Conservation through Recreation by Chulaware

CONSERVATION THROUGH RECREATION

CREATING AN INTERACTIVE WATER INFRASTRUCTURE MODEL IN A SAN DIEGO COUNTY PARK AND TRAIL SYSTEM WILL HELP FOSTER WATER CONSERVATION

LINDA A. WHITNEY

A Thesis Project Presented in Partial Fulfillment of the Requirements for the Professional Certification in Landscape Architecture University of California, Los Angeles Extension

Instructors Michael Kauffman Jim Pickel

June 2013

CONSERVATION THROUGH RECREATION

CREATING AN INTERACTIVE WATER INFRASTRUCTURE MODEL IN A SAN DIEGO COUNTY PARK AND TRAIL SYSTEM WILL HELP FOSTER WATER CONSERVATION LINDA A. WHITNEY

ABSTRACT Much effort has been spent educating the public about water conservation in Southern California. However, many people donâ&#x20AC;&#x2122;t know where their water comes from, and are unaware of the engineering, technology and infrastructure that moves water to a dry land. This project proposes to bring a model of the water infrastructure into a public space, a park, where it becomes an educational tool to foster water conservation. Research, analysis, interviews and on-site observations inform program development, resulting in a proposed design where conservation education is shown to be feasible in a 3,700 acre park along the Otay River in south San Diego County, California.

To Chris and Tom I am incapable of crafting words of thanks that can express the amount of love, thankfulness and humility I feel. Without your love, rock solid support, and endless patience and driving, none of this would have been possible.

ACKNOWLEDGEMENTS If I were asked to describe the past year of thesis work, I would equate it to a deep, open-water, long distance swim in a dense fog. Most often, I could barely make out the faded outlines of navigational buoys ahead. However, as in many of the long distance endeavors in my life, successfully reaching mile markers was not achieved without guidance from knowledgeable and supportive coaches. During my time at the UCLA Extension Landscape Architecture Program, I had the privilege of studying under incredible instructors who I consider to be my coaches and role models. I am proud of the skills, philosophies, and knowledge that I have absorbed from them. Without your willingness to share your time and impart your expertise, I would not have reached the finish line feeling like a champion filled with the confidence I now have. Mark Billy, I owe you a big thanks and hug for not giving up on a one-eyed designer. Thank you for sharing your enthusiasm for all forms of art and inspiring me to translate the essence of an inspiration into a profound piece of work. You taught me an entirely new way of expressing field observations in a sketchbook that I continue to use and have shared with others. Michael O’Brien, in Design 5, while writing an Environmental Impact Report, I learned to be site sensitive. In Human Factors, I learned to be sensitive to the human condition. Thank you. Francisco Behr, from you I learned to never leave a detail uninvestigated! Many hugs! Thank you Jerry Hastings for agreeing to be my mentor, for teaching me how to change topography, and most importantly, thank you for a fabulous topographic expedition! Jeff Chamlee, you made Site Engineering, a potentially difficult and dry class, into one of my most favorite fun classes! I still love creating horizontal curve data tables! Thank you! James Dean, from you I learned that it doesn’t matter which side of the street you evolved from, you should always feel proud when you sign your signature! Hugs and Thank you. Sam Kaplan, I learned a lifetime of lessons from you while sitting on the stoop of an ice cream shop. I have already said the “yes” a number of times, immediately followed by running home to figure out the “how.” Hugs and Thank you. Laura Razo, without your classes, I surely would not have advanced technologically, or have had a quick and efficient workflow to produce my projects. You’re a Gem! iii

Paul Arden, you are without a doubt the most incredible art instructor. I thank you for teaching me how to express myself in water colors. It is a gift that I truly enjoy. Todd Smith - Production, production, production! I am incredibly lucky to have taken your classes. Everything I learned, I am using and enjoying. Thank you so much for sharing your incredible knowledge and experience. Shelley Bonus, you taught me how to find my voice, and you taught me how to express that voice. Most importantly, I learned how to question myself, before deciding what story to tell. To you, I dedicate “Final Thoughts” on page 41. Jim Pickel, you are one of the most giving people I know. You devote so much of your time in sharing your passion for Landscape Architecture. You are an infectious role model and your delivery methods are that of an incredible coach. Hugs and thank you for your commitment. Michael Kaufman, I first met you during final portfolio review where you said that you would have preferred seeing more design work from me. When I found out that you were my thesis instructor, I couldn’t wait to show you what I could do. I hope I didn’t disappoint! Hugs! My last heartfelt thank you is for Rhett Beavers. The exclamation point at the end of a long journey. I thank you for teaching me three great things: tell a story, suck the air out of the room before someone else does, and the only boundaries that exist are those you make for yourself! Those three lessons will take me far!

CONTENTS ABSTRACT DEDICATION ACKNOWLEDGMENTS

i ii iii

INTRODUCTION: Water in Southern California Project statement Precedents SITE SELECTION Research Potential project sites SITE ANALYSIS Site exploration and observation Data collection Synthesizing information Determining essence of site DESIGN APPROACH: Otay Valley Program development Research Concept development Site plan DESIGN APPROACH: Skateboard, BMX, Art Park Research Program development Concept development Site plan DESIGN APPROACH: Interpretive Center Research Program development Concept development Site plan WATER STORY TRAIL AND STORY PIPES CONCLUSION APPENDIX A: SUPPLEMENTAL DATA: Presentation Boards REFERENCES FINAL THOUGHTS

27 29 30 38 41

INTRODUCTION: Water in Southern California As Director of the U.S. Geological Survey in 1879, John Wesley Powell published a report titled Lands of the Arid Region of the United States that was based on his exploration of the watersheds in the West.1 At an 1893 conference in Los Angeles, Powell announced that there was insufficient water available for unrestricted development.2 Powell’s advice went unheeded, however, and development flourished in Southern California. By the early 1900’s, construction of transportation routes, dams, and aqueducts were in full swing.3 Improved transportation brought more people to San Diego, but a limited water supply struggled to meet the demands of a growing population. Real estate developer John D. Spreckels said, “Get your water first, for without your water you get your population under false pretenses and they quit you when the water runs dry.” 4 More water was needed to support long-term growth. Aqueducts were built to collect water from the local watersheds. Dams were built to store the collected water. Over time, the cycle continued with increased development creating increased demand from a limited water supply, necessitating a search for more water. During World War II the San Diego water supply was drying up due to the population explosion brought on by the war. Military housing and installations demanded 40% of the region’s water.”5 To help meet this demand, the Federal Bureau of Reclamation and the Department of the Navy connected a pipeline to the Colorado River Aqueduct. The aqueduct ran from Arizona to Los Angeles and was controlled by the Los Angeles Metropolitan Water District (MWD).6 This was the first of five pipelines that were constructed from the mid 1940’s through the late 1970’s, supplying imported water to the growing San Diego County.7 1 Powell, J.W. Lands of the Arid Region of the United States, with a More Detailed Account of the Lands of Utah (Washington: Government Printing Office. 1879). 2 American Experience . Lost in the Grand Canyon . People & Events | Water Fights | PBS, accessed December 11, 2012, http://www.pbs.org/wgbh/amex/canyon/peopleevents/pandeAMEX07.html. 3 NPR : The Vision of John Wesley Powell, Water in the West, accessed December 11, 2012, http://www. npr.org/programs/atc/features/2003/aug/water/part1.html. 4 John D. Spreckels - Wikipedia, the free encyclopedia, accessed December 11, 2012, http://en.wikipedia. org/wiki/John_D._Spreckels#Southern_California_Mountain_Water_Company. 5 Crawford, Richard, “Aqueduct water kept county from running dry,” August 7, 2010, http://www. utsandiego.com/news/2010/aug/07/aqueduct-water-kept-county-running-dry/. 6 Ibid. 7 Project details - San Diego Project - Bureau of Reclamation, accessed December 11, 2012, http://www. usbr.gov/projects/Project.jsp?proj_Name=San+Diego+Project.

Today, forecasts show increasing demand for water that correlates with an increasing population.8 Impacting this increased demand is San Diego’s need to rely less on imported water. In 1991, MWD supplied 98% of San Diego’s water, but in 2012 it supplied only 45% of the county’s water needs. It is projected to supply 30% of San Diego’s water in 2020. 9 San Diego’s supply of imported water is being diminished largely because of lower water availability from the Colorado River and the Bay-Delta due to drought and low snowpack in the Sierra Nevada Mountains. According to the U.S. Environmental Protection Agency, “[F]uture projections for less total annual rainfall, less snowpack in the mountains [of the Southwest], and earlier snowmelt mean that less water will likely be available during the summer months when demand is highest. This will make it more difficult for water managers to satisfy water demands throughout the course of the year.”10 A UC Santa Cruz study correlates increasing atmospheric carbon dioxide levels with a reduced snowpack in the Sierra, with the snowpack dwindling to perhaps half its current size by as early as 2040.11 Another reason for San Diego’s reduced supply of imported water is a state mandate that requires a reduction in the water imported from the declining Bay-Delta ecosystem. California Senate Bill 7 passed in 2009 and requires a 20% reduction in urban per-capita water use by the end of 2020.12 With less water available to support a growing population, the need for increased system efficiency, recycling, and conservation is driving San Diego County Water Authority’s (SDCWA) efforts to educate the public. The SDCWA recognizes the need for education “on the short- and long-term water supply challenges, specific tips to save water, and resources available to implement those changes.”13 Much effort has been poured into public education about water conservation in and outside of the home. For instance, inside the home, people have learned about replacing old shower heads and toilets with water efficient 8 San Diego County Water Authority Engineering Department, Regional Water Facilities Master Plan, (San Diego: San Diego County Water Authority, 2002), 1-5. 9 Swanson, Lori, San Diego County Water Authority Energy and Water Efficiency Event November 19, 2012, (San Diego: San Diego Water Authority, 2012), 5. 10 Water Resources Impacts & Adaptation | Climate Change | US EPA, last modified March 14, 2012, http://www.epa.gov/climatechange/impacts-adaptation/water.html#watersupply. 11 Snyder, M. A., J. L. Bell, L. C. Sloan, P. B. Duffy, and B. Govindasamy (2002), “Climate responses to a doubling of atmospheric carbon dioxide for a climatically vulnerable region”, Geophys. Res. Lett., 29(11), 1514, doi:10.1029/2001GL014431. 12 California Department of Water Resources Strategic Water Planning Team, 2009 Comprehensive Water Package - Special Session Policy Bills and Bond Summary, (Sacramento: California Water Plan Advisory Committee, 2010), 5. 13 San Diego County Water Authority Water Resources Department, 2010 Urban Water Management Plan. (San Diego: San Diego County Water Authority, 2011), 3-14.

alternatives. Outside the home, the Water Conservation Garden, located at Cuyamaca College in El Cajon, is an example of SDCWA’s “specific tips” educational efforts. The Garden’s goal is “...educating the public about the steps they can take to conserve water in the landscape.”14 It is part of a comprehensive plan to teach conservation methods and resource availability. Other parts of the plan include advertising, media relations and web sites.15 While a large, successful effort has been made to teach conservation methods, less effort has been spent on explaining where the water comes from, how it is delivered, and with whom San Diegans need to share water. Many people don’t know where their water comes from and are unaware of the engineering and technology or infrastructure that moves water to a dry area. This project addresses the missing link, the Water Story, in public education. The project proposes to bring a model of the water pipeline infrastructure out into a public space, a park, where it becomes an educational opportunity that will foster water conservation. Project Statement Creating an interactive water infrastructure model in a San Diego County park and trail system will help foster water conservation. Precedents Infrastructure The infrastructure that supports our lifestyle, such as water delivery pipeline systems, often lies hidden in our landscapes. Landscape architect Gary L. Strang addresses infrastructure systems: “They have an inherent spatial and functional order that can serve as the raw material of architectural design or establish a local identity that has a tangible relationship to the region. They can be designed with a formal clarity that expresses their importance to society, at the same time creating new layers of urban landmarks, spaces and connections.”16 “[Designers] are rarely asked to consider infrastructure as an opportunity, as a fundamental component of urban and regional form.” 17 Santa Monica Urban Runoff Recycling Facility (SMURRF) The SMURRF, managed by the City of Santa Monica Public Works, was designed to process daily runoff during the dry season and prevent it from entering the Santa Monica Bay. The facility was also designed to educate the public on how to reduce runoff, and why this is important. 14 Ibid., 3-11. 15 Ibid. 16 Strang, Gary L. (1996). “Infrastructure as Landscape [Infrastructure as Landscape, Landscape as Infrastructure]”, Places, 10(3), 8. Retrieved from: http://escholarship.org/uc/item/6nc8k21m, 10-3. 17 Ibid., 10:4.

The SMURRF website explains: Designed with education in mind, the SMURRF will be more than a place to go. . . it is a location through which people will move. This effect is accomplished by an elevated walkway that descends from one end of the site to the other. Visitors have a complete view of all of the equipment and processes that are used to treat the urban runoff. The sitting[sic] of the equipment and the technology used was considered equally with the need to make the process of runoff treatment understandable to visitors. The equipment is arranged in sequential order and oriented towards the viewer so that visitors can follow the technology and the process visually. Each piece of equipment is placed on a prominent base and raised to an appropriate viewing level. In several locations, the water moving through the system is â&#x20AC;&#x153;daylightedâ&#x20AC;?, or exposed to the open air to allow visitors to clearly see the water treatment process. The education element of the design is concentrated in the information plazas located at the top overview area and bottom viewing area of the walkway. Art and architectural elements are designed to convey three messages to visitors: To explain the workings of the facility To place the facility in the larger context of the Santa Monica urban watershed, and To inform citizens as to what they can do to decrease or eliminate pollution in urban runoff and from the Santa Monica Bay, and increase or maximize the recharge of rainfall stored in underground deposits or aquifers.18

Fig. 1 Information Plaza located at the top viewing area of SMURRF facility. 18 Santa Monica Public Works - S.M.U.R.R.F. Retrieved December 7, 2012, http://www.smgov.net/ Departments/PublicWorks/ContentCivEng.aspx?id=7796.

Santee Lakes Recreation Preserve Padre Dam Municipal Water District created the Santee Lakes Recreation Preserve in the City of Santee. The Preserve includes a series of seven lakes whose water source is a water recycling facility - a waste water treatment plant. Campgrounds, picnic areas and other amenities are available to visitors. The Preserve was built to raise public awareness of the high quality of recycled waste water as an alternative water source for irrigation and recreation. Park kiosks, brochures, a website, and public tours provide public education. The Santee Lakes website states, “Santee Lakes have become the world’s first example of how a community’s wastewater can be reclaimed and reused by people, with full public acceptance. Government officials from around the globe, including India and Israel have visited this facility.”19

Fig. 2 Educational kiosks are located throughout Santee Lakes Recreation Preserve

Efficacy of education and public awareness in other disciplines There is no statistical evidence available that measures the efficacy of the educational components used by the above precedents. However, the SMURRF and the Santee Lakes Recreational Preserve keep track of visitors that request tours. Both facilities show high yearly volumes of visitors from all over the world. Although little statistical evidence supporting the efficacy of interactive infrastructure education can be found, it is possible to formulate assumptions about its success by looking at information from other disciplines. For example, a 1976 study of the effectiveness of participatory science museum exhibits compared to passive exhibits showed that hands-on exhibits are significantly more effective in holding attention and fostering comprehension.20 19 History 5. Padre Dam Municipal Water District. Retrieved December 8, 2012, http://www.santeelakes. com/history5.html. 20 EASON, L. P. and LINN, M. C. (1976), “Evaluation of the Effectiveness of Participatory Exhibits”. Curator: The Museum Journal, 19: 45–62. doi: 10.1111/j.2151-6952.1976.tb00484.x.

SITE SELECTION Research was conducted from September through December 2012 to identify potential project sites in San Diego County. An Otay Valley Regional Park Community Advisory Committee meeting was attended and several people were interviewed about the suitability of potential sites. People interviewed who confirmed the feasibility of implementing this project locally were: - Dr. Peter Watry, economist and local historian, who explained historical land and water use in the area. Dr. Watry also discussed the economic implications of choosing an existing park verses creating a new park from remnant land, and the needs of a park-poor western Chula Vista. - Dr. Harold Bailey, Ph.D., P.E., La Mesa Planning Commissioner and former Operations Manager for Padre Dam Water District, who was responsible for aspects of maintenance of the water pipeline infrastructure system of San Diego County. - Oscar Romo, Researcher/Lecturer, University of California, San Diego, Watershed Coordinator, Tijuana River National Estuarine Research Reserve, and former Delegate to the U.N. Commission on Sustainable Development. - Dr. Jim McVeigh, chemist and Operations Manager of the Otay Reservoir and Water Treatment Plant, who discussed the suitability of the Otay Valley for this project. The water treatment plant is located at the eastern edge of the Otay Valley. - M. Martinez, U.S. Border Patrol Agent, who discussed the security aspects of developing the Otay Valley as a park. Three possible project sites were identified, ranging in scale from Regional/County (very large scale), Local/City (large scale - approximately 3,700 acres), and Local/Community (small scale - about 10 to 12 acres). The Regional /County site offered opportunities to create a trail system that would incorporate the proposed interactive pipeline model along the existing system pipeline. (See fig. 3.) This site may be too large for this thesis and may be considered for an advanced planning project. The Local/City site, known as Otay Valley, is located in the southern end of San Diego County and is approximately four miles north of the International Border. Otay Valley extends approximately 13 miles inland, from the eastern edge of San Diego Bay in the west to the southern end of Lower Otay Lake Reservoir in the east. Otay Lake Reservoir 6

is at the end of the water pipeline system in San Diego County and it is adjacent to Otay Mountain, which rises over 3,500â&#x20AC;&#x2122;. Although the eastern region of Otay valley is mostly open and undeveloped space, plans exist for a regional park system, and a portion of the park between Interstate 5 and Interstate 805 has been developed. This area of development includes one ranger station, five staging areas and some trail improvements. The Otay Valley Regional Park is a multi-jurisdictional park shared by the cities of San Diego and Chula Vista, and the County of San Diego. Plans exist for habitat restoration, an extensive trail system, playing fields, picnic areas and other amenities.21 (See fig. 4.) The Local/Community site is situated near the southern boundary of the City of Chula Vista, and borders on the northern end of Otay Valley Regional Park. Chula Vista High Tech High School occupies a portion of the north side of the site, and the rest of the site remains undeveloped coastal sage scrub. This site is approximately 10 to 12 acres and offers an opportunity for a smaller-scale pilot project. (See fig. 5.) 21

Otay Valley Regional Park Concept Plan (San Diego: Policy Committee for OVRP, 1995).

Fig. 3 Regional/County site with San Diego County water delivery pipeline system

Fig. 4 Local/City site, Otay Valley

Fig. 5 Local/Community site near High Tech High

The Otay Valley site was selected for this thesis project. Beginning at the foot of Otay Mountain in the east and gently descending over 13 miles to the San Diego Bay in the west, the Otay Valley offers the most unique elements to convey a story about where water comes from and how water is stored, cleaned, conveyed, used and wasted. Lapping at the northeast edge of the project site is the Lower Otay Lake Reservoir and Savage Dam. Adjacent to the reservoir is the Otay Water Treatment Plant. The valley is part of the Otay watershed. Undulating rounded canyon walls snuggle the valley as they grow from sea level to 500’ and 600’, creating vast mesas. On the mesa rims to the west are high density, low to middle income neighborhoods of Chula Vista, Imperial Beach, and Western Otay Mesa. The eastern mesa rims, east of I-805, are largely undeveloped, with plans to develop a technology university and residential housing. (See fig. 4.) SITE ANALYSIS A systematic approach was developed to deconstruct the site in order to help understand its essence. Site exploration was conducted first on foot and then on a mountain bike. More than 85 of unimproved and improved singletrack mountain bike trails and truck trails were covered in the Otay Valley. Observations were collected in a sketchbook, and photography was instrumental in building a photo site map. (See fig. 6.) Observations in the field generated questions regarding geology, hydrology, vegetation, drainage, wildlife, public access, land use, adjacencies, flood zones, history, agricultural background, topography, ponds, people, slopes, current user groups, etc. The quest to find answers, and to fully understand a complex 3,700-acre site, led to consulting city planning departments and to learning about Geographic Information Systems (GIS). Using geographic information to understand and manage site data helped to frame specific location-based questions, locate and organize data for site-specific analysis, and create visually effective maps to help clarify the data. SanGIS and the City of Chula Vista Geographic Information Systems department provided data and assistance. In addition, ArcGIS books and on-line tutorials helped in creating visual data maps for verification of site observations and presentation. (See fig. 7-16.)

Fig. 6 Photo site map of Otay Valley, 24” x 108”

Fig. 7 Topography with 4â&#x20AC;&#x2122; contours

Fig. 8 Places (a study in adjacencies)

Fig. 9 Land Use in and around the project site

Fig. 10 Hydrology

Fig. 11 Geology

Fig. 12 Site features

Fig. 13 Ecology

Fig. 14 View corridor

Fig. 15 Vegetation

Fig. 16 Transportation

Additional site information was collected during a March interview with Dr. Mike McCoy of Southwest Wetlands Interpretive Association (SWIA). Dr. McCoy, a conservation educator and environmentalist, helped found SWIA in 1971. SWIA is a not-for-profit dedicated to the acquisition, preservation and restoration of wetlands in the Tijuana Estuary and elsewhere. Dr. McCoy was particularly helpful in sharing information regarding the Otay Valleyâ&#x20AC;&#x2122;s early history, sensitive areas, endangered wildlife and vegetation. (See fig. 17.) Fig. 17 Western Otay Valley and San Diego Bay circa 1852. Map courtesy of SWIA.

Creating McHargian Maps, overlaying information sets, aided in synthesizing information and identifying patterns of organization. (See fig. 18.) For example, data organization exposed cause-and-effect relationships for areas that may be candidates for development. Section cuts, based on topographic information and oriented north to south, were generated in various locations throughout the Otay Valley. Cutting sections through the site provided a helpful visual aid in understanding the lay of the land for future development. (See fig. 19.) Collectively, the site data helped to reveal the essence of the site: systems that were linked together, areas that could be developed, and areas to protect. These techniques were crucial in determining initial program elements, opportunities and constraints that the Otay Valley and its adjacencies had to offer.

Fig. 18 Three examples of McHargian Maps

Fig. 19 Section cuts through Otay Valley

DESIGN APPROACH: Otay Valley Why was the Otay Valley chosen for this project, and what can it offer the public? These were significant questions to address while developing a program for the project site. Site analysis provides enough detailed information to help grasp the distinctiveness of the area. The site offers abundant resources and amenities, including diverse wildlife, open space vistas that boldly contrast the dense urban environment of neighboring communities, diverse plant communities, vernal pools, wetlands, remnants of cultural resources, and general landform diversity. The entire valley is a unique educational opportunity capable of generating multiple stories that offer diverse visitor experiences. Program development coalesced into the major categories of education, conservation, and recreation. (See fig. 20.) Educational opportunities for understanding the Water Story, area and regional ecology, and history took the form of an interpretive center, view stations, thematic trails, and programs that introduce visitors to unique experiences. Conservation opportunities included preserving plant and animal habitats, protecting endangered species, wetlands and open space, removing invasive plants, and reestablishing native plant habitats. Active and passive recreational opportunities included hiking, bicycling, bird watching, and camping. Identifying user groups was instrumental to program development. Groups include local schools, communities, rangers, athletes, and people with disabilities. With user groups identified, the next step was to determine what these groups needed, and how to connect the site, program and people in a cohesive working design. WATER

PLANTS

ECOLOGY

ANIMALS

EDUCATION

CONSERVATION

SYSTEMS

HISTORY

RECREATION

ACTIVE

PASSIVE

Fig. 20 Program development

Strategy components, used to define the needs of the user, developed into categories targeting access points, adjacencies, view corridors, circulation, safety and public service. Additional field observation was conducted to understand how the edges of the Otay Valley connected with adjacent neighborhoods and with future planned development. Gaining knowledge of the public transportation and city bicycle master plans aided in locating additional park access. Developing a design concept and site plan for the Otay Valley required research and site visits to other park systems. Hiking trail maps of Yosemite National Park, Zion National Park, and Grand Canyon National Park were studied. Mission Trails Regional Park and the Chula Vista Nature Center were visited. Concept diagrams led to developing a preliminary site plan for the Otay Valley. (See fig. 21-22.)

Fig. 21 Concept development

Fig. 22 Otay Valley site plan

The site plan adds access points from public transportation and adjacent neighborhoods. The vast eastern edges are undeveloped and kept open, allowing public access and unimpeded views into the park. More eyes looking into the park from higher elevations, combined with more eyes in the park, increases security. Additional trails for hiking and biking are provided to improve circulation and promote more diverse use. Existing unimproved singletrack trails and the two truck trails used by border patrol are preserved. Additional rim trails and loop trails are provided. To add user groups and take advantage of existing landforms, view shelters offer destinations for bird watching and observing the natural wonders of the park. Based on information gathered during fieldwork, the Otay Valley is already a mountain bike mecca with evidence of active freeride mountain bike use. Therefore, this project proposes a 22-acre freeride mountain bike park in a location where there is plenty of parking and access points, available at a Chula Vista shopping center. Native vegetation restoration, including oak groves, are part of the conservation and preservation efforts. Moreover, 45 acres are set aside for a skateboard, BMX, art park and 104-acres are reserved for an interpretive center. DESIGN APPROACH: Skateboard, BMX, Art Park Repeated site observations indicated that a large skateboarding, BMX, and graffiti art culture exists in the dense urban communities adjacent to the park and west of the I-805 freeway. (See fig. 23.) Could these activities be incorporated into the park system, and should they be? These questions led to looking for answers in the GIS data, the Otay Valley Regional Park Concept Plan, and the Chula Vista General Plan. According to the Otay Valley Regional Park Concept Plan, policies guiding park development include acquiring land from current businesses within the existing western portion of the park â&#x20AC;&#x153;as conditional use permit terms expire.â&#x20AC;?22 Based on information reviewed, a 45-acre salt quarry, nearing the end of its term, offered a remarkable location for combining skateboarding, BMX, and art into one multi-use complex. Three dense urban communities, Imperial Beach, west Otay Mesa, and west Chula Vista, surround the site. There is easy public transportation access along the northern border and there are schools, residences and light commercial industries within walking distance. (See fig. 24.) 22

Otay Valley Regional Park Concept Plan (San Diego: Policy Committee for OVRP, 1995), 48.

Fig. 23 Graffiti art

Fig. 24 Skateboard, BMX, Art Park

Literature reviews, online skate park research, a site visit to the Len Moore Skate Park, and interviews with skateboarders and BMX riders were first completed in order to develop the program, the design concept and the site plan for the new park. 2000 census data for the cities of Chula Vista and Imperial Beach were studied to determine if there would be sufficient public support to warrant developing a 45-acre multi-use complex.23,24 There were 83,500 people between the ages of 5 and 24 in the two communities. Statistics show that 16% of people in this age group are skateboarders,25 yielding 13,360 potential users. Another aspect of investigating the feasibility of developing the multi-use park was to determine whether other skateboard or BMX parks existed in the area. Len Moore Skate Park is located in a suburban neighborhood of Chula Vista behind the Boys and Girls Club, and is about four miles away from the potential 45-acre complex. However, accessibility from the dense urban west Chula Vista communities is less than adequate because of steep canyon terrain and difficult freeway crossings. Accessibility from Imperial Beach and west Otay Mesa is even more challenging. Enough compelling information existed that favored developing the 45-acre site. Strategy components used to develop the program and concept plan coalesced into categories targeting the following: access points, adjacencies, spectating views, social environments, amenities, circulation, activities, safety, security, community involvement and compatibility, and user groups. Program elements were developed into site-specific goals and tangible outcomes. For example, user groups include artists, spectators, families, disabled, after school-crowds, people from surrounding businesses, in-line skaters, skateboarders, BMX freestyle riders, BMX track riders and flatland BMX riders. For artists, the design provides concrete art walls for murals and graffiti, and designated areas to display other types of art, such as sculpture. Grassy mounds of earth are shaped and choreographed to offer picnic areas and spectator views into activity areas. A onemile concrete track is available for wheelchair race training and other sports. Amenities include solar trees that shade skating and BMX areas while offering places to plug in electronic devices and access Wi-Fi. Solar trees and solar picnic shelters provide 23 U.S. Census Bureau. “Profile of General Demographic Characteristics: 2000 Geographic Area: Chula Vista city, California” http://censtats.census.gov/data/CA/1600613392.pdf 24 U.S. Census Bureau. “Profile of General Demographic Characteristics: 2000 Geographic Area: Imperial Beach city, California” http://censtats.census.gov/data/CA/1600636294.pdf 25 Peter Whitley, Public Skatepark Development Guide: Handbook for Skatepark Advancement (Portland, Oregon: Skaters for Public Skateparks, 2009), 9.

lighting for evening events. A plaza with splash pads for summer cooling has plentiful seating from which to enjoy music and events. Additionally, the plaza features display space for street art. A community building houses concessions, rest rooms, a bike and skate repair shop, and announcement systems. Access for emergency vehicles, BMX track equipment, and neighborhood and park areas are provided. Groves of trees provide shade in non-skating areas and support an inviting park environment for all age groups. A native plant palette transitions the multi-use park boundary into the Otay Valley park native plant communities. Figures 25 through 30 illustrate some of the development process used to create the program elements and figure 31 is the Skateboard, BMX, art park site design.

Skateboard, BMX, Art Park

Fig. 25 Development process

Fig. 26 Development process

Fig. 27 Development process

Fig. 28 Development process

Fig. 29 Development process

Fig. 30 Development process

Fig. 31 Skateboard, BMX, Art Park site plan

DESIGN APPROACH: Interpretive Center An interpretive center was developed to address the educational requirements of this project. Interpretive opportunities included the Water Story, area ecology and history. Identifying user groups and determining public access points were the first steps in establishing a location for the Interpretive Center. The Center had to be accessible to schools and to the general public. Locating the center at the heart of the 3,700-acre Otay Valley Park along Heritage Road, a main arterial road that connects to the I-805 freeway, would offer easy accessibility for all user groups. Moreover, the adjacent properties, Sleep Train Amphitheater, one of the larger concert venues in San Diego county with 19,492 seats, and SeaWorld Aquatica San Diego, could provide additional overflow parking and attract more visitors. (See fig. 32.) In addition, this locationâ&#x20AC;&#x2122;s proximity to wetland areas and the Otay River will support opportunities for ecology and history education, and the Water Story. Research that included literature reviews and site visits to Mission Trails Regional Park Visitor Center and the Chula Vista Nature Center was completed prior to developing the program, the design concept, and the site plan for the Otay Valley Interpretive Center. The design approach used for the Interpretive Center was the same approach used for the Otay Valley (see page 15), and resulted in categories of education, conservation and recreation. However, the Interpretive Center had its own set of unique questions to explore. Questions that informed layers of design solutions included: What experiences will visitors have at the center? How will visitors connect to the resources? How will resources be protected? Can resources be enhanced? What is the interpretive theme or major concept that visitors will remember? The goal was to create a design that has the power to move people, increase awareness, and engage public interaction. The stage was set to create an interactive water infrastructure model that could foster water conservation in the public consciousness. The following pages (23 to 25) illustrate the process of weaving data, ideas, opportunities, constraints, and the beauty and wonder of the Valley into a cohesive site plan. (See fig. 33.) The program would promote education through activities including hiking, bicycling, bird watching, camping and picnicking. It would also promote preserving and enhancing the ecology and water quality of the area, and protecting the environment.

Fig. 32 Proposed location of 104-acre Interpretive Center site

Fig. 33 Interpretive Center site plan

The Interpretive Center will host three buildings with interactive exhibits. Building one is vertically oriented and situated to take advantage of window views of the eastern Otay Mountain region. This building is dedicated to the story of water and the earth. Exhibits provide educational content regarding what water is (properties of water), where water comes from (water formation in the universe, the hydrological cycle, and watersheds), and the connection between water and life. (See fig. 34.) Building two is oriented east-to-west, symbolizing the direction Colorado River water travels to southern California. The building is 121’ long, half the distance in feet that Colorado River water travels in miles. This building is dedicated to our relationship with water. The role of water in the success of human civilization is explored. Educational components address the history of water use, contamination, waste, and the development of technologies and engineering to create the infrastructure used to collect, store, clean and convey water to southern California. Building three is oriented north-to-south. It is the longest of the three buildings with a length of 175’, half the distance in feet the aqueduct system travels in miles, from the Bay Delta region to southern California. Building three is the largest to emphasize the importance of its topic: the future of water and life. This building is dedicated to information and interpretive data related to decreasing the reliance on imported water through conservation, recycling and efficiencies. (See fig. 35.) A three-acre semi-primitive ADA compliant campground was created. The campground will require use permits obtained through the Center’s educational programs. (See fig. 35.) The “Mighty Oak Campground” has a maximum of nine 20’x 20’ campsites per acre, with a total of 22 campsites. Access to restrooms and potable water is located in building three, and is about a five minute walk from the most distant campsite. Sculpted earth berms are heavily planted with appropriate native plants to create screens providing privacy between campsites and between the campground and other developed trail systems.

Fig. 34 Building 1 vertically oriented

Fig. 35 Bldg. 1(blue), Bldg. 2(lavender), Bldg. 3(green)

A wetland area is located in the northwest corner of the 104-acre Interpretive Center site. (See fig. 33.) To promote ecological education and habitat preservation, a boardwalk and observation deck was created. The observation deck has comfortable built-in seating and shade for educational programs and bird watching. The area surrounding the observation deck and boardwalk is heavily planted with native riparian plants to discourage pedestrian access and to benefit habitat. Buildings 1, 2, and 3, are arranged around a central plaza containing splash pads that suggest a “water hole” educational theme. Historically, a majority of animal and human trails led to water holes or community wells. Because the Interpretive Center is located in the heart of the Otay Valley and has water as the primary educational theme, it was natural during the design process to form a parallel story line, with all hiking and bicycling trails leading to and from the “Water Hole” plaza. The plaza contains boulders from the local quarry and animal prints embedded in the paving material. Additionally, artful sculptures of the area’s prehistoric and current animals are placed throughout the plaza to further advance educational opportunities. Streams of blue glass, representing streams of water, are embedded in the plaza paving and lead from the central water hole into each of the buildings, where they terminate in water features. (See fig. 36.) WATER STORY TRAIL AND STORY PIPES Leading out of the Interpretive Center’s Water Hole plaza is the five-mile-long Water Story trail, with 21 story pipes spaced ¼ mile apart and oriented to frame appropriate views. Story pipes, modeled after water pipe infrastructure, are artistic pipe segments that tell water stories using QR codes linked to web pages and video, and low-power FM transmitters. Hikers, bikers, and the visually impaired will use smart phones or radios to learn about where our water comes from, how it is delivered to us, how water use affects everyone who shares the same resources, and more. (See fig. 37-39.)

Fig. 36 View of Water Hole Plaza from Building 1

The Water Story trail, also called El Camino del Agua, ends at a view shelter situated high on a hilltop with breathtaking views of the Lower Otay Lake reservoir and dam, the Otay River Valley and Otay Mountain. From this destination, visitors can return to the Interpretive Center by way of the El Camino de la Ecologia, the ecology trail, where they will learn about the areaâ&#x20AC;&#x2122;s ecology while traveling through shady native oak groves that inspire the imagination and provide pleasing places to rest. (See Fig. 38.)

Story Pipe Water Hole Plaza

Story Pipe

mino del Agua

El Ca

Fig. 37 Plan view of Interpretive Centerâ&#x20AC;&#x2122;s Water Hole Plaza and Water Story Trail

Fig. 38 Plan View of Interpretive Center and Trail System, Including the Water Story Trail

Fig. 39 View of Interpretive Center & Story Pipe #1 on El Camino del Agua

CONCLUSION This project strives to demonstrate that creating an interactive water infrastructure model in a San Diego park will foster water conservation. The research and resulting design presents a plausible means for accomplishing this goal. The Otay Valley offers a tremendous opportunity for demonstrating the feasibility of Conservation through Recreation. It is hoped that parts of this project move beyond academic exercise and will be considered for real-world implementation.

APPENDIX A: Presentation Boards

CONSERVATION THROUGH RECREATION THESIS STATEMENT Creating an interactive water infrastructure model in a San Diego park and trail system will foster water conservation.

INTRODUCTION The more people know about our public water system, the more likely they are to help conserve our precious water resources. What better place is there to teach about our water infrastructure than at a regional park at the farthest end of Californiaâ&#x20AC;&#x2122;s water delivery system? This project is a design for a 3,700 acre park along the Otay River in south San Diego County. The park will meet the recreational and educational needs of the surrounding communities, preserve open space and restore native habitat while providing a unique educational experience that teaches people about our public water system. Park features focus on telling the water story: where our water comes from, how it is delivered to us, and how our water use affects everyone who shares our water sources. An Interpretive Center will host three buildings housing interactive exhibits focusing on Water & the Earth, Our Relationship with Water, and Water Conservation. The parkâ&#x20AC;&#x2122;s trail system will include a 5 mile long Water Story Trail with 21 Story Pipes, artistic pipe segments which tell the water story through QR Code links to web pages, video, and low-power FM transmitters. Hikers and bikers will learn about our water system as they pass through a Story Pipe every quarter mile along the trail. The park will meet the needs of the surrounding urban and suburban communities by providing plenty of active and passive recreational opportunities including: bird watching, walking and biking trails, a BMX/Skate/Art park a Mountain Bike Freeride park and semi-primitive campgrounds. The trail system will have plenty of access points from high density neighborhoods, and will be connected to regional hiking and bicycling trail systems.

PROGRAM ELEMENTS: Educational targets: - Water infrastructure - Water in the environment - Local and regional ecology - Conservation techniques - Research opportunities Recreational elements: - Trail system - Passive observation areas - Camping - Bicycling, hiking, skateboarding and other sporting activities - Art Conservation goals: - Preserve wetlands and open space - Restore native habitat, including oak groves - Remediate unspent ordinance area - Remove invasive plants and reintroduce native species Access requirements: - Provide easy park access from urban and suburban neighborhoods - Preserve visual access into the park from the surrounding mesas - Provide access near public transportation stops - Meet or exceed all Americans with Disabilities Act guidelines - Connect trail system with existing and proposed regional trails

PROJECT SAN DIEGO COUNTY

THE PROJECT UCLA EXTENSION LANDSCAPE ARCHITECTURE THESIS 2013

LINDA A. WHITNEY INSTRUCTORS: MICHAEL KAUFMAN & JIM PICKEL

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SITE ANALYSIS UCLA EXTENSION LANDSCAPE ARCHITECTURE THESIS 2013

LINDA A. WHITNEY INSTRUCTORS: MICHAEL KAUFMAN & JIM PICKEL

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INTERPRETIVE CENTER (104 acres)

SKATEBOARD, BMX, STREET ART PARK

OTAY RIVER VALLEY PARK (3,675 acres)

SITE PLAN UCLA EXTENSION LANDSCAPE ARCHITECTURE THESIS 2013

LINDA A. WHITNEY INSTRUCTORS: MICHAEL KAUFMAN & JIM PICKEL

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INTERPRETIVE CENTER

UCLA EXTENSION LANDSCAPE ARCHITECTURE THESIS 2013

LINDA A. WHITNEY INSTRUCTORS: MICHAEL KAUFMAN & JIM PICKEL

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Story pipe on west side of interpretive center

Water hole from building #3, looking south

People enjoying the water story broadcast from story pipe #1

Evening at the water hole

Traveling east through a story pipe

Courtyard on east side of building #3

Semi-primitive campsite

Water hole plaza

UCLA EXTENSION LANDSCAPE ARCHITECTURE THESIS 2013

LINDA A. WHITNEY INSTRUCTORS: MICHAEL KAUFMAN & JIM PICKEL

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PLAN (45 acres)

East view of half dome, bmx bowl & 360 pipe

Northeast view of 360 pipe, solar trees & picnic shelters

Solar tree & grafямБti wall near the half dome

Skaters enjoying the half dome

SKATEBOARD, BMX, ART PARK UCLA EXTENSION LANDSCAPE ARCHITECTURE THESIS 2013

LINDA A. WHITNEY INSTRUCTORS: MICHAEL KAUFMAN & JIM PICKEL

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View from a picnic shelter

UCLA EXTENSION LANDSCAPE ARCHITECTURE THESIS 2013

Action at the skate bowl

LINDA A. WHITNEY INSTRUCTORS: MICHAEL KAUFMAN & JIM PICKEL

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REFERENCES Brett Barnes, So You Want to Build a BMX Facility (Australia: Dirtz Traxn Trails, 2009) Simon Bell et.al., eds., Exploring the Boundaries of Landscape Architecture (New York: Routledge, Taylor & Francis Group, 2012). California Department of Water Resources Strategic Water Planning Team, 2009 Comprehensive Water Package - Special Session Policy Bills and Bond Summary, (Sacramento: California Water Plan Advisory Committee, 2010). Gina Clemmer, The GIS 20 Essential Skills (Redlands: ESRI Press, 2010). C.M. Deasey and Thomas E. Lasswell, Designing Places for People (New York: Whitney Library of Design, 1985). Garrett Devier, Environmental Learning Parks (Seattle: Open Space Seattle 2100, 2006). David Dillon, The FDR Memorial Designed by Lawrence Halprin (Washington: Spacemaker Press, 1998). Division of Interpretive Planning, Harpers Ferry Center, Planning for Interpretation and Visitor Experience (Harpers Ferry: National Park Service, 1998). EASON, L. P. and LINN, M. C. (1976), “Evaluation of the Effectiveness of Participatory Exhibits”. Curator: The Museum Journal, 19: 45–62. doi: 10.1111/j.2151-6952.1976. tb00484.x. Charles Fishman, The Big Thirst: The Secret Life and Turbulent Future of Water (New York: Free Press, 2011). Fresno Action Sports, last modified February 15, 2013, www.fresno.gov/Government/ DepartmentDirectory/ParksandRecreation/RecreationandSports/FresnoActionSports/ olddefault.htm Dorothy Green, Managing Water: Avoiding Crisis in California (Berkeley: University of California Press, 2007). History 5. Padre Dam Municipal Water District. Retrieved December 8, 2012, http://www. santeelakes.com/history5.html. 38

George Hargreaves, ed., LA River Studio Book (Cambridge: Harvard University Graduate School of Design, 2002). Maya Lin, Boundaries (New York: Simon & Schuster Paperbacks, 2000). Tim Ormsby et. al., Getting to Know ArcGIS (Redlands: ESRI Press, 2010). Otay Valley Regional Park Concept Plan (San Diego: Policy Committee for OVRP, 1995). Victoria Padilla, Southern California Gardens (Santa Barbara: Allen K. Knoll, 1994). Matthew Potteiger and Jamie Purinton, Landscape Narratives: Design Practices for Telling Stories (New York: John Wiley & Sons, Inc., 1998). Marc Reiser, Cadillac Dessert: The American West and its Disappearing Water (New York: Penguin Books, 1993). Santa Monica Public Works - S.M.U.R.R.F. Retrieved December 7, 2012, http://www. smgov.net/Departments/PublicWorks/ContentCivEng.aspx?id=7796. Snyder, M. A., J. L. Bell, L. C. Sloan, P. B. Duffy, and B. Govindasamy (2002), “Climate responses to a doubling of atmospheric carbon dioxide for a climatically vulnerable region”, Geophys. Res. Lett., 29(11), 1514, doi:10.1029/2001GL014431. Steven Schroenherr, Chula Vista Centennial: A Century of People and Progress (Chula Vista: City of Chula Vista, 2011). John Ormsbee Simonds, Landscape Architecture: A Manual of Site Planning and Design (New York: McGraw-Hill, 1997). “Special Issue: Water: Our Thirsty World“, National Geographic, April 2010 Frederick Steiner and Kent Butler, Planning and Urban Design Standards: Student Edition (Hoboken: John Wiley and Sons, 2007). San Diego County Water Authority Engineering Department, Regional Water Facilities Master Plan, (San Diego: San Diego County Water Authority, 2002). San Diego County Water Authority Water Resources Department, 2010 Urban Water Management Plan. (San Diego: San Diego County Water Authority, 2011). 39

Simon Swaffield, ed., Theory in Landscape Architecture: A Reader (Philadelphia: University of Pennsylvania Press, 2002). Strang, Gary L. (1996). “Infrastructure as Landscape [Infrastructure as Landscape, Landscape as Infrastructure]”, Places, 10(3), 8. Retrieved from: http://escholarship.org/uc/item/6nc8k21m. Swanson, Lori, San Diego County Water Authority Energy and Water Efficiency Event November 19, 2012, (San Diego: San Diego Water Authority, 2012). Water Resources Impacts & Adaptation | Climate Change | US EPA, last modified March 14, 2012, http://www.epa.gov/climatechange/impacts-adaptation/water.html. U.S. Census Bureau. “Profile of General Demographic Characteristics: 2000 Geographic Area: Chula Vista city, California” http://censtats.census.gov/data/ CA/1600613392.pdf U.S. Census Bureau. “Profile of General Demographic Characteristics: 2000 Geographic Area: Imperial Beach city, California” http://censtats.census.gov/data/ CA/1600636294.pdf Peter Whitley, Public Skatepark Development Guide: Handbook for Skatepark Advancement (Portland, Oregon: Skaters for Public Skateparks, 2009).

Hidden from view The cool water flows Running, running, running Running out Only a smooth stone knows Squeeze it once And it hurts the hand Squeeze it twice And the thirst begins Dry like dunes We will be If only water Were in our dreams Linda Whitney October 2012