The Campus Plan for The University of California Santa Barbara
Prepared for:
university of california santa barbara Regents of the University of California Chancellor Henry T. Yang
Prepared by:
urban design associates Pittsburgh, Pennsylvania
laquatra bonci associates Pittsburgh, Pennsylvania
glatting jackson kercher anglin lopez rinehart Orlando, Florida
The Campus Plan for The University of California Santa Barbara
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The Campus Plan for The University of California Santa Barbara
Christopher Newfield: Vice Chair, Council on Planning & Budget: Professor, English
William Ashby: Provost, College of Creative Studies
Elvin Hatch: Design Review Committee Co-Chair, Professor, Law & Society/Communications
Anne Bermingham: History of Art & Architecture
Mary Hegarty: Professor, Psychology
Will Nichols: student, College of Creative Studies
Kum-Kum Bhavnani: Sociology
Danny Heller: student, College of Creative Studies
Dan Oh: Director, Development, Math Life Physical Sciences
Cindy Bowers: Director, Student Health Services
Maria Herrera-Sobek: Acting Associate Vice Chancellor, Academic Policy
Larry Parsons: Director Environmental Health and Safety
Willie Brown: Director, Housing & Residential Services
George Hopwood: Staff Association Representative
Carol Pasternack: Professor of English
Leslie Campbell: Staff Association President
Joe Incandela: Professor, Physics
George Pernsteiner: Vice Chancellor, Administrative Services
David Clarke: Materials
Derek Johnson: Director, Isla Vista Parks and Recreation Department
Sarah Pritchard: UCSB Librarian
Edward Collins: President, Graduate Student Association
Laura Kalman: Professor, History
Wendy Reis: student, College of Creative Studies
Jim Cooper: Assistant Dean, Letters and Science
Jody Kaufman: Executive Director, Academic Affairs
Tom Roberts: Director, Transportation and Parking Services
Vic Cox: Senior Editor, Public Affairs
Bonnie Kelm: Director, University Art Museum
Mark Rose: Acting Associate Vice Chancellor, Academic Personnel
Gary Cunningham: Director, Intercollegiate Athletics
Everett Kirkelie: Associate Vice Chancellor, Administrative & Auxiliary Services
Tye Simpson: Director, Physical Planning
Ken Curtis: Planning & Environmental Services Director, City of Goleta
Bernie Kirtman: Professor, Chemistry
George Singer: Professor, Education
Don Daves-Rougeaux: Executive Director, Associated Students
Chrystine Lawson: President, Associate Students
Jon Spaventa: Director, Recreation
Frank Davis: Bren School of Environmental Science and Management
Todd Lee: Budget Director, Budget and Planning
Ron Strahl: Director, Engineering Design & Construction Services
Steven DeCanio: Economics
Martie Levy: Director, Capital Development
Bob Sundberg: Assistant Director, Transportation and Parking Services
Paul Desruisseaux: Assistant Vice Chancellor, Public Affairs
Charles Li: Dean, Graduate Division
Stephanie Tavares: Campus Editor, Daily Nexus student newspaper
Aaron Ettenberg: Acting Provost, College of Letters and Science
Gene Lucas: Acting Executive Vice Chancellor, Planning Committee
Matthew Tirrell: Dean, College of Engineering
Marc Fisher: Associate Vice Chancellor, Campus Design & Facilities
Bruce Luyendyk: Professor, Geology
Ronald Tobin: Associate Vice Chancellor, Academic Programs
Ellen Freidken: Academic Senate Staff
Loy Lytle: Dean, Extension; Director, Summer Sessions
Steven Velasco: Director, Institutional Research
Steve Gaines: Acting Vice Chancellor, Research
Dan Manfredonia: Staff Association Representative
Dennis Whelan: Senior Campus Planner
Adam Garcia: Student Gardens/Environmental Affairs Board
Celeste Manolas: Project Manager, Project Services
Chris Wiesen: Assistant Fire Marshall
Paul Gawronik: Associate Director, Project Services, Physical Facilities
Malgorzata Marek-Sadowska: Professor, Electrical and Computer Engineering
Jack Wolever: Director, Design and Construction Services
Jamie Goldstein: Santa Barbara County Planning & Development
Arlis Markel: Manager, Graduate School of Education
Bruce Wood: Architect, Kallmann McKinnell & Wood
David Gonzales: Assistant Vice Chancellor, Physical Facilities, Transportation and Parking Services
David Marshall: Dean, Humanities and Fine Arts
John Woolley: Acting Dean, Social Sciences
Corrine McDonough: student, College of Creative Studies
Al Wyner: Dean, Undergraduate Studies
Gary Greinke: Associate Vice Chancellor, Development
Al Yakel: Assistant Fire Marshall
David Gross: Director, Kavli Institute for Theoretical Physics
Duncan Mellichamp: Chancellor’s Special Assistant on Long-Range Planning; Professor, College of Engineering and Chemical Engineering
Chuck Haines: Coordinator of Resource Planning, Housing & Residential Services
Joel Michaelsen: Chair, Academic Senate Executive Council, Professor, Geography
Bruce Hanley: Bio-Safety Officer, Environmental Health & Safety
Sarah Miller: student, College of Creative Studies
Yonie Harris: Dean of Students
Martin Moskovits: Dean, Mathematical, Life & Physical Sciences
Dennis Aigner: Dean, Bren School of Environmental Science and Management
Harry Nelson: Vice Chair, Academic Senate
Acknowledgements university
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Kristi Newton-Day: Assistant Dean of Development, Math Life Physical Sciences
Henry T. Yang: Chancellor Fikret YegĂźl: Professor, History of Art & Architecture Michael Young: Vice Chancellor, Student Affairs Walter Yuen: Chair, Academic Senate Jules Zimmer: Dean, Graduate School of Education
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The Campus Plan for The University of California Santa Barbara
Overview
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cc Elements of the Plan
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Purpose and Focus
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Elements of the Campus Plan
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Building a Great University Campus
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Open Space Network
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Principles
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Traffic
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Planning Method
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Streets, Parking & Services
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Development Potential
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Bicycle Network
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Key Elements of the Campus Plan
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Pedestrian Network
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The Public Spaces of a Great Campus
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Conflicts
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Tower Mall & Storke Plaza
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Development Areas
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Pardall Mall
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Development Potential
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Design Standards
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Regulating Plan
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Building Guidelines
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Public Space & Landscape Guidelines
a-10 Campus Green & Quad
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table
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Library Mall
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The Campus Plan & Its Context
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Process
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Community Process
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Strengths
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Weaknesses
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Opportunities
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Existing Conditions Analysis
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Planning Method
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The Campus Plan for The University of California Santa Barbara
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Overview
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The Campus Plan for The University of California Santa Barbara
t h e c a m p u s p l a n i s a vision for the physical future of the University of California, Santa Barbara. It was prepared in a process that engaged a broad cross section of persons whose lives are closely linked with the campus, including students, faculty,
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The campus should have a positive relationship with the town of Isla Vista and with the surrounding residential, commercial, and natural conservation areas. These values, which emerged so clearly in this planning process, are the
staff, administrators, technicians, and consultants. The Plan’s physical form
values stated in the preface to all previous planning efforts. And yet, they have
represents a remarkable consensus among these participants about the quali-
not been fully achieved, and in many cases have been eroded by the develop-
ties and values central to campus life:
ment of particular buildings as plans are implemented. Both the funding and
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The most highly valued asset of the campus is its magnificent natural set-
implementation processes are so focused on individual buildings that these
ting, which should be the focus of campus spaces and more closely inte-
overall goals are easily forgotten and violated. The result continues to be a col-
grated into the patterns of circulation and use.
lection of individual efforts with little overall order.
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Views of the mountains and sea should be an integral part of the design of both indoor and outdoor spaces throughout the campus.
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ing those qualitative, human goals which have universal appeal. Therefore, the Campus Plan establishes a pattern of common open space that can serve as a framework within which individual building projects can
together with a coherent and dignified system of campus open spaces and
be developed. The regulating lines that define the public spaces should be
circulation. This is essential to promoting interdisciplinary dialogue and
respected. The buildings to be developed should be conceived as a means of
connecting the various parts of campus life.
creating public spaces as well as containers for academic functions. In this
The pedestrian environment is dependent on efficient use of perimeter
way, each building will be another step toward realizing a common vision. This Plan builds on the efforts of three distinguished urban design firms,
nected to destinations.
who created a series of smaller area plans in 2001. Within each of those plans
The use of bicycles as a mode of transportation should be enhanced and
are important concepts which have been integrated into this Plan and which
conflicts with pedestrians and cars eliminated.
are key to its form.
The design of buildings should contribute to the coherence of the campus.
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The challenge for this Campus Plan is to support the University in realiz-
The many different academic disciplines and activities need to be bound
parking. A coherent system of pedestrian circulation should be well con-
Land on this campus with its spectacular setting should not be wasted
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The Campus Plan is described using three dimensional images of the spaces that can be created. These images can lead the process and serve as a reference to evaluate all proposals from this point forward.
with inefficient buildings, trailers, marine corps buildings, temporary structures, or surface parking.
Purpose & Focus overview
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Building a Great University Campus The present campus has a rich variety of spaces and a diverse collection of buildings which fail to create a coherent environment. In the future, four major public spaces will create a large scale order for the campus, within which the rich collection of smaller spaces and diverse buildings can be more logically and coherently organized. Although there is a perception that the campus is built out, implementation of the Campus Plan results in an additional 2.2 million assignable square feet while creating an orderly arrangement of buildings and expansive open spaces. The open spaces will frame views of the distant mountains, lagoon and ocean, providing direct physical and psychological connections to the extraordinary natural resources which surround the campus. The planning process identified a set of core principles. The principles are illustrated on the following page in diagrams using aerial perspective renderings.
Aerial view of the Campus Plan showing a series of well-defined public spaces and an orderly arrangement of buildings
Existing view of the main campus from the northeast: a cluttered, disorganized collection of open space and buildings
Building a Great University Campus overview
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Principle 1: Orient buildings and spaces to the extraordinary natural resources around the campus. Enhance vistas and access to the natural areas from within the campus.
Principle 2: Provide new permanent space for program currently housed in temporary buildings and onestory structures; use surface parking areas and inefficient building sites to create sites for new buildings and open space.
Principle 3: With the flexibility gained by eliminating temporary buildings, create a coherent system of campus open space based on a grid of vistas.
Principle 4: Use the system of open space to clearly define development zones.
Principle 5: Use the system of open space to organize automobile, service, bus, and bicycle circulation in well-defined areas. Auto routes are limited to the perimeter with roads that discourage through traffic, service lanes are consolidated and simplified, and the bikeway system is enhanced. Long term, major parking lots will be replaced by structured parking.
Principle 6: Each new building construction should be coordinated and implemented together with the public open space network and be designed within the building design guidelines established by the Campus Plan.
Principles overview
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The existing figure/ground with temporary buildings highlighted in orange and one-story buildings in red
The figure/ground of possible campus development
Planning Method overview
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Development Potential The creation of grand campus spaces and the clarification of bicycle and pedestrian circulation results in a series of development blocks. Many blocks have existing buildings while others are undeveloped. The creation of welldefined blocks allows for the orderly arrangement of new buildings and additions to existing buildings. The development potential of the Campus Plan is calculated assuming a Floor Area Ratio (FAR) of 2 and a building coverage of 50%, which results in an average building height of four stories. Total area of development parcels:
2,770,900 sf
Development potential at FAR 2 & 50% coverage:
5,541,800 gsf
Development potential at 60% efficiency:
3,325,080 asf
Net gain:
2,230,080 asf
The net gain of 2,230,080 asf does not include the 895,000 sf already included in the LRDP, or the 200,000 sf required to replace temporary buildings.
The Figure/Ground with the Campus Plan possible buildings shown in red
Potential development blocks
Development Potential overview
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Key Elements of the Campus Plan The disorderly and cluttered form of the existing campus is transformed into
Los Carneros Rd
an orderly sequence of grand campus spaces, enabling the addition of a poten-
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tial 2.2 million assignable square feet while creating a more open and spacious
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campus. There are two critical elements in achieving this transformation: the immediate replacement of temporary buildings with new, appropriately
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designed and located buildings, and the firm commitment to the form and
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dimensions of the system of campus open space. When individual buildings
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The Campus Plan includes a series of new building sites, areas for additions
Embarcadero Del Norte
Embarcadero Del Mar
Camino Pescadero
Camino Del Sur
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to existing buildings, and a network of circulation for all modes of travel.
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Pardall Rd
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UCen Rd
Del Play a Dr Channel Islands Rd
Public Buildings Academic Buildings Office Buildings
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Tower Mall and Storke Plaza
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Pardall Mall
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Campus Green and Quad
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Library Mall
Other elements of the Campus Plan Lagoo n Rd
Natural Conservation Areas Recreation Areas
Four main spaces
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Ocean Rd
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are proposed, they should be designed within this framework of open space.
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Natural conservation areas
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Mesa Road development
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Ocean Road residential development at the Isla Vista edge
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West Park
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Recreation areas
Commercial Buildings / Ucen Residential Buildings Pedestrian Circulation Bikeways & Bike Parking Surface Parking Structured Parking
Campus Plan showing a series of well-defined public spaces and building sites
Key Elements of the Campus Plan overview
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The Public Spaces of a Great Campus The central goal of the Campus Plan is to provide a coherent system of open space that is appropriate for a respected University and which facilitates communication and access among all parts of the campus. The Plan recommends the early implementation of four key spaces which establish the framework for developing the campus. Each of these spaces will have a unique character and function. They are:
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1 Tower Mall - A grand entry space
leading from Mesa Road to Storke Plaza
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2 Pardall Mall - A busy, east-west
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pedestrian and bicycle thoroughfare running from Isla Vista to the Pacific Ocean 3 Campus Green and Quadrangle -
Two adjacent spaces, one formal and the other informal
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4 Library Mall - A linear park from
University Plaza to the Lagoon
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The Public Spaces of a Great Campus overview
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Tower Mall & Storke Plaza Although the existing entry road is on axis with Storke Tower, it is terminated with a disheartening view of the Old Gym and the confusing bus circle. It is both inelegant and disorienting as a major entrance to a great university. The first step is to replace the space provided in the Old Gym, the Women’s Center, and CLAS with new space elsewhere. The second is to simplify the vehicular circulation by creating a properly designed bus staging area (1), that takes place in the flow of the bus lines that use it. It is illustrated
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immediately north of the present circle. The space between the bus drop-off and Storke Plaza can then become a pedestrian mall (2). The building setback lines established by the frameworks of open space result in a well-
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defined public space 200 feet wide that leads to Storke Plaza (3). The Campus Plan recommends that Storke Plaza be transformed into a green sloping lawn with the capacity to serve as an outdoor amphitheater. A pleasant informal gathering space can be created by eliminating the concrete
Existing view to Storke Tower from the north, overlooking the bus circle and the Old Gym
railings around the perimeter, adding soil and lawn to create stepped or gently sloped sides, and planting shade trees along the edges.
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Proposed view of Tower Mall, with a reconfigured bus drop-off and new buildings creating a grand axis
Plan of Tower Mall and Storke Plaza
View of the redesigned Storke Plaza from the University Center
Tower Mall & Storke Plaza overview
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Pardall Mall Pardall Mall is the main east-west thoroughfare for the campus and the primary pedestrian and bicycle connection to the community of Isla Vista. Currently, west of the Davidson Library (1), the Pardall Mall is a wide, gracious space in which bicyclists and pedestrians move easily across the campus. The variety of its landscape and vistas of buildings result in one of the most pleasant spaces on campus. However, from the Library eastward, the Mall deteriorates and then ends in a one story structure (2). The plan calls for building replacement facilities for the greenhouses and one-story structures between Webb Hall and Noble Hall in order to complete Pardall Mall by extending it to Lagoon Road (3). In this way a grand axis can be created from the Isla Vista campus entrance to the Pacific Ocean. The plan calls for build-to planes that establish the edges of this space. The Library, as it is expanded and remodeled, will continue to be the anchor in the center of this space. Future buildings near the Library at the crossing of the Pardall Mall and the Library Mall could be taller to reinforce the importance of this location. Within the Mall space considerable work is needed to better serve cyclists and pedestrians, particularly at intersections. With a strongly defined Pardall Mall the links between all parts of the campus and its various schools and disciplines are better connected and the Existing view of Pardall Mall from the East looking West
Proposed view of Pardall Mall showing the clear connection from the East Bluffs to Isla Vista
current sense of compartmentalization by discipline is diminished. A completed Pardall Mall is an important part of building a shared identity for all departments within the University.
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Plan of Pardall Mall
Pardall Mall overview
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Campus Green & Quad The current Campus Green, though much appreciated as a quiet open space, has been criticized for its incoherent and amorphous landscape design. It is, in fact, two spaces with poorly defined edges and has been used as a long-term construction staging area. The Plan calls for creating two well-defined spaces, each with a distinct character based on existing strengths. One space is a quadrangle (1) south of the Chemistry building, that is defined by creating two additional building sites. The two new buildings (2) which define the Campus Quad could be used to provide much needed space for the Engineering, Natural, and Physical Sciences in the immediate area and could allow for the replacement of many of the temporary buildings and trailers which clutter the east side of the campus. The new Campus Green (3), to the west of the Campus Quad, is a more View of the existing campus green from the southwest
natural space with less formal landscaping and path design.
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View of the new Campus Quad
Campus Quad (1) defined by new buildings (2) on the right and the Campus Green (3) on the left
Campus Green & Quad overview
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Library Mall University Plaza (1) on the northern edge of campus forms the gateway to the proposed Library Mall, which will be one of the most central and unifying elements of the campus. The Library Mall a seam between the Sciences to the
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east and Arts and Humanities to the west, provides access to Campbell Hall, Lottie Lehman Theatre, the University Center and the Davidson Library. The Library Mall will be the heart of the campus. The current hard-surface treatment of the Library Plaza (2) will be replaced with a softer treatment to encourage its use including basques of trees and a water feature. South of the Library, the existing parking lot and temporary buildings will be removed in order to create an open vista to the lagoon from the full length of the space. Build-to lines, established by the
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Davidson Library and the Multi-Cultural Theater, determine the facades of new buildings that define the space. As the Library Mall approaches the Lagoon (3), the landscaping will
Current view from the lagoon to the University Plaza, blocked by small buildings and surface parking
become more informal and natural. The space will terrace down, providing seating and access to this beautiful natural feature. An esplanade along the edges will further integrate the Lagoon into the life of the campus.
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View of the new Library Mall, a grand campus space with views of the Santa Ynez Mountains, the Lagoon and the Pacific Ocean
Plan of Library Mall
Library Mall overview
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The Campus Plan for The University of California Santa Barbara
Campus Plan & Its Context The same principle of linking the parts of the main campus together can be applied to its context, including the natural environment, the north and west campuses, and the neighboring community of Isla Vista. The campus’s relationship to Isla Vista is not strong. Currently many students and staff live in Isla Vista, where the University owns and leases several buildings. Ocean Road has the opportunity to become a seam instead of a barrier by lining the road with housing on the west side. This would provide an improved town-gown transition and provide much-needed high quality housing. The development of new housing along El Colegio provides a strong connection to the residential areas to the west. The treatment of El Colegio Road View of Ocean Road at the Manzanita Village student housing showing the existing relationship between Isla Vista and the Main Campus
is an important part of this connection, and should be considered as a twolane road with round-abouts in conjunction with other improvements to the traffic network. A magnificent landscape treatment is important to establishing this entrance to Isla Vista and the Campus. Mesa Road provides an opportunity to relate to the Mesa and the mountains. Currently the frontage along this road is used mostly for parking. Replacing surface parking with structured parking allows the development of buildings that take advantage of the views and strengthen the front door of the campus. Developing residential buildings along this edge can help to integrate housing into the academic uses of the campus. While the main campus is one part of the overall UCSB campus, the north and west campuses are primarily housing and conservation areas which should be better linked by a stronger framework of pedestrian and bicycle
Proposed view of the Isla Vista edge shows new housing fronting a redesigned Ocean Road with pedestrian and bicycle paths
access, and a similar interconnected system of coherent open spaces and landscaping.
Detail plan of the residential development along Ocean Road
Campus Plan & Its Context overview
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The Campus Plan for The University of California Santa Barbara
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The Campus Plan for The University of California Santa Barbara
t h e c a m p u s p l a n n i n g p r o c e s s engaged a large cross section of the UCSB community. The process took place in three phases over three months. The first phase was a process of figuring out the existing conditions and collecting data. The process started in February 2003 with the collection of key information. The beginning of the campus planning process was an evaluation of the three area plans completed in 2001, which served as the basis for the Campus Plan. The design team visited UCSB for three days, documenting the campus and meeting with the campus community in a series of focus groups. Documentation included extensive photography as well as analysis of the locations of paseos, building entrances, bikeways and pedestrian spaces. Focus group meetings included faculty, administrators, staff, students, and community members. Each person was asked to identify the strengths and weaknesses of the campus and then to talk about their visions and the most important places to make changes. Participants were asked to identify these places on a campus map with green dots for strengths, red dots for weaknesses or problem areas, and blue dots for visions or opportunities. Also in the first phase, the design team compiled a series of analysis drawings, called UDA XRays, which examine the campus and its surroundings by its different systems. The second phase of the process, exploring ideas, was the design charrette, an intense 4-day working session which took place at the University on April 8-11, 2003. The design charrette was a participatory design process that involved the input of many of the focus group participants. A presentation to review the progress was given in the University Center at lunchtime on April 11, followed by additional review and comment. The participation of Bruce Wood of Kallmann McKinnell & Wood was typical of the positive and valuable processes during the charrette. Bruce Wood participated in a working session on the proposed Education and Social Sciences building and its relationship to the overall campus. The working session benefited the overall campus open space network as well as the building design itself. The final phase of the process involved creating a Campus Plan, including
Community Process process
design guidelines for the buildings and spaces on the campus.
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Views - the Santa Ynez mountains and slough
Views - the Pacific Ocean and lagoon
Architecture - Manzanita village student housing
Courtyards - Music School amphitheater
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Architecture and spaces - Humanities and Social Sciences Building, Storke Tower along the Pardall Mall
Compiled map of the green dots from all the focus groups
Strengths process
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Courtyards and architecture - Engineering II
Spaces - Temporary buildings and trailers
Architecture - Chemistry Building
Spaces - Pedestrian, bike, and car conflicts
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Spaces - Storke Plaza
Compiled map of the red dots from all the focus groups
Weaknesses process
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Lagoon Road
Arts kilns loading dock
Views of Lagoon
Bus circle
Parking lots with views
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Compiled map of the blue dots from all the focus groups, representing opportunity areas
Opportunities process
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The portrait of existing conditions, illustrated on this page, is a compilation of the information gathered about the Campus. The portrait shows land uses,
Los Carneros Rd
Rd Mesa
and includes paseos, pedestrian spaces, and bikeways. The X-Ray diagrams that follow pull the portrait apart into separate layers, examining each system separately, including traffic patterns, bikeways, pedestrian circulation, and parking. Separating the existing conditions maps in this way helps to clarify where systems are weak, such as a missing vital bikeway link, and where conflicts occur, such as between bikes, pedestrians, and motorists. Ocean Rd
This analytical process, along with comments from focus groups, resulted in a set of core design principles, used to guide the design process throughout the charrette and the preparation of the Campus Plan.
Embarcadero Del Norte
Embarcadero Del Mar
Camino Pescadero
Camino Del Sur
El Collegio Rd
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Natural Conservation Areas
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Lagoo n Rd
Ocean Rd
Pardall Rd
Trigo Rd
Recreation Areas Public Buildings Academic Buildings
Del Play a Dr Channel Islands Rd
Office Buildings Commercial Buildings / Ucen Residential Buildings Greek Houses
Pedestrian Circulation Bikeways & Bike Parking Surface Parking Structured Parking
Portrait of existing conditions showing land use and open spaces
Existing Conditions Analysis process
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Street Network
Figure/Ground
Courtyards, Malls, Paseos and Natural Features
Paved Surfaces: Streets, Services and Parking
Pedestrian Network
Bicycle Network
Existing Conditions Analysis process
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Existing figure/ground showing temporary buildings in orange and one-story buildings in red
Figure/ground after the temporary and one-story buildings are removed
Grid of open spaces that is made possible by the removal of inefficient buildings
Development parcels are defined by the grid of open space. Important facades are shown in red
Development parcels on the existing figure/ground
Figure/ground of the illustrative plan showing the creation of spaces by development of new buildings
Planning Method process
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Plan
Overview from the south
View from the east: Pardall Mall
View from the northeast
View from the north: Mesa Road
View from the north: Tower Mall
View from the west
View from the southwest
The campus planning process was facilitated by the use of a three-dimensional computer model, which allowed the participants to visualize the creation of the important spaces of the campus. This series of images highlights the main initiatives.
View from the south: Ocean Road
View from the south: Library Mall and the Campus Green & Quad
View from the south: Library Mall
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Elements of the Plan
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The Campus Plan for The University of California Santa Barbara
t h e c a m p u s p l a n solves problems identified by the participants in the public process and identifies a number of key open spaces which define the
Los Carneros Rd
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character of the campus. The open spaces are defined by existing buildings and important view corridors; they define sites for new buildings and for additions to existing buildings. The framework of open space also defines zones for circulation of pedestrians, bicycles, and motorists. Studying the plan by its different elements clearly defines the limits
Ocean Rd
within which new development projects can fall. Me sa R d
Embarcadero Del Norte
Camino Del Sur
Camino Pescadero
Embarcadero Del Mar
El Collegio Rd
UCen Rd
Trigo Rd Natural Conservation Areas Recreation Areas
Lagoo n Rd
Ocean Rd
Pardall Rd
Del Play a Dr
Public Buildings
Channel Islands Rd
Academic Buildings Office Buildings Commercial Buildings / Ucen Residential Buildings Pedestrian Circulation Bikeways & Bike Parking Surface Parking Structured Parking
The Campus Plan, showing a series of well-defined public spaces
Existing conditions portrait of the UCSB campus
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Current open space network of conservation areas, parks, greens, quads and courts
Perhaps the most valuable asset of the UCSB campus is its natural setting, while one of its biggest problems is that the campus often turns its back on that setting. The existing open space network is confusing and does not have a clear hierarchy. Redefining the open space network based on the major view corridors and axes as related to the campus’s
Proposed open space network showing connections that continue through the whole campus and into Isla Vista
setting results in a very clear grid within which development can take place. The grid establishes major parks and malls as well as paseos.
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The existing network of streets
The street network as proposed by the Campus Plan
The existing campus street network does not support an orderly, beautiful campus. The perimeter streets are wide but not efficient, and there is a lack of connectivity that could relieve congestion (the capacity of the current network is limited). The Campus Plan calls for improving the existing streets and intersections by
adding a few small-scale streets and reconfiguring the existing streets and intersections. These changes will increase the capacity of the system sufficiently to (relieve congestion and) support the (anticipated) growth of the campus. Mesa Road and El Collegio Road, as the two main access roads to the cam-
pus, can both be reduced to three lanes, two travel lanes and one turn lane. Reconfiguring the intersections as traffic circles greatly increases their capacity. Improving Mesa Road west of Ocean Road will support El Collegio Road as an alternate route. The reduction of Mesa Road from five lanes to three lanes can be phased
over time, beginning west of the University Plaza and eventually continuing to the East Gate. An expanded network of small-scale streets can more comfortably accommodate bicycle and pedestrian circulation.
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The existing streets, parking lots, and service drives
The UCSB campus has a peripheral parking system. This perimeter parking strategy is positive for pedestrian and bicycle circulation, but the surface parking lots consume a lot of valuable developable land. The campus has one parking structure, the Mesa Garage, and two more in the design stages, on park-
Clarified system of service drives and streets with consolidated parking
ing lots 10 and 22. Increasing the structured parking will greatly increase developable land on the campus. In the southeast portion of the campus, there are a few popular but illplaced surface parking lots: lot 5 commands one of the best views on the campus, and lot 3, near the library, is in
the middle of an important potential axis and is unsightly. Long term, an underground structure could be developed near lot 3, accommodating more cars in a very central location. The services for the university buildings currently have a somewhat haphazard network of service drives. The new
Campus Plan provides the opportunity to reconfigure service drives in a more efficient manner, with shared drives and loading areas.
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The existing bicycle network
Proposed bicycle network
The bicycle network on the UCSB campus provides a wonderful amenity for the campus community. Heavy bicycle usage is extremely valuable in decreasing automobile traffic and parking. However, some improvements to the network are needed. Two areas are recommended for early initiatives. At the ‘Broida Corridor’ an important link in the network has been
missing for some time and should be reconnected. Creating a link along UCen Road will also greatly improve the network. Further recommendations include increasing the network of bike paths and clarifying the network, especially in the east-west direction and in the southeast portion of the campus to reduce peakperiod congestion.
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The Campus pedestrian network as it exists
The pedestrian network proposed by the Campus Plan
The existing pedestrian network on the UCSB campus is extensive; however, focus group meetings revealed specific problem areas. There are areas where the pedestrian network is confusing, such as around the Old Gym. In other places, the pedestrian hardscape is unpleasant, such as the library plaza. The strategy for improving the pedestrian atmosphere
involves replacing paved areas with lawn, such as at the Library Plaza and Storke Plaza. Areas surrounding the Old Gym and other temporary buildings are improved with complete redevelopment of the parcels, including new clarified pedestrian spaces. The Campus Plan proposes an orderly, hierarchical and well-defined
system of pedestrian pathways, plazas and courtyards. The pedestrian realm is well designed with appropriate lighting, graphics and site furnishings.
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The current street, pedestrian, and bike networks
Currently there are a number of places on the campus where the pedestrian network and the bicycle network conflict. At points such as these when automobiles are also added, the chance of conflict rises. Clarification of all the involved networks and a clear kit of parts for creating safe intersections of these networks will minimize the prob-
Campus Plan streets, bike paths, and pedestrian network
lems associated with these areas. The Campus Plan improves safety and clarifies the relationship of pedestrians, bicycles and automobiles through a logical, clear system of pedestrian pathways, bike lanes and streets within the system of open space set forth in the green grid.
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The existing figure/ground defines the open spaces, which define the development parcels
The figure/ground illustrates the existing building coverage. The campus has a large amount of land cluttered with temporary and inefficient 1-story buildings (1). Removing these buildings reveals a lot of space that is currently not readily apparent (2). The figure/ground of the 2001 area plans (3) shows the public spaces created
The proposed buildings, shown in red, are built within the development parcels and define the campus open space
by those plans. Because each area was studied separately, the open spaces do not form a unifying system for the whole campus. The figure/ground of the proposed Campus Plan (4) shows that the building zones define four major campus spaces while creating a series of courtyards and smaller greens. 1
2
3
4
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The Campus Plan for The University of California Santa Barbara
Block
E1
A2
B2
C2
D2
D4
E2
F2
G2
E3
F3
G3
H3
I3
G3
H3
I4
G5
H5
F4
E4
H2
I5 E5
E6
E7
D10
F5
F6
F7
E8
F8
E9
F9
E10
G6
G7
J4 J5
I6a
J6a
I6b
J6b
H6
H7
I7
H8
I8
H9
F10
I9 I10
J7
J8
J9
K5
L5 L6
K6
D4-D10 E1 E4 E5 E6 E7 E8 F5 F8 G5 G6 G8 H2 H3 H4 H5 H6 H7 I3 I6a I6b I7 I8 I9 I10 J4 J5 J6a J6b J7 J8 J9 Total
Area 224,000 417,900 61,600 95,200 36,400 53,200 67,200 197,200 44,800 108,800 128,000 32,200 132,300 110,400 56,800 68,000 32,000 25,600 68,050 41,400 52,900 133,600 81,400 17,550 26,400 121,300 22,400 78,600 45,000 17,600 111,000 62,100 2,770,900
Development Potential Floor Plate GSF 112,000 208,950 30,800 47,600 18,200 26,600 33,600 98,600 22,400 54,400 64,000 16,100 66,150 55,200 28,400 34,000 16,000 12,800 34,025 20,700 26,450 66,800 40,700 8,775 13,200 60,650 11,200 39,300 22,500 8,800 55,500 31,050 1,385,450
448,000 835,800 123,200 190,400 72,800 106,400 134,400 394,400 89,600 217,600 256,000 64,400 264,600 220,800 113,600 136,000 64,000 51,200 136,100 82,800 105,800 267,200 162,800 35,100 52,800 242,600 44,800 157,200 90,000 35,200 222,000 124,200 5,541,800
ASF .6 efficiency 268,800 501,480 73,920 114,240 43,680 63,840 80,640 236,640 53,760 130,560 153,600 38,640 158,760 132,480 68,160 81,600 38,400 30,720 81,660 49,680 63,480 160,320 97,680 21,060 31,680 145,560 26,880 94,320 54,000 21,120 133,200 74,520 3,325,080
LRDP ASF
385,000
Building Zones The building zones defined by the regulating lines include areas which currently have no permanent buildings or which have sufficient space for additional construction (indicated in dark pink). Other areas are currently built out, but could in the future be redeveloped (indicated in light pink). The estimate of development capacity assumes no additional construction in the light pink blocks.
82,000
126,000 41,000 141,000 33,000
41,000 46,000
895,000
New ASF in Campus Plan in addition to existing buildings 3,325,080 ASF already included in LRDP but not indicated as existing build -895,000 ASF in temporary buildings to be replaced -200,000 2,230,080 Potential Development ASF in the Campus Plan The calculations assume: 1.) Building coverage is assumed to be an average of 50%. In some cases the building coverage may be higher or lower. 2.) The Floor Area Ratio is assumed to be 2.00, which means that the average height is 4 floors. In some cases FAR will be greater, in others less. 3.) The calculations are based on the figure/ground plan drawing which include number of buildings in the current building program that have already been designed but not yet built. It does not include currently projected buildings that are in the early stages of design. 4.) The ratio of net assignable area to gross area is .6.
The Regulating Plan, showing development parcels that are fully built
and areas to be developed
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Phasing The phasing for the Campus Plan is centered on creating clearly defined open spaces. While the campus will develop incrementally, efforts can be made to complete major corridors to provide as much impact as possible, increasing the coherence and beauty of the campus with each step. The commitment to fund and implement the build-out of the Campus Plan with each project is key to creating these spaces over time. Phasing sequence
Phase I
Phase II
Phase III
Phase IV
I
Projects underway: planning design, construction
II
Infrastructure: roads, West Park area
III
Buildout of East campus
IV
Buildout of South-east campus
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The Campus Plan for The University of California Santa Barbara
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Design Standards
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The Campus Plan for The University of California Santa Barbara
The Regulating Plan and Guidelines The Regulating Plan controls the placement of buildings in order to create an orderly system of campus spaces. Each building contributes to the character of the public realm as well as accommodating its program. The Regulating Plan establishes a network of green space including malls, paseos, greens, and plazas which ultimately create a consistent framework of pedestrian circulation. The dimensions and location of the campus spaces are defined by regulating lines, documented in an AutoCAD file. The method used to determine them is to begin with the clear zone, indicated in dark green, which is a major visual axis. The total width of the space indicated in lighter green is determined by the planes of key existing buildings. These lines define the boundaries of building zones and establish build-to planes for individual buildings. There are two categories of guidelines: Building Development Zone guidelines; and Campus Open Space guidelines. The design guidelines for buildings provide the method for determining the key elements of each building to support the creation of the system of campus spaces, including principles for designing those elements of the building which have an impact on the character of campus space. Design guidelines for public spaces include locations of paths, bikeways, and landscape palettes. Using the Regulating Plan for building design
To use the Regulating Plan and the Design Guidelines to design a building, begin with the Regulating Plan, identify the site, and set the dimensions of the building. Then determine the massing and volume of the building. Finally, articulate the facades of the buildings which face campus spaces. Using the Regulating Plan for landscape design
For the design of public spaces, begin with the Regulating Plan for Open Space to set the dimensions and the location of circulation elements. Then develop the forms and select materials from the landscape palette.
The Regulating Plan, showing public open space in green, development parcels in pink and build-to lines in red
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The Campus Plan for The University of California Santa Barbara
Buildings - Footprint and Massing Footprint
To set the building’s location and floor plate, use the following procedure: •
The building footprint should be based on using the full four floor height of the building zone.
•
Set the building’s location so that 80% of its exterior facade is congruent with the Build-to Plane.
•
Gaps in the Build-to Plane should be either paseos or composed gardens, courts, or plazas.
•
In contrast with the planar facade on the campus public space, the courtyard can be irregular in form.
Plan of development site
Plan of building footprint
Plan of building massing
•
In general, the courtyards function as lobbies for the buildings; therefore, entrances to the buildings should be along the Paseos as they penetrate the building and on the courtyard facades.
Volume and Massing:
The buildings should be built to the build-to plane. The height of buildings should be adjusted to ensure adequate sun penetration into courtyards, especially for the east, south, and west facades of courtyards. Four-story buildings are encouraged. Taller buildings can be built at key points in the campus, including highly visible corners or facades seen at the end of a public space. Entrances to buildings and paseos should be articulated. Axonometric of development site
Axonometric of building footprint
Axonometric of building massing
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Buildings - Facade Elements
1a Facade Plane - 75% of the surface area of the facade should be congruent with the build-to plane. This can accomplished within a number of compositions and architectural approaches.
2a Ground Floor Articulation - The base of the building should be expressed differently from the upper floors.
3a Middle Floors - The middle two floors should be substantial in material and composition, irrespective of material.
4a Tops - The building should be articulated where it meets the sky. This could be with traditional roofs, with cantilevered cornice elements or with flush surfaces that are curved in plan in order to achieve a distinctive sky line.
5a Roof Features - The best views of the campus and the landscape are from the upper floors. Roofs can be effective open space. The plan encourages using grass and other plant materials on the roof.
1b 100% of frontage from ground to third floor ceiling is at the build-to plane (75% of height), with the fourth floor recessed
2b Arcade or storefront expression with large areas of glass set back from the building plane
3b Punched window expression with 40-60% of the building surface in windows
4b Traditional Roof with overhang
5b Greenhouses and pavilions-like roof structures
1c 75% frontage at the build-to plane, from ground to roof line
2c Heavy base with punched openings and heavily articulated entries
3c Banded windows
4c Cantilevered cornice
5c Pergolas and canopies can add further definition to the architecture
The campus is a collection of diverse architecture with a mix of styles and architectural vocabularies. That mix is part of the appeal of the campus, but it lacks a coherent set of themes which provide a harmony that brings this diversity together in a pleasing and meaningful way. Therefore, the guidelines for implementing the plan identify five elements to provide continuity among the new buildings. The five elements serve as a convention. They can be articulated in many different architectural styles and languages. The diagrams describe each element generically and then illustrate two possible ways in which they can be expressed. The buildings will all have some means of articulating a base, middle, and top. Careful attention should be given to special elements such as entries and corner features.
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The Campus Plan for The University of California Santa Barbara
Buildings - Applications The combination of the Regulating Plan and the Design Guidelines will result in a campus architecture specific to UCSB but which can be expressed in a wide range of architectural vocabularies. Both the plan and the guidelines are being tested in the development of new building designs. Three are illustrated here, both with the images from the Campus Plan, from design studies, and from the architects. West Side of Tower Mall A
Illustration from the first draft of the Campus Plan: The buildings follow the guidelines literally and use traditional elements such as punched windows and pitched roofs.
E B
Illustration from the final draft of the Campus Plan: The buildings have been interpreted in a number of styles with varying heights and architec-
A
B
C
tural styles.
D
Academic Complex C
Detail from Tower Mall illustration from Campus Plan.
D
Architect's development of the building.
Campus Green E
Illustration from Campus plan with buildings that have pitched roofs and overhangs.
F
E
F
Photograph of study models which follow massing and other criteria from Design Guidelines in a flat roofed, modernist style.
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The Campus Plan for The University of California Santa Barbara
Overview The Open Space Framework provides an integrated system of continuous open space by applying development-free zones to the Regulating Plan, indiCAMPUS GREEN
cated in dark green. The development-free zones preserve or create view corCAMPUS QUAD
TOWER MALL
ridors across campus, connecting the mountains to the water. The Regulating Plan controls building setbacks and the development-free zones limit encroachment of landscape plantings within the desired vistas. The Open Space Framework organizes the system of corridors, pathways, courtyards, plazas and other usable public spaces within the campus. The Regulating Plan defines four main public open spaces, two northsouth spaces that connect the Santa Ynez mountains to the water and two east-west spaces that connect the campus from Isla Vista to the water. The north-south corridors, Tower Mall and Library Mall, connect major entries and civic spaces on campus to the system of natural conservation areas. The
LIBRARY MALL
east-west corridors, Pardall Mall and the Campus Green and Quad, connect the Isla Vista community on the west to the bluffs on the east. These four main green spaces include a diversity of public gathering
PARDALL MALL
spaces that become key destinations on campus. These include Storke Plaza, STORKE PLAZA
the Campus Green, the Campus Quad, and an overlook terrace at the very southern edge of Library Mall that transitions the more formal campus landLIBRARY MALL TO NATURAL
scape to the natural landscape patterns of the Lagoon. There are also a variety of smaller, more intimate spaces, including a continued tradition of unique courtyards internal to the building blocks. These courtyards serve as lobbies to the new campus buildings and will reflect a variety of different architectural and landscape styles which will respond to the scale, orientation and use of the individual buildings that surround them. The Open Space Framework provides a wide variety of civic campus spaces balanced with the more intimate spaces that are a UCSB tradition. The framework organizes the campus system of pedestrian walkways and bike paths, which also serve to link the main spaces.
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Tower Mall & Storke Plaza Tower Mall is a strong unifying north-south open space. It is a direct link from one of the main vehicular entrances to the heart of campus. A direct pathway connects the redefined bus drop-off to Storke Plaza. A curvilinear planting of deciduous trees on the east side draws pedestrians and bicyclists through the space, while a linear grove of palm trees anchors the west side of the mall and creates dappled sunlight. Though formal in design, the landscape setbacks soften the edges created by the new building facades. Storke Plaza is a major public space of the campus; despite its central location and adjacency to the University Center, it is seldom used as a gathering space. By softening the ground plane with grass and opening the plaza to three sides instead of only one, the space becomes more inviting and pleasant. Shade trees along the edges provide respite from afternoon sun while the new sloping lawn area is an invitation for activity or restful observation. 20'
15'
Varies
15'
Varies 235'
20'
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Section A - Proposed Tower Mall
A
A
Detail plan
View of Storke Plaza from the University Center
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The Campus Plan for The University of California Santa Barbara
Library Mall/Campus Green/Campus Quad
C
B
The contiguous green space composed of Library Mall, the Campus Green and the Campus Quad is actually a journey through three distinct spaces. At Library Mall (section A), a raised area comprised of a continual seat C
wall and elevated lawn provides a welcoming oasis and a destination meeting location. Large palms line one side of the lawn and more collegiate plantings
B
line the Library. This is a pedestrian zone free of bicycles and automobiles. A
A
The Library Mall serves as a north-south connection between the mountains to the Lagoon and connects to the Campus Green. A new water feature and central plaza celebrate the intersection of Library Mall and the Campus Green and provide a transition between the 20' 15'
20'
90' 200'
20'
35'
north-south and east-west pathways. Vistas to the water and the mountains are preserved.
Section A - Proposed Library Mall
The Campus Green (section B) has its own unique character. The informal plantings of large deciduous trees and groves of Ficus provide a serene setting, while the undulating ground plane creates a sense of organic geometry. While adjacent to the Campus Quad, the Campus Green is directly opposite in character. The Campus Quad (section C) is created by adding two anchor buildings 20'
30'
20'
Varies
15' 340'
Varies
20'
Varies
20'
to the former Campus Green. The landscape between the new buildings is transformed by a formal allay of trees and flat lawn that give it a distinct
Section B - Proposed Campus Green
20'
20'
address.
30'
130' 230'
30'
20'
Section B - Proposed Campus Quad
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The Campus Plan for The University of California Santa Barbara
Library Mall to Nature The Lagoon terminus of Library Mall provides a unique opportunity for a graceful transition from a formal walkway and gathering space to a the naturalized conservation area setting. A formerly underutilized connection to the Lagoon, this space is transformed into a direct connection to the water. By providing a grand stairway that incorporates water and indigenous plants, nature is pulled into the mall and the mall is connected to the Lagoon. The lower walkway around the Lagoon will be improved as an esplanade for bicycles and pedestrians.
Varies
20'
Varies
20'
±15'
±15'
±15'
±15'
40'
Varies Section - Library Mall to Nature
Varies
20' Varies
Section - Natural Edge
Detail of the Library Mall at the Lagoon
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The Campus Plan for The University of California Santa Barbara BIKE RACKS
Pedestrian/Bike/Vehicle Interface Bike Park Bosque
On a bicycle-oriented campus, bike parking is a major design consideration. 5'
LOADING AREA
To organize the bike parking system, a typical bike park bosque was designed;
30'
this space can be located almost anywhere on campus, as the size and shape can be varied to fit different dimensions. The concept is to plant bosques of trees that provide shade and can be easily identified as a bike parking area. 10'
Design of the bike park bosques includes stable, all-weather pavement and
BOLLARD
LIGHT FIXTURE
10'
Plan - Loading/Pedestrian Interface
120'
30'
adequate lighting. These spaces can be located along bikeways and adjacent to major building clusters. Service/Pedestrian Interface
The Campus Plan calls for reducing the number of conflicts between pedestrians, bicycles and automobiles. Where conflicts occur, physical barriers such
30'
as bollards, fencing or planting help to maintain safety. Loading areas and drives are separated from pedestrian activity by bol-
5'
lards and lighting. The character of the loading drives is compatible with the
20'
20'
10'
30'
10'
30'
pedestrian elements.
10'
130' Plan - Bike Park Bosque
15'
24'
15'
54' Section - Loading/Pedestrian Interface
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Front Yard 20'
10'
15'
Varies
15'
Varies
20'
24'
15'
Front Yard 35'
200' Section - Pedestrian/Bike/Vehicle Interface A
Plan - Pedestrian/Bike/Vehicle Interface
Front Yard 20'
10'
15'
46'
15'
20'
24'
15'
Front Yard 35'
200' Section - Pedestrian/Bike/Vehicle Interface B
20' Front Yard
Public Space Guidelines design
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The Campus Plan for The University of California Santa Barbara
Landscape Elements The Landscape Concept Plan (Wallace Roberts & Todd, 1992) designated landscape guidelines for corridors, yards and courtyards. The current recommendations build on the foundation of these guidelines. Major Corridors
Large specimen trees of minimal variety and tall palms should line major axes. As the scale of the space minimizes so should the plant material. More detail and texture should be found at a pedestrian level. Courtyards
Platanus racemosa - California Sycamore
Quercus agrifolia - Coast Live Oak
Roystonea regia - Cuban Royal Palm
Veitchia macdanielsii - Sunshine Palm
Tower Mall
The following plants or similar species are appropriate for consideration by campus landscape designers as the design for the Tower Mall is implemented: Platanus racemosa California Sycamore Quercus agrifolia - Coast Live Oak Roystonea regia - Cuban Royal Palm Veitchia macdanielsii - Sunshine Palm Library Mall
The following plants or similar species are appropriate for consideration by campus landscape designers as the design for the Library Mall is implemented: Jubaea chilensis - Chilean Wine Palm
Phoenix dactylifera - Date Palm
Washingtonia filifera - California Fan Palm
Jubaea chilensis - Chilean Wine Palm
Plant material should be used as a focal point. There is the academic opportunity to showcase arboretum collections or thematic designs in new courtyards or smaller yards in the tradition of Santa Barbara gardens. Perimeter Planting
Transition zones should be maintained or created to compliment the natural environment along the coast, Lagoon, slough or woodlands. This maintains a strong connection to the extraordinary resources around the campus. Front yard
In order to unify the open space corridors, a 20-foot landscape buffer has been established in front each building. Varying types and heights of plantings should create a layering of materials within these setbacks. These plantings will conform to the area plans for each major open space.
Phoenix dactylifera - Date Palm
Landscape Palette design
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Washingtonia filifera California Fan Palm
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The Campus Plan for The University of California Santa Barbara Š 2003 u r b a n d e s i g n a s s o c i a t e s
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Eucalyptus globulus - Western Blue Gum
Eucalyptus grandis - Rose Gum
Eucalyptus melliodora - Yellow Box
Eucalyptus saligna - Sydney Blue Gum
Pardall Mall
The following plants or similar species are appropriate for consideration by campus landscape designers as the design for the Pardall Mall is implemented: Agathis spp. - Agathis (various species) Araucaria araucana - Monkey Puzzle Araucaria cunninghamii - Hoop Pine Mesa Road
The following plants or similar species are appropriate for consideration by campus landscape designers as the design for Mesa Road is implemented: Eucalyptus globulus Western Blue Gum Eucalyptus grandis - Rose Gum Agathis spp.
Araucaria araucana - Monkey Puzzle
Araucaria cunninghamii - Hoop Pine
Eucalyptus melliodora - Yellow Box Eucalyptus saligna - Sydney Blue Gum
Landscape Palette design
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Carya ovata - Shagbark Hickory
Acer Spp. - Maple
Eucalyptus melliodora - Yellow Box
Ficus spp. - Fig
Campus Green & Campus Quad
The following plants or similar species are appropriate for consideration by campus landscape designers as the design for the Campus Green and Quad is implemented: Acer Spp. - Maple (various species) Carya ovata - Shagbark Hickory Eucalyptus melliodora - Yellow Box Ficus spp. - Fig (various species) Liquidambar styraciflua American Sweetgum Liriodendron tulipifera - Tuliptree Quercus spp. - Oak (various species)
Liquidambar styraciflua - American Sweetgum
Liriodendron tulipifera - Tuliptree
Quercus spp. - Oak
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The Campus Plan for The University of California Santa Barbara
Formation of a Courtyard Courtyards on the UCSB campus can function as outdoor lobbies for the buildings that surround them. 1
The diagram of a typical courtyard illustrates the intersection of two major circulation corridors, which creates a point of activity. The placement of a focal point at the intersection enlivens the space while the surrounding buildings enclose and define the edges of the courtyard.
2
The building is then structured to become part of the courtyard. Perforations in the facade allow for the courtyard to penetrate the building and for the building to extend into the courtyard. Stairs can become a point of transition that function as vertical circulation as well as a stage. Balconies and arcades can activate the second floor while allowing more eyes on the activity in the courtyard.
3 1 Courtyard Plan
3a Courtyard Development: Option One
Two options for typical courtyard configurations are illustrated. Each configuration allows for public and private zones and provides different seating options and a variety of landscape materials. Each courtyard offers a variety of functions ranging from formal to less formal and more natural.
2 Courtyard Development
3b Courtyard Development: Option Two
Courtyard Design Guidelines design
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The Campus Plan for The University of California Santa Barbara
Courtyards Guidelines 1
Use the courtyard as the lobby of the building.
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Extend the courtyard into ante rooms and arcades. The deeper the courtyard, the more shallow these spaces should be.
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Choose materials with light coloring and absorbent material to maximize the diffusion of light to the surrounding spaces and aide in cooling.
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Provide architectural filters to reduce glare.
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Maximize the amount of sunlight allowed to enter the space.
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Create courtyards that are a destination place as well as a travel route.
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Design the courtyards to be used at all times of the day.
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Provide a focal point. This can be planting, water, seating, etc.
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Allow for the courtyard to function in multiple roles.
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Provide a variety of seating that is comfortable, well placed and highly visible.
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Design the courtyard to provide stimulation to all five senses.
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Provide moveable planting to promote flexibility.
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Experience seasonal changes through vines and trees.
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Provide water within a courtyard space to diffuse sound.
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Collect and reuse rainwater.
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Orient views into and out of the courtyard.
Courtyard Design Guidelines design
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