventgoers and prospective families, a center for Music and Dance will breathe new life into this area of campus with expanded programs, new landscaped areas, new social gathering spaces, improved pedestrian walks, wayfinding, and new parking facilities. Strategically sited between Graves Hall and the Peabody Museum, fronting the Vista, the Music and Dance facility will knit together the west side of campus and anchor the emerging Cultural Corridor.

The Music and Dance building program provides teaching, practice, and performance spaces for the music and dance programs, space for the radio station, and a student commons with lounge and café to serve the entire campus community.

BACK-OFHOUSE

RADIO STATION MUSIC AND DANCE 350-500 SEAT PERFORMANCE SPACE STUDENT COMMONS & CAFE

DANCE PRACTICE

HIGH PERFORMANCE NEW MUSIC AND DANCE BUILDING The design for the new Music and Dance building and its site landscape should be high-performance design that utilizes a minimum target of 30% below the energy consumption standards of ASHRAE 90.12010 and incorporates high-performance fixtures, including non-potable water infrastructure, guidelines for waste sorting and reuse of materials, best practices for healthy materials, and biophylic landscapes.

OFFICES AND CLASSROOMS

MUSIC PRACTICE

Conceptual diagram of the proposed building program

“Melody and movement will fill the spaces of this new purpose-built home for music and dance. Its prominent location affirms Andover’s commitment to these arts.” Thomas Lockerby Secretary of the Academy

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 3: THE CHESS GAME

COCHRAN CHAPEL

ANDOVER INN

ELSON ART CENTER

THE CULTURAL CORRIDOR The Cultural Corridor is a programmatic concept, with physical design and planning implications. Linking together existing and new arts and culture destinations, the corridor can become a district that offers day and night-time programming for students, faculty, and visitors. Wayfinding as well as new landscape and streetscape designs can bring a cohesive and connected feel to the corridor.

4 5

GRAVES

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THEATER DEPT

ADDISON GALLERY

PEABODY MUSEUM

MUSIC AND DANCE

Conceptual diagram of the Cultural Corridor

Conceptual view of the proposed Music and Dance building overlooking the Vista

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STRATEGY 3: THE CHESS GAME

STACKS REMOVAL TO OPEN UP NEW SPACE

REIMAGINING OF LIBRARY USE AND DESIGN OWHL LEVEL 2

CLASSROOM UPGRADES PEARSON

IMPROVING OWHL + TANG INSTITUTE The Oliver Wendell Holmes Library is the intellectual heart of the campus – a home for research, instruction and knowledge creation. The Campus Master Plan recognizes the pivotal and changing role of the library and identifies it as one of the nodes within the student activity network. The library hosts students across a range of teaching and learning experiences, in silent and group study spaces, using digital and analog resources to consume and create knowledge. A “learning commons,” the library provides space and programming that encourage students and faculty to come together. The recent addition of the makerspace, “The NEST,” is an example of a dynamic spirit of innovation. The Tang Institute’s culture of innovation and interaction complements the library’s. The Campus Master Plan recognizes these synergies and suggests that the Institute’s preliminary home in Pearson Hall is well located and that expansion in place is a good strategy. The Campus Master Plan recommends that the Tang Institute’s presence in Pearson and its physical

PHILLIPS ACADEMY CAMPUS MASTER PLAN

RENOVATED HOME FOR CLASSICS

LEVEL 1 RENEWED EAST CAMPUS WALK AND PLAZA

LIBRARY LOBBY RENOVATION

BASEMENT EXPANSION OF TANG INSTITUTE

Concept of proposed changes to OWHL and Pearson

and programmatic relationship to Oliver Wendell Holmes Library be legible to the campus community. The Campus Master Plan envisions a new entryway and exterior plaza to OWHL along an improved East Campus Walk that is a welcoming entrance and a connecting device between the two buildings. Within Pearson, a home of the Classics Department

will be created on the second floor, resituating the department in an appropriately sized space. The academy has recently embarked on a study, separate from the Campus Master Plan, to consider programming and space planning that re-imagines the way the library is used and better integrates the programs located within it.

Conceptual view of the proposed library entry and plaza connecting OWHL and Pearson Hall

“Situating the library and the Tang Institute together creates a powerful hub for innovation and collaboration.” Joel Jacob Mathematics Instructor

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 3: THE CHESS GAME

MULTI-USE ADMINISTRATIVE HUB AT GRAVES Graves Hall is primed for reuse in many ways. As part of the original Phillips Academy campus, it is envisioned as a new anchor in a revitalized west campus. Originally built as a chemistry laboratory, the building has served many functions including science classrooms, a gymnasium, and music facilities—and therefore has a strong legacy of adaptive reuse. Graves is reimagined as a multi-use resource for the campus –including an administrative hub, preserved cherished music spaces, and flexible event/meeting spaces for use by a variety of groups across campus. After the construction of the new Music and Dance building, the Music Department will vacate its office and practice spaces in Graves. The Timken Room and the

PHILLIPS ACADEMY CAMPUS MASTER PLAN

View of existing Graves entry

Pfatteicher Room will be preserved and continue to host musical performances, providing a strong programmatic connection between Graves and the new Music and Dance building. The administrative offices of Human Resources, Business Office/Comptroller, and Risk Management, displaced by student programs in GW, will move to Graves, strengthening the administrative hub. Additionally, Graves would benefit from upgraded energy efficient building systems and other building enhancements, such as a new entry lobby facing the Music and Dance building. The last renovation of the building was done in 1980.

ENERGY EFFICIENT ADAPTIVE REUSE The design of adaptive reuse projects, such as proposed at Graves Hall, should establish energy conservation and efficiency measures and incorporate high-performance fixtures, including nonpotable water infrastructure, guidelines for waste sorting and reuse of materials, and best practices for healthy materials.

Conceptual view of proposed Graves entry overlooking reimagined Abbot cluster green

â&#x20AC;&#x153;Co-locating the many functions of the business side of the academy in Graves Hall will allow for improved coordination and collaboration among departments and a better delivery of services to support the educational mission.â&#x20AC;? Stephen Carter Chief Operating and Financial Officer PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 3: THE CHESS GAME

LOCKERS C.A.M.D.

A NEW FOCUS FOR GW HALL George Washington Hall is envisioned as a “beehive” of student activities and an opportunity for interaction between student and administrative functions. CAMD, Community Engagement, the Brace Center, and student media will join the day student lounge and the performance spaces already present to create a destination for students fostering interaction and integration, making the program spaces and student groups more visible and accessible. Interventions in the building to achieve this goal include the relocation of the administrative offices of the Dean of Studies and the Dean of Students to the second floor and Human Resources, Business Office/ Comptroller, and Risk Management to Graves Hall to enable the creation of a newly expanded “main street” corridor in GW connecting all programs on the ground floor. CAMD, Community Engagement, the Brace Center, The Phillipian, Potpourri, and a café will join the Day Student Lounge, theater program, Central Services, and lockers. The vibrant activities on the ground floor of GW will open onto the Elson Courtyard, further activating this important campus space. The relocation of CAMD out of Morse Hall will enable a critical expansion for Mathematics, Statistics and Computer Science.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

DAY STUDENT LOUNGE

GREAT QUAD

BRACE CENTER

COMMUNITY ENGAGEMENT

CAFE

POTPOURRI THEATER CLASSROOM

CENTRAL SERVICES

THE PHILLIPIAN THEATER

ELSON COURTYARD ELSON ART CENTER

KEMPER AUDITORIUM

Conceptual diagram of the new student activity "beehive"

UNDERWOOD ROOM

Conceptual view of the reimagined GW Hall opening onto Elson Courtyard

“GW emerged as a natural hub of student life, following on the day student focus of the 1992 renovations, the expansion of the arts, and the success of the Elson courtyard renewal.” Paul Murphy Mathematics Instructor

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STRATEGY 3: THE CHESS GAME 5

CLASSROOM UPGRADES

MATHEMATICS PROGRAM EXPANSION

LEVEL 3

Morse Hall will undergo a significant renovation to support the Mathematics, Statistics and Computer Science Department. Morse currently houses this department, CAMD and student media. The building was last significantly renovated in 1965. Its classrooms and layout do not effectively serve the teaching and learning methods of the departmentâ&#x20AC;&#x2122;s expanding curriculum. The one story wing vacated by CAMD will be retrofitted for a suite of faculty and departmental offices similar to those at Gelb. The basement level vacated by student media will be converted to computer science classrooms, with an opportunity to bring daylight to this lower floor. The whole building will be made accessible and compliant with current codes, and each classroom will be given technological upgrades. Math education is at a crucial time to incorporate the growing interest in computer science, statistics, and technology. As classroom practices evolve, the physical space at Morse will adapt to support the pedagogy.

Morse Hall LEVEL 2

NEW BUILDING CIRCULATION

LEVEL 1 COLLABORATIVE FACULTY SPACES

COMPUTER SCIENCE EXPANSION

BASEMENT

Concept of proposed expansion of the mathematics program in Morse

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STRATEGY 3: THE CHESS GAME 6

OTHER EDUCATIONAL MODELS (OEM)

WHITNEY

STOWE

New programs envisioned as “Other Educational Models” (OEM) are intended to open the institution to students and educators who may not otherwise have access to the knowledge base of teachers and administrators at the academy. Like executive education programs at other institutions, the OEM model might eventually have both an academic and residential component housed within a complex of existing buildings, or mini campus, with Graham House as the center. Whitney, French and Stowe could accommodate short term student and/or professional residencies. An adaptive reuse strategy for OEM is thought of as a pilot project to allow time for the program and space needs to evolve.

FRENCH GRAHAM HOUSE St. ler ee h W

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Proposed site plan of OEM mini-campus

“Echoing its location at the transition from campus to townscape, the OEM mini-campus will provide an environment where innovative ideas and practices will be launched for use well beyond Andover Hill.” Graham House

John Palfrey Head of School

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STRATEGY 3: THE CHESS GAME 7

ABBOT CAMPUS ENHANCEMENTS As the historic Victorian-era campus for the Abbot Academy, Abbot Campus has a strong architectural fabric that to this day forms a cohesive and functional area of campus. After careful evaluation, the primary goals of the Campus Master Plan for this area are to enhance and support the ongoing administrative uses, by renovating OAR in McKeen, and provide a stronger connection to the revitalized west campus. As the terminus of the West Campus Walk, landscape, lighting and pathway improvements can provide a strong pedestrian link to Graves Hall, the new Music and Dance building, new student housing, the West Quad, and connections to the east campus.

â&#x20AC;&#x153;The Abbot Campus is uniquely positioned, historically and geographically. Its relationship with the broader campus will be enhanced via the West Campus Walk.â&#x20AC;? Christopher Joel Director of Business Services

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t. tS

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Abbot Campus proposed site plan

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STRATEGY 3: THE CHESS GAME 8

LONG-TERM SPACE BANK The Campus Master Plan’s core values of sustainability and connection inform space planning for long-term expansion of student-facing programs and services. The current dormitory configurations at Foxcroft, Bartlet, and Day halls present challenges, especially for faculty house counselors. The plan calls for replacement dormitories to be constructed within walking distance at the edge of the East Lawn, maintaining the East Lawn as open space, allowing these centrally located buildings to be converted for academic and student life programs as needed to support expanding or changing programs.

FOXCROFT

EAST LAWN

BARTLET

“We envision the East Lawn, connecting academic buildings at one edge to new dormitories at another, as a modern extension of Pratt’s “Ideal Andover,” using open space as a campus organizer.” Joel Jacob Mathematics Instructor

DAY

Salem

St.

Core Campus proposed site plan

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 4

A Diversity of Places for Interaction and Student-Centered Activity FOSTERING SOCIAL INTERACTION From the outset of the planning process, the campus community expressed a strong desire to maintain the physical and programmatic diversity of the core campus. As such, the Campus Master Plan envisions and strengthens a distribution of student activity nodes across campus, rather than one central student center. Nourishing students’ mind, body, heart, and soul, existing and new nodes of student activity will offer a diverse range of programs that are well connected and accessible with daytime and nighttime offerings. Paresky Commons, a lively hub for dining, will connect to the new Sykes Wellness Center by a safe crossing over Salem Street. The Oliver Wendell Holmes Library will adapt to new technologies, ways of learning, and ways of teaching. The Tang Institute will complement library programs with a space in OWHL and/or Pearson Hall. The Athletic Facilities Master plan, incorporated into the Campus Master Plan, creates new and enhanced spaces to meet the needs of the athletics program. The new Music and Dance facility will offer spaces for students that serve not only music and dance, but also for gathering, studying, and exhibition, exposing a broader student population to the arts. Finally, GW Hall will become an active and exciting student “beehive” by congregating student activity offices and gathering spaces. As a networked landscape of distributed diverse student activities, this strategy builds upon the broader theme of connectivity and the complete student experience.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

The Campus Master Plan fosters social sustainability by supporting the following:

• Equity and inclusion: Diverse places for interaction and student centered activity means there is ample opportunity and ways for students to engage.

• Awareness and participation: Student nodes provide a forum and place for displays of information, exhibits, events, conversation, and teachings. Special focus can be placed on connecting the immediate built environment to larger concepts of sustainability. The campus itself becomes a teaching tool.

• Social cohesion/ social integration: The nodes will be places where diverse groups of people will interact, participate in discourse, and in the end learn about and celebrate each other.

STUDENT NODE NETWORK EXISTING STUDENT HUBS NEW STUDENT HUBS STUDENT HUB CONNECTIONS PLAZAS/ STUDENT NODES N

3 2

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THE BEEHIVE IN GW HALL

NEW MUSIC + DANCE BUILDING

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PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 4

A Diversity of Places for Interaction and Student-Centered Activity

ATHLETICS FACILITIES MASTER PLAN Participation in athletics is an essential element of the Andover student experience. The southern end of campus is enlivened every afternoon when classes end and students make their way across Salem Street to practice and compete. Planning for the renewal of the academy’s aging, crowded athletic facilities was identified as a priority in the 2014 Strategic Plan. A separate process to analyze these needs and recommend improvements was begun prior to the Campus Master Planning process. The Athletics Facilities Master Plan (AFMP), which details a four-phase renovation and expansion, was accepted by the trustees in January 2015 and is incorporated into this Campus Master Plan. Elements of the plan are a new field house/squash center, new pool complex, new performance gymnasium and extensive renovations to the space within the Borden/Memorial complex. The theme of connectivity informs the AFMP, which lays out a “main street for athletics” extending from Borden/Memorial to the ice arena, including a series of plazas and courtyards relating to entry points along the path.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

Rendering of the future Snyder Center, by Perkins+Will

NEW BASEBALL & SOCCER FIELDS

FIELDS TO BE DISPLACED

BORDEN & MEMORIAL GYM

NEW LACROSSE OR CLUSTER SOCCER FIELDS

NEW POOL & GYM

SNYDER CENTER

ICE ARENA

NEW LACROSSE OR CLUSTER SOCCER FIELDS

PROPOSED FIELD RELOCATIONS EXISTING FIELDS TO BE DISPLACED EXISTING AND FUTURE AFMP FIELDS EXISTING ATHLETICS BUILDINGS FUTURE AFMP BUILDINGS PROPOSED FIELDS (BASEBALL, SOCCER, LACROSSE, & CLUSTER SOCCER)

400' PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 5 A Diversity of Residential Experiences Throughout Campus

SUSTAINABLE HOUSING STRATEGY

Complementing the academic and administrative architecture of the campus, the residential buildings of Phillips Academy impart a very different character. A range of residential building types creates an intimate, domestic scale, whether by intentional design, such as the cottages on Old Campus Road and the pods of the Pine Knoll dorms, or due to the adaptation of existing houses. The wide variety of student housing offers a diversity of choices, allowing the academy to tailor the residential experience to individual student needs – a key differentiating factor of the Phillips Academy experience. Student housing is also distributed across the campus, surrounding and intermingling with core

academic areas and creating a mixed-use atmosphere that enlivens the whole campus day and night. All parts of campus are “home” for Andover students, forming a complete living and learning environment. The Campus Master Plan is based on careful consideration of both the type and location of student housing, informing a strategy of renewal that maintains the diversity of housing options, while moving towards greater equity of experience for all students, overcoming challenges of building condition, lack of indoor and outdoor common spaces, and distance from the core campus.

West Quad dormitory

Old Campus Road housing

PHILLIPS ACADEMY CAMPUS MASTER PLAN

As described in this section of the report, the Campus Master Plan’s housing strategy has three branches: to continually improve existing housing that currently functions well; to adapt exist buildings to better suit faculty and family needs; and to strengthen the student housing clusters and faculty neighborhoods by replacing outlying, outmoded or inefficient buildings.

Samaritan House

EXISTING STUDENT AND FACULTY HOUSING EXISTING STUDENT HOUSING EXISTING FACULTY HOUSING N

400'

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STRATEGY 5â&#x20AC;&#x201A; A Diversity of Residential Experiences Throughout Campus PKN ABB STUDENT HOUSING CLUSTERS The diversity of the residential program at Phillips Academy is a strength that assures each member of the community can find a residential situation that suits his/ her specific needs. However, the maintenance of such variety in housing choices brings challenges related to maintenance and efficiency. Therefore, the Campus Master Plan seeks to articulate a long-term vision that balances the need for housing diversity with the need to reduce the geographic and physical spread of the campus. Analysis by the CMP Team of the existing housing stock, through both qualitative evaluations of the buildings and conversations with the campus community, showed wide variations of experience and quality across the housing system for students. Therefore the Campus Master Plan student housing strategy seeks to create equity of experience across the cluster system. This strategy means that every student can live in a residential cluster with a comparable sense of place as well as access to a basic set of residential and academic amenities such as study rooms, gathering spaces, laundry facilities, and open space. Furthermore, the Campus Master Plan rebalances the existing cluster system by reducing the overall geographic spread of the housing clusters as a way of reinforcing the social fabric of the student residential system and reducing overall building maintenance. Rebalanced housing clusters are designed and located in order to have more cohesion and better foster a sense of community.

FLG

WQN

WQS

EXISTING STUDENT CLUSTERS EXISTING STUDENT DORM

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ABB FLG

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STRATEGY 5 A Diversity of Residential Experiences Throughout Campus

SUSTAINABILITY IN THE STUDENT DORMS Fostering a sense of community across the diverse student body is an important aspect of social sustainability. Understanding that dorms are a key place for this integration, the “pod model”, as described above, creates a sense of smaller communities within larger facilities. Efficiency in the building is gained by sharing resources such as indoor common space, outdoor open space, bathrooms, stairwells, laundry facilities, and faculty counselor space.

THE "POD" MODEL LEARNING FROM WHAT WORKS Through extensive interviews, meetings, and conversations with faculty, staff, and students, it became clear that the sense of community fostered by smaller dorms is critical, both socially and emotionally, for some—especially younger—students. Through the CMP Team’s research, the existing Pine Knoll dorms emerged as a successful model for achieving a small dorm feel while still maintaining efficiency in the building. This “pod model” associates groups of rooms vertically within one building, rather than along a corridor, engendering a small community feel. This model has been strategically incorporated into the concepts for replacement dorms at the Abbot and Flagstaff clusters.

In addition, the construction of new dorms is an opportunity to improve the performance of the facilities by connecting to central energy systems and incorporating highperformance fixtures, non-potable water infrastructure, guidelines for waste sorting and reuse of materials, best practices for healthy materials, and biophylic landscapes.

The popular Pine Knoll dorm "pod" concept is a model for future housing

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CONCEPT DESIGN FOR STUDENT DORMITORY

The concept for the student dormitories, based on the “pod” model, continues the Phillips Academy tradition of incorporating resident faculty. As shown here, two faculty apartments anchor the ends of the dormitory, with three interconnected pods of student housing organized around a shared community space.

Faculty Apt A

Faculty Apt B POD B

POD A

“The sense of community within each dorm is the heart of Andover’s residential program.”

Faculty Apt A

Level 2

POD C

COMMUNITY ROOM

Faculty Apt B Level 1

Paul Murphy Mathematics Instructor

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STRATEGY 5â&#x20AC;&#x201A; A Diversity of Residential Experiences Throughout Campus

RENEWED ABBOT CLUSTER As outdated and poorly functioning dorms are taken off-line, the Abbot Cluster on the west campus can be resituated to provide new, innovative, and efficient dormitories bringing equity across the student housing system. A new Abbot Cluster core is strategically located between the Abbot Campus and reinvigorated areas at Graves Hall and the Music and Dance building, further strengthening and knitting together the West Campus. Envisioned as a series of two and three-story pod-style dormitories, these facilities can be built over time around a new campus gathering space that will provide an additional student node along the West Campus Walk. In addition, the construction of new dorms will enable the conversion of existing house-style dorms to single or multi-family housing for faculty.

Renewed Abbot Cluster proposed site plan EXISTING STUDENT DORM PROPOSED STUDENT DORM

PHILLIPS ACADEMY CAMPUS MASTER PLAN

Conceptual view of a renewed Abbot Cluster

“The Abbot Cluster renewal project affirms the importance of maintaining a variety of dorm sizes for our students, while strengthening the neighborhood feel of the cluster.” Caroline Odden Physics Instructor

PHILLIPS ACADEMY CAMPUS MASTER PLAN

STRATEGY 5â&#x20AC;&#x201A; A Diversity of Residential Experiences Throughout Campus

FACULTY NEIGHBORHOODS Providing diverse housing opportunities for faculty is also a priority of the Campus Master Plan. While recognizing the need to accommodate a broad range of family types, sizes and structures, there is also a need to increase the efficiency and quality of the faculty housing stock in an incremental fashion. The CMP outlines a cycle of renewal for the academyâ&#x20AC;&#x2122;s faculty housing stock by taking facilities off line through sale, repurposing, or demolition as the facilities are vacated. In order to replace these facilities over time, the Campus Master Plan envisions additions to three existing faculty neighborhoods and the creation of a fourth, thereby strengthening the sense of community, improving the quality and efficiency of the housing stock, better aligning the housing stock to faculty family needs, and bringing faculty housing closer to campus.

SCHOOL ST. STONEHEDGE WILL HALL

HIDDENFIELD

Faculty Housing Goals 1. Match faculty housing unit size to family size distribution 2. Increase number of multi-family units 3. Maintain housing diversity to accommodate preferences and life stages 4. Reduce land holdings and maintained footprint 5. Increase walking and reduce driving 6. Increase sense of neighborhood for faculty housing

EXISTING AND PROPOSED FACULTY HOUSING EXISTING FACULTY HOUSING PROPOSED FACULTY HOUSING N

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CYCLE OF RENEWAL The Campus Master Plan recommends an ongoing cycle of renewal strategy in order to, over time, replace outdated or poorly functioning facilities with new efficient housing within walking distance to campus that meet the previously stated faculty housing goals. This strategy takes an incremental approach that allows facilities to remain occupied as needed and then replaced when they become vacant. Paired with the new facilities as proposed to strengthen existing neighborhoods, the strategy seeks to align the housing stock to evolving faculty needs in a continual and ongoing way. The academy’s Land Policy Group is creating specific recommendations for the specific properties of the campus’s land holdings which will inform the implementation of the cycle of renewal, enabling a right-sizing of the campus. The factors considered include location, condition, maintenance, marketability, and desirability to faculty.

Will Hall faculty neighborhood concept

“Enhancing the presence of neighborhoods on campus will play a vital role in building community and by doing so in an environmentally sound manner, we model wise decision making for our students.” Patrick Farrell Dean of Faculty and Mathematics Instructor

SUSTAINABILITY IN FACULTY HOUSING The incremental replacement of outdated facilities will address life cycle issues of the housing stock as needed. The Campus Master Plan recommends strategic adaptive reuse for improved faculty housing as well as the strategic construction of new facilities. New facilities are envisioned as sideby-side duplexes that share resources, such as a driveway and open space creating efficiency in the system. In addition, the construction of these houses is an opportunity for high performance standards for material usage, energy efficiency, building systems, siting, and indoor air quality, and others. Strategies could include incentivizing energy conservation, recycling and composting programs, and low-no irrigation programs.

Stonehedge faculty neighborhood concept

PROPOSED FACULTY HOUSING

PHILLIPS ACADEMY CAMPUS MASTER PLAN

EXISTING CAMPUS 2016

Preserving and renewing the historic Phillips Academy campus, the Campus Master Plan seeks to thoughtfully and strategically knit together historically disparate areas of campus through both physical improvements as well as through programmatic synergies, putting in motion the next chapter of the campus evolution to support an everchanging, innovative academy. 86

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CAMPUS MASTER PLAN

The highlights of the Campus Master Plan are: THE CHESS GAME Eight specific proposals, including the adaptive reuse of existing buildings and the construction of one new facility to re-energize the west campus and better support expanding and new programs, student services, and administrative functions across the campus.

THE CULTURAL CORRIDOR A programmatic corridor of arts and culture, linking together the existing destinations along Chapel Avenue anchored by a new Music and Dance facility, with new wayfinding and landscape enhancements.

NETWORK OF STUDENT-CENTERED ACTIVITY NODES A well connected distribution of new and existing student activity nodes across campus, to nourish the mind, body, heart, and soul of students, offering a diverse range of programs.

MAIN STREET AND SALEM STREET Considered important connectors, rather than barriers, Main Street and Salem Street will be redesigned to improve access and pedestrian safety.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

PEDESTRIAN CONNECTIONS Conceived as a network across the campus, landscape improvements to new and existing pathways paired with activity nodes will improve connectivity from east to west and north to south.

LANDSCAPE RESTORATIONS / ENHANCEMENTS A series of independent and carefully considered restorations and enhancements will restore and rejuvenate the campus landscapes, in areas that are both more maintained and more natural.

FACULTY NEIGHBORHOODS A cycle of renewal will take outdated or poorly functioning facilities off line and replace them with new facilities that meet the faculty housing goals.

STUDENT HOUSING System-based recommendations will bring equity and maintain diversity across the student housing stock through the taking poorly functioning facilities offline and replacing them with new housing clusters.

PARKING A system-based plan to increase parking in targeted areas to support current and future needs as well as policy recommendations to improve the overall functionality of the system.

PHILLIPS ACADEMY CAMPUS MASTER PLAN

MOVING FORWARD

Planners who have gone before us have created and refined a magnificent campus, serially guiding the evolution of Phillips Academy’s landscape and built environments to adapt for evolving needs. Our Steering Committee approached the task of updating the Campus Master Plan from a Janus viewpoint — looking back with respect to protect campus heritage while looking ahead to define a vision to support emerging programs and priorities. Mindful that other planners will succeed us, we took care to describe scenarios that hold potential for further refinement. Stewardship of both the past and the future inform the campus vision described in this plan. We are grateful for the campus community’s enthusiastic engagement in this planning process. Given the opportunity to imagine the future, you offered creative suggestions, affirmed a commitment to excellence, demonstrated down-to-earth practicality, and expressed love for the unique sense of place that the campus engenders. Your input will continue to matter as the plan is implemented over time. The planning process has reaffirmed a commitment to use our existing resources wisely. Pearson Hall offers a powerful example of a resource that has been successfully adapted over time. Renamed, repurposed and relocated since its construction on Seminary Row in the early 19th century, Pearson is currently home to the academy’s most ancient and most modern programs: the Classics Department and the Tang Institute. Similarly, this Campus Master Plan’s “chess game” describes a series of adaptations and upgrades to existing buildings, a responsible and respectful approach

PHILLIPS ACADEMY CAMPUS MASTER PLAN

to providing for the future. Implementation of this strategy will happen over several years and will require fiscal discipline to accomplish. Where analysis showed that existing resources could not provide the basis for renewal or adaptation, the plan calls for new construction of purpose-built facilities for athletics, for the music and dance programs, for the resituation of Abbot and Foxcroft clusters, and for replacement faculty housing. The trustees will weigh the potential and timing for including these projects in fundraising campaigns . Recognizing that the core campus is at capacity and seeking to strengthen the connections among diverse parts of the campus into a more coherent and unified whole, the plan includes strategies to enliven the west side of campus. Situating a significant home for music and dance adjacent to the Vista as an anchor for a new Cultural Corridor, investing in Main Street safety improvements, and creating landscaped pathways that invite pedestrian connections will expand the campus core. The plan continues Phillips Academy’s campus planning tradition of using landscape as a primary visual and functional connector. The campus community can anticipate restoration of historically significant plantings and views as well as the installation of new naturalized features and opportunities for connections to nature that support learning and personal well-being. A commitment to sustainability in its many forms — environmental, economic and social — is woven throughout the plan and will be a major factor in facilities decision-making.

With the completion of this plan, the tool kit for facilities decision-makers is now updated. Used in coordination with the 2014 Strategic Plan, the long range financial model, and the facilities renewal budgeting process, the Campus Master Plan’s principles and strategies provide a sturdy framework for informed, coordinated decision-making. The plan’s set of facts and stated vision provide the trustees with the basis for discussing priorities, timing and funding sources as they support the next generation of campus evolution. Nancy Jeton and Larry Muench, co-chairs On behalf of the Campus Master Plan Steering Committee

PHILLIPS ACADEMY CAMPUS MASTER PLAN

CAMPUS MASTER PLAN SUBCOMMITTEES

Athletics Master Planning Committee

Residential Planning Group

Nancy Jeton, Special Assistant to the Head of School, Co-Chair

Frank Tipton, Instructor of History and Social Science, Chair

Jennifer Smith, Capital Projects Manager, Co-Chair

Betsy Davis, Associate Director of Facilities, Capital Projects

Clyfe Beckwith, Instructor of Physics

Brian Faulk, Instructor of Chemistry

Stephen Carter, Chief Financial and Operating Officer

Shawn Fulford, Instructor of Mathematics

Patrick Farrell, Dean of Faculty

Nancy Lang, Associate Dean of Faculty

Thomas Lockerby, Secretary of the Academy

Lixia Ma, Instructor of Chinese

Leon Modeste, Director of Athletics

Paul Murphy, Dean of Students

Erin Strong, Instructor of Theatre and Dance Safety and Security Planning Group Land Policy Group

Maureen Ferris, Director of Risk Management, Chair

Larry Muench, Director of Facilities, Chair

Nancy Alpert, Associate Director of Network and Systems Services

Stephen Carter, Chief Operating and Financial Officer

Thomas Conlon, Director of Public Safety

Christopher Joel, Director of Business Services

Claire Gallou, Instructor of French

Nancy Jeton, Special Assistant to the Head of School

Matthew Hession, Instructor of History and Social Science

Russell Stott, Manager of Grounds

Michael Kuta, Head Athletic Trainer and Instructor of Physical Education Asabe Poloma, Director of the Institute for the Recruitment of Teachers

Program Spaces Planning Group Ferd Alonso, Director of Summer Session and Outreach, Chair

Sustainability Planning Group

Damany Fisher, Instructor of History and Social Science

Paul Wolff, Sustainability Coordinator, Chair

Marc Koolen, Instructor of Biology

Will Abel, Instructor of Biology

Christina Landolt, Instructor of Music

Jeffrey Domina, Instructor of English

Patricia Russell, Dean of Studies

Anna Milkowski, Instructor of Biology

William Scott, Instructor of Mathematics

Andrea Nix, Director of Finance & Assistant Treasurer Russell Stott, Manager of Grounds

IMAGE CREDITS Campus photography courtesy of Phillips Academy; Phillips Academy Archives and Special Collections; National Park Service, Frederick Law Olmsted National Historic Site; the Campus Plan Team consultants; Perkins+Will; Mike Barker; Yoon S. Byun; Michael Crouse; Neil Evans; David Fricke John Hurley; Andrea Jones; Michael Malyszko; Jane Messinger; Len Rubenstein; Gil Talbot; Yuto Watanabe; and Tom Sulcer. All images within this booklet are not intended for publication and/or commercial use. Printed on recycled paper. WEBLINK ADDRESS https://www.andover.edu/CMP 92

PHILLIPS ACADEMY CAMPUS MASTER PLAN