landscape master plan

Transcription

B R I D G E WAT E R C O L L E G E
L ANDSC A P E
M ASTER
DECEMBER 2011
PL AN
ACKNOWLEDGEMENTS
Special thanks to the Bridgewater College team for their dedication
during the design process. Team members include:
Mr. Roy Ferguson, Executive Vice President
Ms. Anne Keeler, Vice President for Finance and Treasurer
Mr. Kevin Lam, Landscape and Special Projects Supervisor
Mr. Bill Miracle, Dean of Students
Mr. Teshome Molalenge, Executive Director of Facilities and
Auxiliary Services
Mr. Reggie Webb, Vice President for Enrollment Management
DESIGN TEAM
Ms. Tracy Buchholz - Derck & Edson Associates
Ms. Jennifer Lee - Derck & Edson Associates
Mr. Jim Wenger - Derck & Edson Associates
Cover photo: The view across the main quad typically referred to as The Mall.
B R I D G E WAT E R C O L L E G E
L ANDSC A PE
M ASTER
DECEMBER 2011
TABLE OF CONTENTS
Introduction
5
Process
7
Master Plan Strategies and Action Items
8
Simplicity
8
Space
14
Sustainability
49
Landscape Master Plan
79
Conclusion
80
Appendix
Action Item List
Project List and Estimates
Plant Palette
Lighting Information
The Mall Trees
Maintenance Guidelines
Meeting Minutes
Miscellaneous
D E R C K & E D S O N A S S O C I AT E S
PL AN
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Bridgewater College Landscape Master Plan
Introduction
Founded in 1880, Bridgewater College is an independent, private liberal
arts college with an enrollment of 1,650 students as of 2011. The threehundred acre college is located in the Shenandoah Valley of Virginia.
The surrounding area is a historic, pastoral landscape with agriculture
dominating the valleys and woodland in the mountains.
The main part of campus is nestled within the residential street network of
the town of Bridgewater. The campus generally fits within the grid pattern
of the town, with East College Street and Dinkel Avenue bisecting it east to
west. The campus is centered around a main quad area known as The Mall
which runs north-south and is lined with a double allee of trees on each
side. This space, along with the attractive Georgian architecture help to
unify the physical spaces on campus. In order to further address the unification of the campus, a landscape master planning process was initiated.
The purpose of the landscape master plan is to build upon this foundation
of attractive architecture and spatial organization to suggest ways that the
campus landscape and exterior spaces can be enhanced to strengthen the
aesthetic and function of the physical campus.
The word ‘landscape’ is really a misnomer when it comes to planning since
the landscape master plan takes much more than plants into consideration.
This plan is a comprehensive set of strategies and guidelines to be used
not only for individual landscape projects, but also for guidance when any
new campus project is undertaken. These suggestions will lead to a unified
feeling campus and will result in the physical campus strengthening the
identity of Bridgewater College.
Bridgewater College has many positive physical features to build upon, including classic
architecture.
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GUIDING PRINCIPLES
At the onset of the landscape master plan, President Cornelius
expressed a desire to have the physical campus of Bridgewater
be reflective of three basic principles: Simplicity, Space, and
Sustainability. Therefore, the suggested action items that
we developed through this planning process are organized
according to these principles.
Simplicity
The campus has a refreshingly straight-forward organization
to it, along with a consistent style of architecture that lends
to a very straight-forward aesthetic. This plan respects that
structure and strives to “keep it simple” and uncomplicated in
its recommendations. The goal is to build upon what is good on
campus in a cohesive and affordable manner that strengthens
the overall character of the college.
Space
The goal of this principle is to create a hierarchy of outdoor
spaces that strengthens the fabric of the campus, enhances the
opportunity for social interaction and adds to the character of
Bridgewater College. This principle includes action items that
will help to better define and bring energy to existing spaces as
well as outline opportunities for new outdoor rooms on campus.
Sustainability
Far Right: Founded in 1880, Bridgewater College is located in the Shenandoah Valley, VA.
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In today’s world we are more cognizant than ever before of
the limited supply of natural resources and the human impact
on our environment. The goal of this principle is to promote
environmental stewardship and sustainability in an aesthetically
and programmatic manner. This plan addresses sustainability
in the action items and planning for the exterior spaces of
campus, in proposed and existing features, as well as the
perpetual maintenance of those spaces.
Process
The process to complete this landscape master plan included several steps
and many people from the campus community:
Inventory & Analysis
In order to fully understand the campus and its residents, the design team
spent several days on campus to really experience life at Bridgewater, from
the changing of classes and where people go, to what the campus feels like
during the day and at night. An extensive photo inventory was compiled,
along with a written record of observations. The design team interviewed
a cross-section of campus stakeholders including representatives from
facilities, grounds, administration, admissions, faculty, and the student
community to gain insight into specific issues and topics important to each
group.
Strategies & Action Items
Following the analysis of data gained during the inventory, the design
team presented the College with a list of overall strategies and associated
action items that are the basis of this report. These action items will inform
the way Bridgewater approaches the exterior spaces on campus in the
future.
Design
As a way to communicate how the strategies and action items may be
applied, as well as highlighting a few key spaces on campus that would
benefit from a fresh perspective, the master plan includes several specific
site projects that could be implemented. These projects intentionally vary
in size, scope, and financial investment, but all of them fulfill the intent of
the three guiding principles of Simplicity, Space and Sustainability set forth
by President Cornelius.
Tools
This plan includes several tools to be used by the College whenever a new
project is undertaken. These include a typical plant palette which lists a
variety of trees, shrubs, perennials, and grasses that are appropriate for the
College’s micro climate, will add diversity to the existing landscape palette,
and that may be used by the faculty for educational opportunities within
their curriculum. Site plans and perspective sketches illustrate specific
examples of ways to implement the concepts suggested. A maintenance
guide has also been included for everyday and seasonal tasks.
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Master Plan Principles and Action Items
SIM P LI CIT Y
Review and evaluate material choices for exterior
spaces, including furnishings and walkways to:
- create consistency throughout the campus
- ensure longevity
- reduce maintenance and replacement costs/time through the
use of quality materials and materials that are appropriate for
the given use and location
Paving
Consistency can be built through the use of similar materials
throughout campus, whether for paving, lighting, planting, or site
furnishings. The paving for pedestrian walkways varies greatly
throughout the campus, from concrete of different hues, to asphalt,
to traditional brick. A set of standard materials, widths, and
construction details should be established for walks on campus, with
an obvious hierarchy.
The choices for paving materials should be made based on a
material’s longevity and maintenance requirements. For walkways
on a college campus that get a lot of use all year long under many
different weather conditions, material endurance is a primary
consideration. Concrete is a durable and widely available paving
material that is easily maintained. Asphalt, although appropriate for
large vehicular areas, does not work well as a pedestrian walkway
material because it is more difficult to repair and does not maintain a
neat, clean edge or consistent grade.
The majority of Bridgewater’s walkways are concrete and are in
fairly good condition. With this consideration, main walkways in
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The scoring pattern shown at this main entrance to one of the residence halls provides an
appealing look at a scale that is appropriate to the space.
Above: Pedestrian walkways of varying widths are currently constructed of concrete, asphalt, or brick, creating an inconsistency on campus.
the Mall should be 10 feet in width, the cross walks should be 8 feet
and others should be a minimum of 8 to 10 feet in width depending
on location, and all constructed of concrete. Secondary walkways
should also be concrete paving, and a minimum of 6 feet in width.
Given the additional challenge on campus of using steam tunnel lids
as walkways, it is advisable to limit the use of brick paver accents to
secondary walks and/or gathering spaces.
Concrete scoring patterns should be practical, simple, but most of all
consistent. At areas of significance such as building entrances, major
walkway intersections or exterior plazas, it is appropriate to utilize
a smaller scale, specialty scoring to acknowledge this significance.
Replicating the scoring pattern on the north end of the Mall, at
the McKinney Center for Science and Mathematics, would be an
appropriate standard to set, if some detail in the concrete work is
desired.
9
The entry plaza at the McKinney Center for Science and Mathematics uses brick pavers and concrete paving with an interesting scoring pattern.
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Above: Lebanon Valley College uses concrete for their main walkways, creating a clean,
consistent, simple aesthetic. A larger paved area collects all the walkways in an effective
node or decision point, a practice that would be beneficial in areas of the Bridgewater
campus.
Right: Alvernia University’s new main walkways are edged with brick pavers to highlight
significant circulation paths. Brick edging in special gathering spaces will complement the
Bridgewater campus.
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Site Furnishings
Consistency of site furnishings may seem insignificant but is also
a part of what makes a campus feel cohesive. The use of the same
style of site furniture throughout the campus has a visual impact
on the way the campus is perceived. Multiple styles of trash
receptacles, for example, especially when they are within view
of one another, can lend to a disjointed appearance. Often site
furnishings such as benches, trash receptacles, bike racks and ash
urns are grouped together. When each of these items is a different
color and/or makeup of materials, it has an uncoordinated feeling
that detracts from the campus appearance. All of these site elements
should be made of a similar, durable material and be the same
color(s). Ideally, the style of each element will also be similar, such
as benches and trash receptacles that are from the same style line
from a single manufacturer. Finally, the placement of site furniture
should be deliberate. When placing a piece of site furniture, think
about where/how they are placed in relationship to other site
features like walkways, benches, building entrances. Think about
maintenance around these items - should they each get their own
paved pad, or be grouped together to share a paved area? In some
cases it is about simply providing site furniture where appropriate,
where there currently is none, or eliminating duplication of furniture
in small areas where it may not be necessary. Using the same items
campus-wide will also simplify maintenance issues since it will not
be necessary to stock parts for multiple manufacturers.
Site furnishings should
be consistent throughout
campus and should relate
to each other in color
and material. Sometimes
proper placement of
furniture can make a difference.
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The new trash receptacles and benches at the stadium begin to create the desired aesthetic and should be used as the standard throughout the remainder of campus.
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SPAC E
Create a spatial hierarchy on campus.
- Maintain and reinforce the Mall as the main focal point
- Improve lateral connections across the Mall, reaching to the
edges of the campus
- Integrate the left-over or void spaces into the overall campus
fabric by providing a continuity of spaces
A better definition of spaces within the campus will help to create
continuity and identity. The Mall is an example where the space
has been well defined by the allee of trees on both sides, the fronting
of buildings on the space and the McKinney Center for Science and
Mathematics at the north terminus. There is a sense of grand space
from the long, open center lawn area, but also of a pedestrian scale
along the two main walkways due to the height of the tree canopy
and two story buildings. Other spaces on campus such as the quad
formed by Blue Ridge and Daleville Halls would benefit from
improvements to better define the space.
Right: The Mall is an example of a space on campus that feels well defined.
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Analysis Map: During the inventory and analysis phase, this diagram was created to identify how existing spaces are used, how people and vehicles move through the campus, spatial
relationships that currently exist, and main entry points into the campus. These may all have an impact on proposed physical improvements.
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Above: Looking into the existing
quad behind Daleville and Blue
Ridge Halls.
Right: Reorganization of
walkways and the addition of
trees and other plant material
will help the residential quad
feel more like a dedicated
space.
Above Right: The area behind Kline Campus Center feels disconnected from the Eagle’s
Nest patio.
Right: The patio for the Eagle’s Nest would benefit from warmer materials and better visual
connection to the surrounding quad.
16
Restructuring the layout of the Eagle’s Nest patio area, the walkways, lawn area, and planting beds in the quad formed by Moomaw Hall, Kline Campus Center, and Cole Hall, will create
a more unified, defined overall space. This rearrangement will also allow for better placement of vegetation to provide shade and soften hardscape areas. The lawn area will be more
attractive for use for special events and activities and will feel more connected to the Eagle’s Nest patio below.
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An action item for this strategy is to improve lateral connections
across the Mall to connect all edges of campus. The main lateral
movement occurs from Kline Campus Center, in front of Rebecca
Hall, across the Mall, toward the library and/or the Links. The
Kline Campus Center is a major hub of activity on campus since it
contains the main dining hall, an alternative eating venue, student
mailboxes, and other student recreation activities. The landscape
master plan suggests that the quad in front of Rebecca Hall would be
successful as the exterior counterpart to the Kline Campus Center,
offering casual social space with both lawn and hardscape areas
with moveable chairs and tables. The activity that results from this
improvement will strengthen this lateral campus connection.
Above Left: This diagram studies different types of spaces on campus and their relationship
to each other.
Below Left: Existing Rebecca Hall quad.
Above: Proposed plan for improving Rebecca Hall quad.
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A new low retaining wall, shade trees, moveable chairs and tables, and reorganized paving will create an exciting new gathering space for students and staff and help to strengthen the
campus connections across the Mall.
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Above: Parking for visitors and Admissions is the current view at the south
end of The Mall.
Right: Removing the existing parking area and the introduction of the
pergola structure affords the opportunity to connect to the Bowman
Community Plaza, provide a new, appropriately formal location for the
memorial rose garden and memorial granite benches, and consolidate and
reorganize walkways in this area of campus.
The Mall is a dramatic, unmistakable unifying space on campus. The north end terminates with the McKinney Math and Science Center,
a beautiful, classicly styled and scaled building. The south end does not have the same kind of definition and instead ends in the parking
lot for Admissions, flanked on either side by some of the original buildings on campus. The south terminus is deserving of a vertical focal
point to balance and define the space while complimenting the adjacent historical buildings without overwhelming the space. The suggested
concept is a pergola structure that connects the main campus side with the Bowman Community Plaza. In order to create this new space,
the existing parking will need to be relocated. The plan suggests narrowing East College Street for the width of The Mall and installing
a specialty paving in the roadway that will add color and texture to the streetscape while also slowing vehicles down. This action will
bring the two sides of campus closer together and lessen the perception of a disconnect between the two lawn areas. The parking could be
relocated as pull-in spaces right off of the street on either side of this narrowed section, still allowing convenient parking for visitors. The
new lawn area at the new Mall terminus would have reoganized and simplified walks and push the trees to the edges to allow unimpeded
sight lines down the entire length of the quad to the new pergola structure.
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The Mall is the most prominent organizing feature of Bridgewater’s campus with the long, rectangular lawn defined by the buildings that face onto it, the allee of trees on each side, and
the McKinney Center for Science and Mathematics at the northern terminus. The southern terminus is currently weak in its execution: it currently ends on the south side of East College Street
in the Admissions parking lot. This terminus deserves a prominence that compliments the McKinney Center for Science and Mathematics on the opposite end. This plan suggests that a vertical
element such as a pergola structure be planned to give that focal point while still being in scale with and visually connecting the adjacent buildings.
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S PAC E
Review and provide recommendations to minimize
impacts of the public streets bisecting campus
- Dinkel Avenue: in light of the proposed improvements by the
town, consider other opportunities regarding speed, aesthetics,
crosswalks, lighting, and banners
- East College Street: Consider removal of parking in the area
of the Mall; review effect of existing lighting, and strengthen
designated crosswalk locations
- Re-organize select parking areas to improve traffic flow,
reduce conflicts with pedestrians, and restructure outdoor
spaces
Above Left: Pedestrians crossing East College Street from the Mall cannot be seen by motorists due to parked cars on the north side of the street. Above Right: Dinkel Avenue creates a
barrier between the main campus and the north side of the campus. Using elements like light poles and banners along the street will help to connect the two sides of campus.
Below Right: Reorganization of parking areas will make them more efficient.
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Conflict between pedestrian and vehicular spaces is one of the most
common safety issues colleges try to mitigate. With Dinkel Avenue
and East College Street bisecting the campus, Bridgewater College
is also faced with this issue. There are several different ways this
conflict might be mitigated including raised pedestrian crosswalks,
road narrowing at crosswalk locations, change in crosswalk paving
material, and center road medians. Dinkel Avenue is scheduled
for improvements by the Town of Bridgewater that will narrow the
width and add colorful plantings. Additional amenities should be
considered to strengthen the identity of the College. These amenities
could include pedestrian lights, banners or flags, and street trees.
Using such features along the East College Street and Dinkel Avenue
corridors will better connect the campus on either side of those
streets.
Above: Pedestrian crossings can be made safer and more obvious by narrowing the street
at these areas and providing specialty paving in a different color and texture from the road
surface. This may be a consideration for East College Street. The above graphic is from
Susquehanna University where they implemented a similar plan.
Left: Lebanon Valley College used plant
material and concrete walks in grass parking
lot islands to minimize conflicts between
pedestrians and vehicles.
Above: Lebanon Valley College provided a center median, specialty paving and elevated
their crosswalks on this public street to create safer connections from each side of campus.
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Above Left: Despite being bisected by Harrisburg Avenue, Franklin & Marshall College utilized a center median, planting masses, and consistent site furniture, lighting and banners to unify
the two sides of this very busy street. Above Right: Moravian College used a similar treatment.
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The introduction of naturally-arranged, large shade trees on either side of Dinkel Avenue, in concert with new pedestrian-scale lights with banners will help to connect both sides of campus.
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S PAC E
Study the edges and entrances of campus and
identify where more definition is required.
- Create edge treatments along the campus boundaries that
respect the specific location, yet inherently inform that this is the
line between town and college
- Study the arrival sequence into campus from all directions,
and in concert with the edge treatments, define key entry points
Edges
The current boundaries of Bridgewater College’s campus property
are not clearly defined. Campus edges should be inherently
obvious. The northern boundary along the practice fields behind
the McKinney Center for Science and Mathematics is not clear: the
backyards of the residential community adjacent to the campus
blend into the meadow area next to the athletic fields. The Town of
Bridgewater forms the western boundary of campus with its quiet
residential neighborhood abutting Third Street, the general dividing
line. Other than the change in scale of the buildings, there is little
to indicate what is College versus Town. The eastern boundary
of campus is equally this ambiguous since the horse farm is part
of the campus property, but is not readily apparent. The southern
boundary is probably the most defined because the campus ends at
the river.
Depending on the specific circumstances of the physical edge, there
are many ways the sense of boundary can be strengthened: walls,
fencing, landscaping, berms, lighting, banners, and site furniture are
just a few ways that this might be accomplished.
College View Drive and Third Street would be more recognizable as
Above left: The area beyond the practice fields behind the McKinney Center for Science
and Mathematics does not have a defined boundary letting you know that this is where the
campus ends.
Left: Third Street forms the general western boundary of campus, but otherwise there is
nothing to indicate that the campus ends here.
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A treatment such as this low brick wall found along Dinkel Avenue may be replicated in other areas of campus that need a stronger boundary.
27
Above Left: Lebanon Valley College constructed a free-standing stone wall, in keeping with
similar elements found in the surrounding neighborhood, along one of its campus edges.
Left: At Capital University, new banners, landscaping and a low brick wall are proposed to
reinforce the edge. Above: A landscaped berm and street trees separate the public street
from the rest of campus, and screens the parking behind it.
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a campus edge if a consistent palette of site furniture,
landscaping and lighting were installed. Utilizing
the standard campus light fixture with Bridgewater
College banners and street trees will make it obvious
that this is the edge of campus. The north boundary of
campus adjacent to the residential community may be
best defined with a landscape buffer.
Above: Currently, there is nothing screening the view of the parked cars
from motorists on Dinkel Avenue.
Left: This sketch shows how pedestrian-scale lights, banners, and screening
of the parking lot helps to identify this space as part of the campus.
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Left: The brick entrance walls
at either end of Dinkel Avenue
are an excellent entrance
feature.
Above Right: The entrance
pillars at the corner of East
College Street and Third Street
are of an appropriate scale
for a secondary entrance
to campus, however, do not
effectively mark the entrance.
Far Right and Lower Right:
Entrance features should be
reserved for campus entrances
rather than parking lot
driveways.
Entrances
Bridgewater College’s main entrance is via Dinkel Avenue from the east, with most traffic and visitors approaching from Interstate 81.
Large, beautiful brick wall signs with planters filled with annuals announce the arrival on campus at either end of Dinkel Avenue. Currently,
there is a small sign prior to the main entrance sign on the east end of Dinkel Avenue which directs visitors to turn left onto College View
Drive to get to Admissions. Visitors are currently directed to turn south on College View Drive and then west onto East College Street. This
path leads the visitors along the edge of campus but restricts experiencing the campus at its best. To strengthen the visitors’ first impressions
of campus, consider changing the sequence of their arrival to entering into the campus by driving down Dinkel Avenue, into the heart of the
campus, allowing views into the quads and across The Mall. At Third Street, direct the visitors to turn left and travel to East College Street
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where they will find the convenient visitor parking right at The Mall. In addition to the visitors who enter campus from Dinkel Avenue,
the other perceived secondary entrances to campus are at the intersections of East College Street and College View Drive, and East College
Street and Third Avenue. A small brick column is the only indication of the entrance to campus at the eastern end of East College Street.
Campus entrances should be strategically identified and should be hierarchical. Bridgewater’s entrances do seem to follow a set hierarchy
with the Dinkel sign walls being the two main entrance points to campus, however the secondary entrances on East College Street are
not as well defined. There is a small brick pier at the eastern end, but it is out of scale with its surroundings and is not clear whether it is
marking an entrance or simply a memorial. The west end has brick piers and walls, but they are hidden by planting if you are traveling
from downtown Bridgewater, entering campus. The scale of these piers is appropriate, however, for a secondary entrance feature, but
appear to highlight the parking lot/facilities entrance rather than the gateway to campus. Similarly, there are entrance features such as
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brick walls and piers, along both Dinkel Avenue
and East College Street that mark entrances into
parking areas rather than a main entrance into
campus. Entrance features should be reserved
for entrances into the campus and designed to be
of the appropriate proportion for their place in
the entrance hierarchy.
Entrance features should be hierarchical in scale, dependent on
specific location and situation.
Above Left: One of Alvernia University’s main entrances is through
a wooded public park. This rendering depicts a style and scale
that reflects its setting and location.
Above Right: Lebanon Valley College’s main entrance sign is
comprised of materials found in the campus architecture.
Left: The entrance into Lycoming College from downtown needed
the ability to control access, but yet also see what lies beyond on
both sides of the boundary.
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S PAC E
Provide a hierarchy and depth of planting material
at key locations to enhance the aesthetics and
experience of the campus.
- Use masses of plant material to create clean, simple lines
while maximizing impact and minimizing maintenance
- Utilize color at significant locations such as entries and
gathering areas
- Utilize plant material as a tool for complementing
architecture, creating appropriate scale within a space, and
creating views
- Minimize the visual impact of work, storage, and utility areas
Creating Space
Landscape can be used as an effective tool for designing and creating
spaces. A college campus usually encompasses many acres of land,
numerous buildings, parking areas, and athletic fields, all requiring
maintenance. The proper use of landscape can aid in not only
reducing maintenance of the exterior spaces, but also work to define
and shape those spaces more effectively, by creating a hierarchy of
scale, complementing architecture and creating views.
Using plants in large masses on a campus makes sense for several
reasons: large masses of landscape fit the large scale of a college
campus; massing of plant material provides color and textural
interest while not detracting from the adjacent architecture, but
instead complimenting it; and finally, using masses of material
makes maintenance easier on an already stretched-thin maintenance
crew.
The grove of existing large shade trees in the oldest section of campus provides a park-like
setting for the historic buildings.
The proper plant in the right place is the key to making this
successful. Often the size/habit of the plant at maturity is
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overlooked, or the growing conditions it needs are ignored. We see
examples of both of these issues on Bridgewater’s campus.
One unfortunate instance of the mature plant size being overlooked
is in The Mall itself. The double allee of trees have the trees planted
too close together. This improper spacing will result in a multitude
of problems in the future, including the inability to grow grass
beneath the tree canopy, the need for excessive pruning, and the
increased possibility for disease and pest infestation. In addition,
all the trees in The Mall are one of two species: either maples or
ash. This monoculture is a risk in any situation, let alone the most
prominent space on campus. One insect or disease could easily
devastate the entire allee.
Other considerations for creating interesting spaces on campus
include the use of color at key locations, typically campus entrances,
building entrances, and specialty spaces such as memorial gardens.
Right: Wrong plant, wrong place: The large shrubs on either side of this entrance hide the
door and windows and require extensive maintenance to keep them pruned.
Below Right: The plants material in the front of Nininger Health and Exercise Science Center
is out of scale with the architecture and does not bring much value to the space.
Below: The Mall is a good example of using plant material to complement the scale of the
space.
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Although a very detailed planting, the koi pond at the science building is an appropriate use of the small niche space to create an area of tranquility.
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The landscape in front of Flory Hall complements the architecture and scale of the space while also providing some color at the main entrance.
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Massing and appropriate layering of plant material can have a big impact on how a space
feels. These are good examples of use of landscape from (clockwise from top left): The
Milton Hershey School, Allegheny College, Carnegie Mellon, and Penn State.
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Lower Left: A sketch for a new entry plaza at Upper
Iowa University illustrates the use of colorful annuals and
plantings for a significant space and entry feature.
Upper Left: Memorial Hall, situated in a prominent
position on campus at the terminus of the Mall, should
celebrate the main entrance to the building with the
introduction of color at the front facade.
Upper Right: Black-eyed Susans were planted at
the front door of each residence hall in Susquehanna
University’s West Village complex.
Caption will go here.
38
Utilize landscape in creative ways to help screen less
desirable areas such as mechanical units, maintance areas,
and parking lots. Landscape can also be used to direct
and create desirable views throughout campus.
Right: The right plant in the right spot can make all the difference: In this
location behind Kline Campus Center, shrub material has been appropriately
used to screen mechanical systems from the public view.
Lower Right: Other areas on campus may benefit from the strategic placement
of either plant material or tasteful site elements such as walls or fencing to
hide less attractive functional areas.
Below: Minor changes to the existing plant material at the transformer along
Dinkel Avenue will make it safer for pedestrians crossing the road as well as
create a more pleasing aesthetic.
39
Dillon Hall has very little room for plant material, but the lack of it
makes the space feel unfinished and the building out of scale. The
addition of some upright evergreens that have a slow, tight growth
habit, groundcover, ornamental grass, and low shrub material soften
the Dillon Hall entrance and help to bring the building into scale
with the surrounding space.
The current landscaping at Blue Ridge Hall includes some
overgrown evergreen yews that do not relate to the architecture and
require extensive maintenance to maintain their shape.
Dillon Hall lacks landscaping appropriate to the scale of its entrance. A simple plant
palette and adjustment to the paving can make all the difference.
40
Blue Ridge Hall has a stately set of entrance stairs, but the current landscaping does not
complement it. Using a diversity of heights, forms, textures and colors, new landscaping will
complement the architectural features of the building.
41
Above and Right: Providing plant material that brings the building into scale with its setting, along with some additional interest and color at the front entrance will enhance the look of
Blue Ridge Hall while also significantly reducing the amount of maintenance it requires.
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contracted to an outside service
SPAC E
Create a plan for the athletic facilities to strengthen
the essence of a complex.
- Where possible, reduce the amount of permanent fencing
which breaks up and isolates spaces
- Improve the quality of the fencing and ensure it supports the
desired aesthetic of the campus
- Connect the different fields to the main campus and to
each other, and to parking areas with pedestrian paths in
and around the fields, providing ADA accessible routes to all
facilities
- Review the aesthetics of the grandstands to tie it into the
campus fabric and aesthetics
- Provide pedestrian connections through and/or around the
athletic fields to the river
- Study current and future utilities that run through and
service the athletic fields to provide a plan for potential
future improvements (irrigation, lighting for both sports and
pedestrians)
- Review the layout and use of the practice fields on the north
side of campus to determine what improvements may be
required
- Review the current amount of maintenance being performed
for athletics and determine what amount of manpower or
new/different equipment would be beneficial to the program,
as well as responsibilities that should be redistributed or
44
Above: Black vinyl-coated fencing and a pedestrian path connecting all the fields would
unify the complex.
Below: Improving the facade of the existing stadium building would complement the work
already completed on the Bowman Community Plaza.
Upper Left: Lebanon Valley College uses simple concrete walkways,
plant material and light standards to connect and organize their
athletic fields into an athletic complex.
Upper Right: Washington College installed black vinyl-coated chain
link fence, brick piers, and shade trees to define their new lacrosse
stadium.
Lower Left: A concept rendering for Allegheny College shows
the addition of a walkway, brick piers, ornamental fencing, and
standard site furnishings to unify their existing baseball and softball
fields.
45
Bridgewater’s athletic fields would benefit from some
consistent site features and better pedestrian access to
make it feel more like a complex, as well as an integrated
part of the campus. The addition of wide walkways
that connect all of the fields and connect the complex
to the rest of campus could double as maintenance and
emergency access as well. Consistent site features like
shade trees, paving materials, pedestrian lights and
banners would yield cohesiveness.
Upper Left: Space at the athletic
fields is at a premium and could be
more efficiently utilized.
Left: Currently there is no definition
between maintenance/facilities areas
and the sports fields.
Above: The landscape master plan
suggests a unifying walkway system.
46
Screening and creating an edge for the facilities/grounds area would make an immediate impact on the aesthetic of the athletics complex. The feeling of “complex” and “campus” would
be further strengthened by the introduction of a pedestrian walkway with lighting and trees that connects all the fields to the rest of campus and parking areas. This walkway should be
wide enough to accommodate emergency and maintenance vehicles, as well as providing ADA access for both visitors and students.
47
SPAC E
Review the functions and responsibilities of the
Facilities and Grounds Departments in order to
focus their efforts appropriately and determine the
appropriate amount of resources required.
- Provide a consolidated space (or spaces) dedicated to
facilities functions that has enough square footage of both open
and enclosed areas to adequately service the campus
- Review what responsibilities currently belong to Facilities
staff (ex. grounds, building maintenance, construction oversight,
trash, move-ins, special event facilitating, recycling, etc.) and
determine what tasks might be more economically outsourced in
order to allow Facilities staff to focus on critical items
Left and Above: Space for facilities and grounds functions should be consolidated as much
as possible and concealed from the main areas of campus. Work areas should be screened
from public view.
Below: With a little creativity and modest budget, even a utilitarian building can be made
aesthetically pleasing on the exterior to better fit the overall campus aesthetic. This is a
maintenance building at McDaniel College in Westminster, MD.
48
S U STAIN ABI LI TY
Develop campus watershed plan to improve the
quality of runoff and reduce the quantity of runoff
where feasible.
- Review drainage patterns and correct drainage problem
spots with regrading.
- Create bio-swales in parking lot islands where feasible.
- Provide localized infiltration facilities.
Stormwater
How and where stormwater is handled affects the overall look and
feel of the campus landscape. Traditional methods of detaining
and filtering stormwater are often surface treatments as opposed to
underground detention. What this means is that water is detained
or treated in the form of a basin, either wet or dry, vegetated swales,
or raingarden. The vegetation that is required for wet areas typically
has a “wilder” more natural look than the traditional college
campus landscape. This creates a dichotomy that must be carefully
balanced in the campus landscape. Manicured, weed-free, irrigated
lawn quads with neatly maintained landscape beds is the epitomic
college landscape and continues to have a undeniable functional
validity. The challenge today is balancing this with the need to be
more sustainable in the approach to landscape and specifically, to
the treatment of stormwater. Directing stormwater to underground
pipes that take it immediately to the nearest watercourse is no longer
an acceptable practice with the growing amount of impervious
surface being constructed, creating flooding and erosion problems
along our nation’s waterways. Bridgewater College is keenly aware
Above: The first in a series of raingardens at Birmingham-Southern College, the water is
collected off of an adjacent parking lot, filtered through the raingardens before reaching a
man-made lake.
Right: Inconsistent grading within the Mall has led to areas of erosion and ponding during
larger storm events.
49
of the problems that flooding can cause, with a recent overly wet
spring and historic flooding of the North River into the athletic
complex.
The landscape master plan attempts to address opportunities
to implement stormwater facilities, while maintaining the
desired traditional campus aesthetic. Generally, where possible,
bioswales, raingardens and infiltration basins should be designed
on the periphery of the campus and/or in parking lot islands in
order to preserve the conventional campus aesthetic. In some
instances, however, there may be opportunities to introduce a Best
Management Practice example as part of a larger project and still
have it fit within the overall campus context.
The campus at Bridgewater College is fortunate to have
opportunities to implement very different types of stormwater
management facilities. From the area behind Wampler with the
meadow setting and vegetated swale, to the very organized and
formal quad areas, there are ways to incorporate stormwater
management and stormwater quality features appropriately into the
campus landscape. In all cases, it is important to make sure that the
feature is in keeping with its surrounding campus context.
Above: A raingarden is one way of mitigating excessive amounts of stormwater runoff in
localized areas.
Below: In downtown Indianapolis, small raingardens are utilized along the edge of the
street to treat stormwater.
Left: Areas on campus have proven to be challenges for stormwater drainage, due to either
a grading and leveling issue and/or a significant volume of runoff.
50
Left: Stormwater management facilities
can be designed to be an amenity.
Below Left: Simple plantings of native
grasses create an attractive and functional
storwmater facilitiy.
Right and Below: Bioswales can be
incorporated into parking lot islands to
collect and filter stormwater runoff.
Above: A typical detail for a bioswale.
51
Above: Birmingham-Southern College built a lake, partially fed from a series of raingardens upstream, that
acts not only as a recreational venue for students, but also as a stormwater management/quality structure and
educational tool for the Urban Environmental Studies and Biology students.
Above Right: The vegetated swale behind Wampler Apartments is a good way to slow down the movement of
stormwater and infiltrate more of it back into the ground.
Below Right: Sometimes simple solutions can make a big impact. This simple stone trench with decorative stone
overlay collects the runoff from the parking area and filters the water before it gets back into the groundwater
supply.
52
The area between Bowman Hall and the Library currently collects stormwater runoff from the Mall and drains toward Third Street. This concept suggests the introduction of garden and
lawn areas to help collect and move the stormwater through the quad to reduce erosion and puddling. In order to create space for the garden, the walkways will be reorganized to be on
the periphery of the quad to open up the center space. This area would be developed as an amenity on campus while also providing a solution to a current stormwater challenge.
53
Bioswales can be incorporated into parking lot islands to collect and filter stormwater
runoff. There are several possible locations on campus where this may be appropriate, for
example, the existing parking lot island that runs east-west behind the Kline Campus Center
(below), or the parking areas behind the McKinney Center for Science and Mathematics /
Geisert Hall (left).
54
A bioswale combined with a new central walkway could be designed for the large existing parking lot island behind the Kline Campus Center. Including educational signage would
encourage the use of the installation as an instructional tool and demonstration area.
55
SU S TA IN ABIL IT Y
Review and evaluate existing maintenance
procedures to streamline current methods and
utilize resources more effectively. Review existing
plantings to improve the character of campus while
reducing the need for maintenance.
- Lawn care:
- Consider areas of no mow, low mow or native warm season
grasses to reduce mowing in less prominent areas.
- Consider mulching mowing of grass areas to reduce need to
remove and transport clippings.
- Consider composting of necessary clippings on campus for
garden areas.
- Establish appropriate maintenance sequence for all key
lawn areas (aerating, fertilizing) for best long term results.
- Consider improvements to irrigation practices for the lawn in
the Mall.
- Plant steep slopes with alternative groundcovers or no mow
grasses to reduce unnecessary mowing.
- Pruning:
- Reduce amount and type of pruning to promote plant health
and proper plant form.
- Plants:
- Utilize native and adaptive plantings where possible
and appropriate to reduce necessary watering, fertilizing,
trimming and overall care.
- Inventory existing plants on campus in order to provide a
plant palette for future work with the goal of expanding
diversity and year-long interest.
- Use the right plant in the right spot based on a plant’s
56
mature growth and habit, its color and texture, and its
required habitat. This will result in improved plant health and
longevity.
Below and next page: Look for areas like this one along Dinkel Avenue where effort and
time is being expended to mow these narrow strips of lawn when the use of a different
plant material can eliminate a lot of that maintenance, at the same time providing some
color and interest.
57
Above Left: Reconfiguring the paving in this area would eliminate areas such as this where
turf will not grow.
Above Right and Left: Some areas of campus where it may be appropriate to consider
meadow or warm season grasses include the areas around the intramural fields and the
area between the Funkhouser Center for Health and Wellness and the parking lots.
Right: Steep slopes
can be seeded with
a no-mow grass
which not only will
stabilize the slope,
but will require less
maintenance than turf
or other stabilization
alternatives that may
not be as aesthetically
pleasing.
58
Low-mow grass mixes
or groundcovers work
well for steep slopes
and usually only
need to be mowed
once or twice a year.
Meadow mixes can
be used in peripheral
areas of campus to
reduce mowing.
59
60
Left: This plan shows areas on campus where traditional turf
grass might be replaced with a meadow grass, a no-mow
style grass, or other landscape plantings. Areas where it is
appropriate to maintain formal lawn are also noted on the
plan.
Below: Choosing the right plant for the right location will result in
improved plant health and longevity, as well as reducing required
maintenance. In the case of the planting area next to the Carter
Center for Worship and Music, the one side of the wall is planted
with shrubs that are far too large for the space, and the other
wall is planted with plants that do not adequately fit the scale or
space available.
Above: Select shrubs that will be in scale with the wall and the landscape bed, as well as not
overgrow the space at their mature size. The use of a groundcover along with the shrubs and
perennial landscape material will add dimension and depth to the space.
61
Bowman Hall has two rings of overgrown boxwoods flanking
its main entrance sidewalk. Removing the boxwood and
widening the sidewalk area better complements the existing
architecture and communicates that this is the front door of
the building.
62
The Strickler Apartment Building and Honor Houses
along East College Street are all in need of landscape
renovation. Large shrubs have overgrown their spaces and
now require too much maintenance.
63
Overgrown shrubs at the East College Street Boitnott Honor House pose safety concerns by
limiting sightlines and blocking windows.
64
S U STAIN ABI LI TY
Review and evaluate the existing stream channel to
improve quality and function of the stream.
- Review and provide background information regarding
natural stream systems and the value of non-hardscape
solutions for flood controls. This will improve the function of the
stream corridor from a water quality and erosion standpoint
and will also improve the habitat for insects and wildlife.
Hardscaping a waterway eliminates any environmental value that the stream once provided
to its surroundings, and can actually exacerbate flooding problems. Healthy stream
corridors contribute to water quality and increased wildlife habitat.
65
S U S TA INA B ILIT Y
Review and evaluate existing recycling procedures
to determine key waste products and reduce total
waste removed from campus.
- Consider a composting program and area for grass,
landscape waste and food waste
- Use technology to greatest extent possible to reduce reliance
on paper and provide methods for entire campus constituency
to recycle paper
- Provide accessible recycling containers both indoors and
outdoors all throughout campus
- Reuse horse manure as compost and/or topdressing material
Many colleges and universities employ
recycling and composting programs.
Shown in these images are some items
to consider with such a program:
recycling containers, composting bins,
and compostable cafeteria dishware.
66
S U STAIN ABI LI TY
Test and evaluate soils on campus to improve
the quality of the soil, and therefore improve the
appearance, hardiness, and longevity of the plant
material.
- Begin remediation projects in the core areas of campus.
- Ensure that soils affected by construction projects are
addressed as part of the project.
Above: The existing soils on campus are compacted and lack a healthy structure.
Remediation needs to take place before lawn or landscape will be successful.
Right (clockwise from top): Illustration of the effects of soil compaction. A typical healthy
soil structure. Photograph of soil cross section, including a healthy layer of topsoil.
67
Above: The existing soil in the planting areas in front of Wampler Towers is a good
example of an overly compacted soil with little or no nutrients to sustain healthy
plant life. The deterioration of the plantings in this space is evidence of this poor
soil structure. Remediation needs to take place before lawn or landscape will be
successful.
Left and Below: Once the existing soil is removed and replaced with a healthy mix,
new landscape plantings can be installed to help bring the buildings into scale with
the adjacent sidewalk, and provide some relief from the hardscape.
68
S U S TA INA B IL I TY
Review Biology and Environmental programs to
better determine potential for on campus outdoor lab
space and/or classroom/curriculum opportunities.
- When implementing other action items within this plan, review
opportunities for the inclusion of areas for educational use, such
as lab areas or interpretive/interactive signage
- Find spaces on campus that could be enhanced to allow for
outdoor classroom space or study
- Work with the Biology and science departments to create
lists of desirable plants, processes, etc. that would be helpful to
have on campus for use in their curriculum
Clockwise from Left: Recently constructed, Birmingham-Southern College
provided students with an amphitheatre for outdoor classes and student
gatherings in their new Urban Environmental Park. Students hold class in a
college quad. Outdoor lab work can be intentionally accommodated on
campus.
69
The area outside of the main entrance of the Alexander Mack Memorial Library may provide an opportunity for an improved gathering space and/or study area. The existing plaza
space is in need of repair and updating. Two concept options were explored as part of this plan, however further study of this space is needed when and if the library expansion is
planned. The significant elevation change, working around existing trees, and providing accessibility will all prove to be challenges in this future design.
70
S U STAIN ABI LI TY
Review existing pedestrian circulation patterns:
Consolidate, strengthen and relocate walks to
accommodate and reduce necessary maintenance as
well as hardscape that creates stormwater runoff
Campus walkways should be placed where people will walk, however,
putting a path over top of every “cow path” in a reactionary method is
not sustainable or a practical way to plan.
71
S U S TA INA B ILIT Y
Complete a study of the existing outdoor lighting
methods relative to effective coverage (too much or
inadequate), night sky pollution, and operational
inefficiency.
- Where is there too much light or inadequacies?
- Evaluate the types and efficiencies of light fixtures
There is a person
right here!
Above Left and Above: Different types of lighting are more effective than
others for pedestrians. Generally, large floodlights on the building roofs light
the area enough that one might feel that they can see and feel safe. In reality,
however, unless there are additional pedestrian-scale post lights, this kind of
lighting can leave dark spots where there may be a person right in front of you,
but you can’t see them. This type of lighting also has a harsh, prison-yard-type
feel.
Left: The lighting at the Links is more than adequate, and may be a bit too much
for as close as the lights are to the back of Bowman Hall.
72
Lighting for Safety
Lighting on a college campus is a very important consideration
as it affects both safety and aesthetics. The people of the campus
community are often active well into the evening hours, whether it
is teaching a night class, studying late at the library, or finishing up
practice for a sport. They need to be able to safely walk throughout
campus to get to and from their destination at night. Adequate
lighting can be achieved in many different ways and with a
combination of lighting types and fixtures.
The current lighting on Bridgewater’s campus is marginally
acceptable in terms of safety considerations. The Mall area is
generally darker than what it should be for pedestrians. This is
likely due to the types of fixtures being used, the lack of post lights
crossing the quad, and the proximity of the globe fixtures to the
tree allees on both sides. The walkway surfaces should be lit to the
point that standing at one end of the Mall, the far end of the walk
can be seen and is illuminated in your view. The globe fixtures are
inefficient at directing light downward onto the walking surfaces
and should be considered for replacement.
The quad areas are lit mostly by large industrial-style floodlights
mounted on the rooftops of the surrounding buildings. Although
the space is better lit than some spaces on campus, this is a
pedestrian-oriented space as well, and should be lit using the
pedestrian post fixtures along the walkways. The floodlights are
distracting and somewhat blinding to the pedestrian using the space
and can still leave dark spots that pose a safety concern.
Finally, the parking lots on campus are lit by either the pedestrianscale globe lights or by shoebox-style fixtures. The shoebox fixtures
are appropriately used in this application, however, placement away
from shade trees that will prevent the light from reaching the ground
should be remedied. The globe-style fixtures are not appropriate
Above Right and Right: The shoebox style fixtures in the parking lot behind McKinney
Center for Science and Mathematics and Geisert Hall provide an adequate amount of light.
Better care should be taken, however to not place the lights next to trees that will inhibit the
distribution of the light. The parking lot behind Kline Campus Center and Moomaw Hall
is lit with many of the globe pedestrian fixtures. The photographs illustrate how the light
coverage is not as effective, even with more fixtures.
73
in a parking lot application. These lights are scaled for use by
pedestrians and therefore very inefficient at attempting to light a
space such as a parking area. It requires many more fixtures within
the lot to achieve a reasonable light level.
Other methods for providing safety lighting should also be
considered, such as lighting of building facades, ambient light from
within buildings, and accent lighting of landscape and hardscape
74
features.
Above: These photographs are both taken at the same place. Walking up the steps into a
sea of darkness is much less appealing than being able to see your destination with the lit
building facade.
Below: These diagrams illustrate how different light fixtures direct light.
Lighting for Looks
Safety is the number one goal when it comes to providing light on a
college campus. The second consideration is how this lighting looks
during the daytime when not in use. Light fixtures can be numerous
on a campus, and therefore should be selected
for not only their illumination capabilities, but
also for how they fit within the overall campus
landscape. Additionally, lighting for aesthetic
reasons, not necessarily safety issues, is also
appropriate on a college campus, particularly
in areas of high pedestrian traffic in the evening
and in specialty spaces.
Left: The existing globe fixtures are consistently used throughout
Bridgewater’s campus.
Right: A new, although traditionally styled light fixture, would
not only compliment the overall campus aesthetic, it would also
be more energy efficient.
Below: The light fixtures chosen for Birmingham-Southern’s new
Urban Environmental Park are a traditional style, but new in
technology, completely directing light downward and meeting
the Dark Skies criteria.
75
76
Opposite Page, Above Left: The light fixtures at Dickinson College have a traditional look and direct the light toward the sidewalk.
Opposite Page, Above Right: Specialty lighting of the Anton Plaza at the Culinary Institute of America makes it an active space at night.
Opposite Page, Below Left: The ambient light from inside Susquehanna University’s sports complex provides more than enough for the exterior sidewalk.
Opposite Page, Below Right: The Milton Hershey School uses light to highlight interesting architecture on their campus.
This Page: The entrance signs at either end of Dinkel provide a welcoming gesture in the evening.
77
78
Bridgewater College
Landscape Master Plan
79
Conclusion
Bridgewater College is fortunate to have a well organized campus in
a beautiful setting within the Shenandoah Valley. The architectural
style of the campus buildings compliments the overall campus
aesthetic and provides a good starting point for the landscape master
plan and its proposed improvements to the campus landscape.
Following the overarching principles of Simplicity, Space, and
Sustainability, the landscape master plan outlines fourteen main
action items that, when implemented, will lead to a polished campus
appearance. These action items address everything from site
furniture selection and placement to turf maintenance. In addition,
a list of specific site projects have been identified and prioritized.
These projects range in size and magnitude of cost, giving the
College a diversity of options to choose from when planning for the
next five years.
80
Appendix
Action Item List
Project List and Estimates
Plant Palette
Lighting Information
The Mall Trees
Meeting Minutes
Miscellaneous
81
Action Item List
Review and evaluate material choices for exterior spaces, including furnishings and walkways to:
- create consistency throughout the campus
- ensure longevity
- reduce maintenance and replacement costs/time through the use of quality materials and materials that are appropriate for the
given use and location
Create a spatial hierarchy on campus.
- Maintain and reinforce the Mall as the main focal point
- Improve lateral connections across the Mall, reaching to the edges of the campus
- Integrate the left-over or void spaces into the overall campus fabric by providing a continuity of spaces
Review and provide recommendations to minimize impacts of the public streets bisecting campus.
- Dinkel Avenue: in light of the proposed improvements by the town, consider other opportunities regarding speed, aesthetics,
crosswalks, lighting, and banners
- East College Street: Consider removal of parking in the area of the Mall; review effect of existing lighting, and strengthen
designated crosswalk locations
- Re-organize select parking areas to improve traffic flow, reduce conflicts with pedestrians, and restructure outdoor spaces
Study the edges and entrances of campus and identify where more definition is required.
- Create edge treatments along the campus boundaries that respect the specific location, yet inherently inform that this is the line
between town and college
- Study the arrival sequence into campus from all directions, and in concert with the edge treatments, define key entry points
82
Provide a hierarchy and depth of planting material at key locations to enhance the aesthetics and experience of the
campus.
- Use masses of plant material to create clean, simple lines while maximizing impact and minimizing maintenance
- Utilize color at significant locations such as entries and gathering areas
- Utilize plant material as a tool for complementing architecture, creating appropriate scale within a space, and creating views
- Minimize the visual impact of work, storage, and utility areas
Create a plan for the athletic facilities to strengthen the essence of a complex.
- Where possible, reduce the amount of permanent fencing which breaks up and isolates spaces
- Improve the quality of the fencing and ensure it supports the desired aesthetic of the campus
- Connect the different fields to the main campus and to each other, and to parking areas with pedestrian paths in and around the
fields, providing ADA accessible routes to all facilities
- Review the aesthetics of the grandstands to tie it into the campus fabric and aesthetics
- Provide pedestrian connections through and/or around the athletic fields to the river
- Study current and future utilities that run through and service the athletic fields to provide a plan for potential future improvements
(irrigation, lighting for both sports and pedestrians)
- Review the layout and use of the practice fields on the north side of campus to determine what improvements may be required
- Review the current amount of maintenance being performed for athletics and determine what amount of manpower or new/different equipment would be beneficial to the program, as well as responsibilities that should be redistributed or where or contracted to
an outside service.
Develop campus watershed plan to improve the quality of runoff and reduce the quantity of runoff where feasible.
- Review drainage patterns and correct drainage problem spots with regrading.
- Create bio-swales in parking lot islands where feasible.
- Provide localized infiltration facilities.
83
Review and evaluate existing maintenance procedures to streamline current methods and utilize resources more effectively. Review existing plantings to improve the character of campus while reducing the need for maintenance.
- Lawn care:
- Consider areas of no mow, low mow or native warm season grasses to reduce mowing in less prominent areas.
- Consider mulching mowing of grass areas to reduce need to remove and transport clippings.
- Consider composting of necessary clippings on campus for garden areas.
- Establish appropriate maintenance sequence for all key lawn areas (aerating, fertilizing) for best long term results.
- Consider improvements to irrigation practices for the lawn in the Mall.
- Plant steep slopes with alternative groundcovers or no mow grasses to reduce unnecessary mowing.
- Pruning:
- Reduce amount and type of pruning to promote plant health and proper plant form.
- Plants:
- Utilize native and adaptive plantings where possible and appropriate to reduce necessary watering, fertilizing, trimming and
overall care.
- Inventory existing plants on campus in order to provide a plant palette for future work with the goal of expanding diversity and
year-long interest.
- Use the right plant in the right spot based on a plant’s mature growth and habit, its color and texture, and its re-quired habitat.
This will result in improved plant health and longevity.
Review and evaluate the existing stream channel to improve quality and function of the stream.
- Review and provide background information regarding natural stream systems and the value of non-hardscape solutions for flood
controls. This will improve the function of the stream corridor from a water quality and erosion standpoint and will also improve the
habitat for insects and wildlife.
Review and evaluate existing recycling procedures to determine key waste products and reduce total waste removed
from campus.
- Consider a composting program and area for grass, landscape waste and food waste
- Use technology to greatest extent possible to reduce reliance on paper. Provide methods for entire campus constituency to recycle
paper.
- Provide accessible recycling containers both indoors and outdoors on throughout campus
84
- Reuse horse manure as compost and/or topdressing material
Test and evaluate soils on campus to improve the quality of the soil, and therefore improve the appearance, hardiness,
and longevity of the plant material.
- Begin remediation projects in the core areas of campus
- Ensure that soils affected by construction projects are addressed as part of the project
Review Biology and Environmental programs to better determine potential for on campus outdoor lab space and/or
classroom/curriculum opportunities.
- When implementing other action items within this plan, review opportunities for the inclusion of areas for educational use, such as
lab areas or interpretive/interactive signage
- Find spaces on campus that could be enhanced to allow for outdoor classroom space
- Work with the Biology and science departments to create lists of desirable plants, processes, etc. that would be helpful to have on
campus for use in their curriculum
Review existing pedestrian circulation patterns. Consolidate, strengthen and relocate walks to accommodate and reduce necessary maintenance as well as hardscape that creates stormwater runoff.
Complete a study of the existing outdoor lighting methods relative to effective coverage (too much or inadequate),
night sky pollution, and operational inefficiency.
- Where is there too much light or inadequacies?
- Evaluate the types and efficiencies of light fixtures
85
Plant Palette
LARGE SHADE TREES
BOTANICAL NAME
COMMON NAME
Native
Carya ovata
Shagbark Hickory
x
Cercidiphyllum japonicum
Katsura Tree
Cladrastis lutea
Yellowwood
Evergreen
Street Tree
Lawn Tree
COMMENTS
Transplant when small (2” cal. or less)
x
x
x
Specimen tree for large areas
x
Fragrant white flower panicles in summer
Fagus grandifolia
American Beech
x
x
Very large tree; use in large open areas
Halesia carolina
Carolina Silverbell
x
x
Prefers locations with moist soils
Koelreuteria paniculata
Goldenrain Tree
Liquidambar styraciflua
Sweet Gum
Liquidambar styraciflua ‘Rotundiloba’
Sweet Gum - fruitless
x
x
x
x
x
x
x
x
Liriodendron tulipifera
Tulip Tree
x
x
Nyssa sylvatica
Black Gum
x
x
Platanus x acerifolia ‘Bloodgood’
London Planetree
Quercus coccinea
Scarlet Oak
x
Quercus imbricaria
Shingle Oak
x
x
Quercus macrocarpa
Burr Oak
x
x
Quercus robur
English Oak
Quercus rubra
Northern Red Oak
Sophora japonica ‘Regent’
x
x
x
x
Limit use to non-pedestrian areas due to fruit
Transplant when small (2” cal. or less)
Very large tree; use in large open areas
x
x
x
x
Japanese Pagodatree
x
x
Ulmus parvifolia ‘Allee’ and ‘Athena’
Chinese Elm
x
x
Zelkova serrata ‘Green Vase’
Japanese Zelkova
x
x
Can be over-used; select other species first
Street Tree
Lawn Tree
COMMENTS
Use in large open areas
EVERGREEN TREES
BOTANICAL NAME
COMMON NAME
Cryptomeria japonica ‘Yoshino’
Japanese Falsecypress
Ilex opaca
American Holly
Ilex x attenuata ‘Fosteri’
Foster’s Holly
Ilex x ‘Nellie Stevens’
Nellie Stevens
Picea abies
Norway Spruce
Picea glauca
White Spruce
Native
Evergreen
x
x
x
x
x
x
Smaller Holly; good for narrow spaces
x
x
Smaller Holly; good for narrow spaces
x
x
x
x
x
x
x
Does best in acidic soils
Picea omorika
Serbian Spruce
Picea pungens
Colorado Spruce
x
x
x
Native to the Western United States
Pinus strobus
White Pine
x
x
x
Lower limbs will drop with age; underplant for screening
93
ORNAMENTAL TREES
BOTANICAL NAME
COMMON NAME
Acer ginnala
Amur Maple
Specimen small tree
Acer griseum
Paperbark Maple
Specimen small tree
Acer palmatum ‘Bloodgood’
Bloodgood Japanese Maple
Aesculus pavia
Red Buckeye
Native
Evergreen
Street Tree
Lawn Tree
COMMENTS
Specimen small tree
x
Amelanchier x grandiflora ‘Autumn Brilliance’
Serviceberry
x
Carpinus caroliniana
Hornbeam
x
Multistemmed forms
Cercis canadensis
Eastern Redbud
x
Cercis canadensis ‘Alba’
White Flowering Redbud
x
Chionanthus virginicus
Fringetree
x
x
Highly fragrant flowers; likes moist soils
Cornus alternifolia
Alternateleaf Dogwood
x
x
Partial shade in moist, acid soil is ideal growing condition
Cornus florida ‘Cherokee Princess’
Flowering Dogwood
x
Cornus kousa
Kousa Dogwood
Lagerstroemia indica cultivars
Crape Myrtle
Magnolia stellata cultivars
Star Magnolia
Magnolia virginiana
Sweetbay Magnolia
Magnolia x soulangiana cultivars
Saucer Magnolia
Malus ‘Donald Wyman’
Donald Wyman Crabapple
Cherokee series is disease resistant
Multistemmed forms
x
x
Prefers locations with moist soils
Disease resistant variety
Malus ‘Prairie Fire’
Prairie Fire Crabapple
Ostrya virginiana
Hophornbeam
x
x
Disease resistant variety
Oxydendrum arboreum
Sourwood
x
x
Prunus subhirtella ‘Autumnalis Rosea’
Autumn Rosebud Cherry
Specimen tree
Prunus x yedoensis
Yoshino Cherry
Specimen tree
Stewartia koreana
Korean Stewartia
Styrax japonicus
Japanese Snowbell
White flowers in summer; maroon fall color
Specimen tree
Specimen small tree
TREES FOR LIMITED USE
BOTANICAL NAME
COMMON NAME
Acer palmatum ‘Dissectum’
Laceleaf Japanese Maple
Acer rubrum and its cultivars
Red Maple
Acer saccharum and its cultivars
Betula nigra ‘Heritage’
Native
Street Tree
Lawn Tree
COMMENTS
x
x
x
Susceptible to Emerald Ash Borer
Sugar Maple
x
x
x
Susceptible to Emerald Ash Borer
Heritage River Birch
x
x
Prefers locations with moist soils; has shallow surface roots
Specimen small tree
Crataegus viridis ‘Winter King’
Winter King Hawthorn
x
Gleditsia triacanthos var. inermis
Honeylocust
x
Gymnocladus diocious
Kentucky Coffeetree
x
Platanus occidentalis
Sycamore
x
Quercus palustris
Pin Oak
x
Quercus phellos
Willow Oak
x
Taxodium distichum
Bald Cypress
x
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Evergreen
x
x
Plant in groups of 3 or more; fruits persist in winter
x
Drops a lot of leaves in fall; can be messy
x
Very large, coarse tree; best near streams and ponds
Large tree; plant in open lawn areas
x
x
Limb up near sidewalks and patios
Already used throughout campus; select other species first
x
Plant in groups in a large, wet areas for best effect
Ulmus americana cultivars
American Elm
x
x
x
Choose varieties resistant to Dutch Elm Disease
Street Tree
Lawn Tree
COMMENTS
TREES NOT RECOMMENDED
BOTANICAL NAME
COMMON NAME
Native
Evergreen
Fraxinus americana
White Ash
x
x
Highly Susceptible to Emerald Ash Borer
Fraxinus pennsylvanica
Green Ash
x
x
Highly Susceptible to Emerald Ash Borer
DECIDUOUS SHRUBS
BOTANICAL NAME
COMMON NAME
Abelia x prostrata
Dwarf Abelia
Caryopteris x clandonensis ‘Longwood Blue’
Blue Mist Shrub
Native
Evergreen
COMMENTS
semi
Clethra alnifolia ‘Sixteen Candles’
Summersweet
x
Highly fragrant white flowers in summer
Clethra alnifolia ‘Ruby Spice’
Pink Summersweet
x
Highly fragrant pink flowers in summer
Cornus sericea ‘Baileyi’
Redtwig Dogwood
x
Plant in masses
Deutzia gracilis ‘Nikko’
Nikko Slender Deutzia
Forsythia viridissima ‘Bronxensis’
Bronx Greenstem Forsythia
Forsythia x intermedia ‘Gold Tide’
Gold Tide Dwarf Forsythia
Fothergilla gardenii
Dwarf Fothergilla
Plant in masses
Best used in masses; require large area
x
Hamamelis x intermedia ‘Arnold’s Promise’
Arnold’s Promise Witch Hazel
Hamamelis x intermedia ‘Jelena’
Jelena Witch Hazel
Hydrangea arborescens ‘Annabelle’
Annabelle Hydrangea
Hydrangea macrophylla ‘All Summer Beauty’
Flowering Hydrangea
Hydrangea macrophylla ‘Pia’
Pia Dwarf Hydrangea
Hydrangea quercifolia ‘Alice’
Alice Oakleaf Hydrangea
x
Hydrangea quercifolia ‘Pee Wee’
Dwarf Oakleaf Hydrangea
x
Hypericum androsaemum ‘Albury Purple’
Albury Purple St. John’s Wort
Ilex verticillata ‘Jim Dandy’
Male Winterberry Holly
x
Male pollinator (required) for all Winterberry Holly varieties
Ilex verticillata ‘Red Sprite’
Dwarf Winterberry Holly
x
Ilex verticillata ‘Winter Red’
Winterberry Holly
x
Itea virginica ‘Henry’s Garnet’
Henry’s Garnet Virginia Sweetspire
x
Best used in masses; suckering plant
Itea virginica ‘Little Henry’
Little Henry Virginia Sweetspire
x
Spiraea japonica ‘Little Princess’
Little Princess Spirea
Spiraea japonica ‘Shibori’
Shirobana Spirea
Spiraea nipponica ‘Snow Mound’
Snowmound Nippon Spirea
Viburnum carlesii ‘Compactum’
Compact Koreanspice Viburnum
Viburnum dentatum ‘Christom’
Blue Muffin Viburnum
Viburnum plicatum var. tomentosum ‘Shasta’
Shasta Viburnum
Use as specimen plants
Use as specimen plants
x
Best used in masses
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EVERGREEN SHRUBS
BOTANICAL NAME
COMMON NAME
Buxus sempervirens ‘Vardar Valley’
Vardar Valley Boxwood
Native
Evergreen
x
Buxus ‘Green Beauty’
Green Beauty Boxwood
x
Buxus ‘Green Mountain’
Green Mountain Boxwood
x
Buxus ‘Green Velvet’
Green Velvet Boxwood
x
Cephalotaxus harringtonia prostrata
Prostrate Japanese Plum Yew
x
Chamaecyparis obtusa gracilis compactus
Hinoki Falsecypress
x
Cryptomeria japonica ‘Black Dragon’
Black Dragon Japanese Cypress
Ilex glabra ‘Nigra’
Inkberry Holly
Ilex x aquipernyi ‘Dragon Lady’
Dragon Lady Holly
x
Ilex x meservae ‘China Boy’
China Boy Holly
x
COMMENTS
Upright, pyramidal variety
x
x
x
Ilex x meservae ‘China Girl’
China Girl Holly
Juniperus virginiana ‘Grey Owl’
Grey Owl Juniper
x
Microbiota decussata
Russian Carpet Cypress
x
Prunus laurocerasus ‘Otto Luyken’
Otto Luyken Laurel
x
Prunus laurocerasus ‘Schipkaensis’
Upright Skip Laurel
x
Taxus baccata repandens
Spreading English Yew
x
Taxus x media ‘Densiformis’
English-Japanese Yew
x
Limit use; do not shear
Taxus x media ‘Hicksii’
Hicks Yew
x
Upright, narrow variety; limit use; do not shear
Viburnum x pragense
Prague Viburnum
x
Viburnum x rhytidophylloides ‘Allegheny’
Allegheny Viburnum
x
Requires large area
Evergreen
COMMENTS
x
x
Upright, narrow variety
PERENNIALS & GRASSES
BOTANICAL NAME
COMMON NAME
Aster novi-belgii
New York Aster
Native
x
Aster oblongifolius ‘October Skies’
October Skies Aromatic Aster
x
Athyrium felix-femina
Lady Fern
x
Calamagrostis x acutiflora ‘Karl Foerster’
Feather Reed Grass
Carex amphibola
Creek Sedge
x
x
Native alternative to Liriope
Carex appalachica
Appalachian Sedge
x
semi
Plant in dry shade
Carex morrowii ‘Ice Dance’
Ice Dance Sedge
Carex pensylvanica
Pennsylvania Sedge
Deschampsia caespitosa ‘Goldtau’
Plant in masses in shady locations
Tall, narrow, upright grass
semi
Shade tolerant
x
semi
Plant in moist shade
Goldtau Tufted Hair Grass
x
semi
Do not overwater in summer; partial shade
x
semi
Do not overwater in summer; partial shade
semi
Deschampsia flexuosa
Tufted Hair Grass
Dryopteris erythrosora
Autumn Fern
Echinacea purpurea ‘Magnus’
Magnus Purple Coneflower
Hemerocallis ‘Catherine Woodbury
Catherine Woodbury Daylily - pink
Hemerocallis ‘Happy Returns’
Happy Returns Daylily - yellow
Hemerocallis ‘Joan Senior’
Joan Senior Daylily - white
x
Hosta ‘Francee’
Francee Hosta
Hosta ‘Patriot’
Patriot Hosta
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Hosta sieboldiana ‘Elegans’
Elegans’ Siebold Hosta
Iris sibirica ‘Caesar’s Brother’
Blue Siberian Iris
Miscanthus sinensis ‘Adagio’
Dwarf Maidenhair Grass
Osmunda regalis
Royal Fern
x
Panicum virgatum ‘Shenandoah’
Switch Grass
x
Pennisetum alopecuroides ‘Cassian’
Cassian Fountain Grass
Pennisetum alopecuroides ‘Little Bunny’
Dwarf Fountain Grass
Rudbeckia fulgida var. fulgida
Black Eyed Susan
Schizachyrium scoparium ‘The Blues’
Little Bluestem
Sedum ‘Autumn Fire’
Autumn Fire Stonecrop
Sporobolus heterolepis
Prairie Dropseed
x
BOTANICAL NAME
COMMON NAME
Native
Plant in masses
x
Plant in dry, sunny locations; do not fertilize
GROUNDCOVERS
Evergreen
COMMENTS
Liriope muscari ‘Big Blue’
Big Blue Lilyturf
x
Blue flowers
Liriope muscari ‘Monroe White’
White Lilyturf
x
White flowers
Liriope muscari ‘Variegata’
Variegated Lilyturf
Heuchera americana ‘Dale’s Strain’
Coral Bells
Heuchera villosa ‘Bronze Wave’
Coral Bells
semi
Heuchera micrantha ‘Palace Purple’
Coral Bells
semi
Hypericum calycinum
Groundcover Hypericum
Pachysandra procumbens
Allegheny Spurge
x
x
semi
x
x
x
Phlox stolonifera cultivars
Creeping Phlox - for shade
x
x
Phlox subulata cultivars
Creeping Phlox - for sun
x
x
Sedum ‘John Creech’
John Creech Stonecrop
x
Plant in masses in sunny locations
Sedum ternatum ‘Larinem Park’
Larinem Park Stonecrop
x
x
Tiarella cordifolia
Foamflower
x
x
Native
Evergreen
BULBS
BOTANICAL NAME
COMMON NAME
Crocus tommasinnianus cultivars
Crocus
Galanthus nivalis
Snowdrop
COMMENTS
Squirrel resistant species
Plant among groundcovers
Leucojum aestivum
Summer Snowflake
Leucojum vernalis
Spring Snowflake
Narcissus cultivars
Daffodils
Tulipa x Darwin Hybrid cultivars
Tulips
Choose mixtures of early, mid, and late bloomers
Use Darwin Hybrids; longer-lived variety
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Lighting
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The images included for lighting have been reformatted to fit the document and are not to scale.
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Fixture type A1:
Represents the traditional pole and base that matches what has been
used on the University grounds in the past. The pole is a low copper
aluminum alloy that will not corrode like many manufacturers’ poles
tend too. Using an aluminum pole will increase the durability and
longevity of the poles and it reduces sway and vibration that can
shorten lamp and ballast life. It also provides the University the
ability to attach plant hangers, banners, or signs if desired.
On top of the pole is a lantern style fixture that matches some of
the existing building entry sconces on campus. This fixture is very
traditionally styled, but it is manufactured of the same low copper
aluminum and incorporates maintenance features such as neoprene
gasketing, tool less ballast removal, and more. The fixture can be
offered in a range of optical patterns from full cutoff to no cutoff
with a variety of distributions. Utilize a cutoff optic, which sends
most of the light down and allows only a minimal amount of light to
filter up to the trees. There will be 2 different optical patterns in the
fixture making standardization easy.
There are two lamping options. Induction lamps provide a soft
glow to the fixture, white light with great color rendering, instant
on capability, and 100,000 hour life, but they are hard to control
optically and thus often require additional fixtures and slightly
reducing spacing. The ‘Cosmopolis’ lamp also offers white light
with very good color rendering, very high efficiency, and easy
optical control to maximize spacing, but it has a shorter life of 30,000
(still really good), and is not as comfortable to view directly.
This option costs about $3,000 regardless of the lamp or optical
selection. These poles would be 10’ to 12’ tall and would be spaced
between 80’ to 110’ apart depending on the exact path layout and
lamping options selected. The fixtures would draw between 85 to 90
watts each.
Fixture type A2:
This offers the exact same lantern style fixture and lamping options
as A1, but the pole is slightly different. Knowing the University
currently utilizes fiberglass poles, this Polytech pole option is priced
more comparable to a fiberglass pole with similar maintenance
features such as never requiring paint. This option retains some of
100
the benefits of the aluminum pole such as the mass for durability and
longevity of electronics in the fixture. This is a straight inexpensive
aluminum structural pole with a Polytech decorative cover. It
provides the decorative aesthetics and is a solid molded cover that
can not have the paint scratch off or be damaged. This will resist
mowers and trimmers very well, but does not allow for banners,
plant hangers etc to be added retroactively. The hanger locations
must be known during design and installed immediately or capped
with stainless steel bolts. This option saves about $400 over the cast
aluminum pole.
Fixture type B:
For the parking areas an updated “shoe box” fixture on a simple
straight steel pole is provided. A 25’ to 30’ steel pole is more
economical than a spun aluminum and has the same service life. The
pole will be placed on a taller concrete foundation in parking areas
to protect the pole so scrapes from mowers and other things are not a
concern with the paint protecting the steel.
Modern “shoe box” style lights are designed to have a lower
visual impact than the old square boxes and they have lower wind
resistance, which saves money on pole designs. This specific fixture
was selected because it was designed to work with the Master Color
Elite lamp that is extremely efficient and has a life of 30,000 hours.
Another advantage to this particular selection is that the optical
design is very unique and allows for an extremely wide spacing
of the poles. Given the wide space between parking lots this type
of optical system is ideal to keep the pole heights to a minimum
without creating light pollution.
This option costs about $3,400 for the fixture, lamp, and pole with
315 watt lamps spaced every 175’ apart. zzzzz
The Mall Trees
The Mall is a great organizing space on Bridgewater College’s
campus. It is further enhanced by an allee of shade trees on each
side, clearly defining the quad space. Unfortunately, the less than
ideal implementation of the tree allee has left the College with
some hard decisions to make related to the planning and future
maintenance of the trees. The following PowerPoint presentation
was included with one of the team meetings to facilitate discussion
and affirm direction.
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Success in establishing and maintaining a lasting beautiful campus
landscape requires working hand in hand with nature. Just a few
hours spent at the correct time and with the correct equipment can
forestall most problems and save days of effort on remedies.
Perhaps the most important factor in any ground maintenance
program is the skill and dedication of the supervisor. The individual
charged with this responsibility must be well informed in all
phases of work, having a working knowledge of the plant materials
involved and knowing the use, operation and maintenance of all
equipment. The person must also understand the selection and
application of fertilizers and other chemicals needed for specific
purposes. Above all, the supervisor must be able to effectively
communicate instructions to those persons performing the work. In
order to have a successful grounds maintenance program, it requires
the proper staffing, equipment and material in proportion to the
physical area being maintained.
TURF AREA MAINTENANCE
Lawn covers the largest amount of land on a campus. If properly
maintained, it will stay green from early spring until the beginning
of winter. Proper fertilization is the key to success for a greener
thicker turf. But it takes more than a good fertilizer program to
produce a lasting lawn or turf area.
essential elements. For example, after turf becomes established, a
layer of thatch (living and dead tissue) may accumulate, decreasing
the infiltration and movement of nutrients, water and air into the
soil. Turf in a weak condition is more subject to diseases, insects,
nutrient deficiencies, etc. Proper fertilization and management may
eliminate thatch problems, however it may be necessary to remove
the thatch with a mechanical de-thatching machine from time to
time.
In other cases, constant foot traffic often causes the development
of a compact impermeable surface layer of soil. This is a common
condition on athletic fields and can occur in general lawn areas,
along inadequately sized walkways, and areas used for intramural
play. When compaction occurs, grass roots are injured because
of lack of adequate moisture and air. Various types of aerating
tools have been devised to break through the compacted soil layer
mechanically and remove a soil core. The size of openings made by
these machines varies with the diameter of the hollow tines used.
Such openings should be about three-quarters to 1 inch in diameter.
Lawn should be aerated systematically in the spring and again in
the fall. It is desirable to make at least three passes with the aerating
machine, two lengthwise and one crosswise.
Watering
Lawn with a green thick turf that is cut at the proper height is less
likely to be affected by dry weather. It may turn brown during severe
conditions, but will recover more quickly when the drought is over.
Drainage
Inadequate drainage is a major cause of poor grass stands. When
poor drainage prevents a desirable turf from forming, installation of
tile drains or use of earth fill may be the answer. In small areas, sand,
mulches or various commercial products can help improve drainage.
In wet areas, fertilizer products won’t work because the nitrogen
is converted to nitrates (which is also toxic in concentrations) and
leached away.
It is not possible to prescribe a fixed schedule for watering because
of differences in soils, grass species, climates and weather variation
from year to year. Sandy soils need watering more often than loam
or clay soils. Bluegrass requires more water than fescues. In areas
where rainfall is nearly adequate, little watering is necessary. In all
cases, frequent light watering should be avoided, as it favors weeds,
crabgrass and disease. Additionally, shallow watering results in
grass with shallow roots, making the grass less drought resistant.
Aeration
Growing plant roots need plenty of air and water (carbon, hydrogen
and oxygen). When soils become compacted, they seal out these
The best way to determine watering needs is to examine the soil.
When the soil is dry to a depth of 2 to 3 inches, it is time to water.
Other indicators include grass that has a grayish tinge (smoky blue)
110
and footprints that persist longer. Use a good sprinkler and add
enough water to wet the soil to a depth of at least six inches. The
basic rules for watering are: (1) Water only when needed, generally
June 1st to September 1st in this area (2) Space water applications as
far apart as possible (3) Moisten the full depth of effective rooting
zone of the grass (4) Realize that various sections of the turf may
have different water requirements.
Mowing
Turf grass should be cut often and at a height adjusted to the
predominating grass in the mixture. Kentucky bluegrass and fescues
or mixtures of these grasses in general lawn areas should not be cut
to a height of less than 2 ½” – 3”. Frequency of mowing is governed
by the growth rate of the grass. Never cut more than 1/3 of the
grass blades in any one cutting. This may mean cutting the grass at
least twice a week during periods of rapid growth. Use of the turf
area may dictate a different mowing height for intramural games,
graduation ceremonies, etc. If this practice is followed, it may be
necessary or desirable to change the mowing height at that time.
convenient to apply lime in late fall, following a thorough aeration.
Raw ground limestone is generally the easiest and most cost-effective
form of lime to use. Lime application rates recommended by the
soils testing agency should be followed to ensure the proper amount
is applied where needed.
Fertilization
The Maintenance Fertilizer Program should consist of an application
of a complete fertilizer once a year, supplemented with additional
applications throughout the year. Cool-season grasses like Kentucky
bluegrass and fescue are benefited most by fall applications.
Many fertilizer companies manufacture fertilizer especially adapted
for turf use. Most of these carry at least 50 percent of the nitrogen in
slow release form. Look for turf fertilizers with analyses such as 105-5, 10-6-4, 14-7-7. Proper soil testing should be done to determine
the specific fertilization needs of your turf.
Be sure the blades are sharp. A dull-bladed mower simply beats the
grass, leaving a brown, ugly look to the lawn. And since grass blades
grow from the base, this shredded appearance will always be visible
until the blades are sharpened.
Weed Control
It is impossible to prevent damage to turf. Weeds, clover, and other
undesirable plants come into the injured areas. Unless these are
removed promptly, they prevent desired grasses from healing the
scars. Chemical treatments usually are the most effective means of
weed control.
One critical principal – Do not mow too short! Food is manufactured
in the leaves of grass plants through the action of sunlight; the more
leaf, the more food; the more roots, the stronger the plant. The depth
and strength of grass roots are proportional to top growth. Naturally,
close mowing favors shallow roots; weak growth encourages weeds
and crabgrass.
Clover and broad-leaf weeds, such as dandelion, plantain, and
buckthorn, can be killed by treatments with combinations of 2,4D and 2,4-DPT. Crabgrass can be controlled satisfactorily with
Tupersan, progress or Ronstar. In using any of the above chemicals,
the directions on the manufacturer’s label for rates of application and
care in handling should be strictly followed.
Mow grass in heavy shade less frequently than in sunny areas.
Mowing only a few times a season will permit grass to flourish
where it would otherwise die if cut more frequently.
Disease and Insects
A number of diseases and insects may cause serious injury to turf
grass but luckily effective control measures have been developed for
most of these. The first step in a control program is to determine the
source of the trouble. Since many diseases and some insects require
specific treatments, diagnosis of the cause of injuries should be
checked with a competent authority, such as the county agricultural
agent, before expensive control measures are undertaken.
Lime Applications
Soils should be tested every other year for lime requirement. Lime
should be applied whenever the soil shows a pH test of less than 6.0
or a lime requirement of more than 1000 pounds of raw limestone
per acre. Applications can be made at any time. Usually, it is most
111
COOL-SEASON TURFGRASS - SUGGESTED MAINTENANCE
CALENDAR
Core Aerate
control – (if required)
Grub, sod webworm and chinch bug control – (if required)
Special Note: The following fertilizer applications are effective
Over-seed thin areas
under normal soil conditions. However, random soil samples should October / November
be taken upon initiation of any maintenance program to determine if
Fertilize with water insoluble nitrogen and high phosphorous
unusual conditions exist on any portion of the site to be maintained.
(13-25-12 @ 5 lbs. / 1000 SF) (late October)
The fertilizer formula, along with other soil additives, may be
Apply lime (if required)
adjusted as required, based on recommendations resulting from
soil analysis. Soil samples should be taken in early March at least
every other year so that test results are available prior to making
TREE, SHRUB, AND GROUNDCOVER MAINTENANCE
spring applications. Contact your local County Extension office for
assistance in collecting soil samples.
The following recommendations are intended to serve as a guide for
March
April
May
Pre-emergence crabgrass control with fertilizer (when
Forsythia is in bloom).
Weed and Feed at the end of March
Core Aerate Athletic Fields (playing surface)
Weekly mowing
Late March – Over-seed bare areas
Fertilize middle to late May with fertilizer containing water
insoluble nitrogen. (20-8-8 @ 5 lbs./1000 SF)
Weed and Feed – (if no application made in April)
Disease control – (if necessary)
Grub control – (if necessary)
Weekly mowing
Post emergence crabgrass control
Insect control – (if necessary)
Disease control – (if necessary
Bi-weekly mowing or as necessary
June / July / August
Disease control – (if necessary)
Sod webworm and chinch bug control – (if required)
Bi-weekly mowing or as necessary
September
Fertilize with water insoluble nitrogen (20-8-8 @ 5 lbs. / 1000
SF)
112
Weed
general landscape maintenance. For detailed technical problems,
consult your Landscape Contractor, Landscape Architect, Landscape
Maintenance Firm, Local County Agent, or refer to books, such
as Grounds Maintenance Handbook by Herbert S. Conover, or
publications issued by the Agricultural Extension Service, The
Pennsylvania State University, University Park, Pennsylvania 16802.
Watering
Watering should conform to the following guidelines:
Trees and Shrubs
Water thoroughly twice each week if weekly rainfall amounts
do not total 1” or more.
Soaker, or perforated hoses can be used to provide adequate
watering for trees and shrubs, if allowed to run sufficiently
long that the water penetrates to a depth of six (6) to eight (8)
inches.
Do not water every day – allow excess water to drain away
and the earth to dry out partially between watering. Overwatering can be just as harmful as no watering.
Groundcover Beds
Newly installed groundcover beds moist by thoroughly
soaking two to three times each week by use of sprinkler or
soaker hoses. Once established, water according to the above
recommendations for trees and shrubs.
Fertilizing
In order for a plant to grow and thrive, it needs a number of different
Mulching of all plant beds, and plant pockets, with a two (2)
chemical elements. The most important of these (the ones that are
inch layer of shredded bark mulch is a great aid in maintaining
necessary moisture, reducing weed problems and giving a well-kept needed in the largest quantity by a plant) are nitrogen, phosphorus,
appearance to your landscape. The following precautions should be and potassium. Without these three macronutrients are critical for
plant survival. If any of the macronutrients are missing or hard to
taken when using mulch:
obtain from the soil, the growth rate of the plant will be limited. In
Do not pile mulch high around trunks of trees or shrubs.
Insure that mulch and earth are pulled away from root crowns nature, the nitrogen, phosphorus, and potassium often come from
the decay of plants that have died. The goal of fertilizer is to supply
at the plant base. Failing to do this can result in greater
these macronutrients to plants when they are otherwise unavailable
disease and insect infestation.
Use pine mulch for larger areas that just have trees, or in areas in the surrounding soil, in order to help the plant to grow healthy
and thrive.
with acid-loving plants.
Mulching
Weed Control
Weed control in planting beds can be accomplished through the use
of chemicals. If it is decided that such preventive maintenance shall
be used, it is recommended that a reliable landscape maintenance
firm be engaged to carry out such work through the use of liquid or
granular chemicals.
Use a pre-emergent herbicide such as Snapshot or postemergent herbicide like “Poast” or Fusilade for grass in
planting beds or Stringer for Canadian Thistle or Round-up
for non-selective control.
Be sure to secure a guarantee clause that adequately protects
the owner against any damage that might occur due to the
improper use or application of such materials.
Guys and Wrapping
Guy wires on trees should be left on for one full calendar year.
Tree wrapping should be removed in April or earlier, but
never during hot summer months.
Disease, Insects and Poor Appearance
Should plants appear to be diseased, insect-infested, or not
responding to maintenance, a Landscape Architect or Landscape
Contractor should be consulted immediately. If spraying or other
specialized treatment is needed, it is recommended that a reliable
landscape maintenance firm be engaged to perform such services.
Deciduous Trees
Deciduous trees should be fertilized during early spring
(April 1st to May 1st).
A 10-6-4 fertilizer (50% slow release nitrogen) should be
applied via broadcast method in the area of feeder roots
Fertilizer should be applied at the rate of five (5) pounds per
each inch of diameter of the tree trunk at a height of four (4)
feet above the ground. Several applications may be required
to achieve the rate.
Narrow-Leaf Evergreen Trees
applied in the same manner as for deciduous trees at a rate of
two (2) pounds for each inch of diameter of tree four (4) feet
above the ground. Generally evergreens need very limited
fertilization.
Broad-Leaf Evergreen Trees and Shrubs
Plants such as Azaleas, Rhododendron, Laurel, Leucothoe,
Holly, etc., need an acid fertilizer. Use “Hollytone” (trade
name), or approved equal, and appy in accordance with the
rates shown on the container.
Deciduous and Narrow-Leaf Evergreen Shrubs
used during April – June (evergreen shrubs, after growth
begins; deciduous shrubs, after flowering) at the rate of four
(4) pounds per one hundred (100) sq. ft. of bed area – For
113
individual plants, approximately one (1) cup per plant.
Groundcover
Fertilization of groundcover may or may not be necessary.
Plant performance is the key to making this decision.
Minimal growth, small yellow-ish green leaves, premature
leaf drop, or poor flowering may indicate that fertilizer is
needed. If a groundcover is thriving and additional growth
is not desired, do not fertilize. If needed, apply a complete
fertilizer such as 5-10-10 at the rate of one (1) pound per 1,000
sq.ft. For newly established beds, apply all-purpose fertilizer
at the time of bed preparation and planting. Fertilize in late
winter or early spring.
Pruning
Pruning of trees and shrubs should be carried out according to
their natural habit of growth. Do not shear uniformly, as different
varieties of plants are chosen for their contrasting growth habits.
The one exception is the pruning of hedges.
Trees
Large trees should always be pruned by experienced tree
climbers. Never remove the main leader of a tree.
All pruning cuts should be made adjacent to the bud or
branch to reduce sucker growth. Cuts at the trunk or branch
of a tree should be made in line with the “collar” at a 45° angle
where the branch meets the trunk, not parallel with the trunk
or branch. Prune only to maintain shape and to clear objects.
Cut back extra long branch growth, broken branches, crossing
limbs, diseased or dead material. Do not remove lower
branches of trees where traffic is not a problem.
Flowering trees should be pruned only after blooming. Shade
trees should be pruned when dormant (November to March).
Do not remove more than 1/3 the total canopy of a tree when
pruning.
Evergreen Trees
Generally Evergreen trees will not require pruning except
for broken branches, dual leaders or occasional shaping.
Use hand clippers only. Prune pines in June; others in July/
August.
114
Shrubs
Prune generally in the early spring to maintain the desired
shape and size.
Evergreen and deciduous shrubs, which bloom in the spring,
should be pruned after they bloom and harden.
As shrubs become older, large woody stems should be
removed provided such removal does not destroy the general
shape of the shrub. Fruiting types of shrubs should be pruned
before and after they bloom in early spring.
Most multi-stemmed upright shrubs should be put on a three
or four year rotation once they have approached mature or
desired size. In this manner one-third to one-fourth of the
largest stems are removed to the ground each year. This will
result in a plant having young growth, which is healthier,
blooms more freely and retains its natural shape better.
Flowering shrubs should be pruned immediately following
bloom. (*some hydrangeas excluded*)
Low growing and procumbent shrubs should be pruned for
shape and to remove dead material.
Hedges
The proper way to prune a hedge is to prune the top narrower
than the base, with the sides sloping outward toward the bottom.
This shape permits sunlight to penetrate the full height of the
hedge, thereby keeping the whole hedge compact and dense.
Hedges can be pruned as outlined using a soft prune technique if
it is desired that the hedge should not have a formal appearance.
Vines
Vines only require pruning to remove dead material.
Mulching
All deciduous and evergreen plants should be mulched with
tanbark or processed natural bark. Mulch should be maintained at
a thickness of two to three inches. This will require re-mulching at
approximately two-three year intervals.
Insect and Disease Control
In the control of insect pests and plant diseases, it is advisable to
consult with your local County Extension office, the State University
or Department of Agriculture for technical assistance. This is due
to the complexity involved in identification and treatment of these
conditions. All of these sources have trained personnel available for
consultation.
Annual Inspection
An annual inspection of all plant material should be
conducted to determine the general condition of all plants and
to identify any specific area of concern, such as diseased or
insect-infested plants.
This inspection should be conducted in early summer after
plant foliage is fully developed and new growth has begun.
The inspection may be conducted by any of the agencies
or institutions in your area who have qualified, trained
personnel.
A copy of all inspection reports and any resulting
recommendations should be shared with the owner.
TREE, SHRUB, AND GROUNDCOVER – SUGGESTED
MAINTENANCE CALENDER
March – Early April (Weather Permitting)
Pre-emergence Weed Control
April
Remove tree stakes and guys if still in place
Fertilize material as necessary
Prune multi-stem upright shrubs as necessary after flowering
(every 4-5 years)
Refresh mulch as necessary (every ±2 years). Alternate bed
areas to reduce workload in any one year
Mid-Late May
Annual Inspection
Prune flowering shrubs
Remove any dead, diseased or broken branches
Trim Pines (after new growth fully extended)
Early-Mid June
Edge Beds
Prune hedges and evergreens (Spruce/Hemlock/Fir)
Remove any dead wood
Cut down any perennials with dead growth
Hand pull weeds
June - September
Provide supplemental irrigation during prolonged periods of
reduced rain or excessive heat or drought.
December-February
Deciduous Trees – Thin out and trim as appropriate
MEADOW GRASS AREA MAINTENANCE
Meadow grass plantings are intended to require less maintenance
than traditional turf areas, however some care is needed to maintain
the meadow. A first step to insure good meadow development is
proper site preparation. This includes removal of existing lawn
grass with herbicides in the fall before the meadow is to be planted.
Follow up in the spring to remove any grass that was missed in
the fall. Installing grasses via the broadcast method is acceptable,
although using an agricultural seed drill is the preferred method.
This method ensures seed/soil contact, which is essential for
germination.
Meadow grasses are slower to develop than many of the weeds they
compete with. Generally, it takes three to four years for a thick stand
to develop. This is due to the fact that grasses are growing deep
roots (four to six feet) while weeds are putting on top growth year by
year. After some initial weed control efforts, the grasses should take
hold and provide a thick cover that will reduce weed growth. Water
or fertilizer should not be applied to meadow grasses.
After establishing the stand, the following steps are recommended:
First Year
Initial mowing: when the meadow grasses have reached 6 – 8
inches high with an even stand. Mow to a height of 4 inches.
Follow up mowing in the first year: maintain grass height of 8
– 10 inches (approx. 2 additional mowings)
No water or fertilizer
115
Second Year
Mow the meadow area one time when the grass height is 12
inches high. Mow to a height of 6 – 8 inches.
Mow one additional time in summer to keep vegetation at 8
– 10 inches.
Third Year and After
Mow one time in early spring and remove cuttings. This will
allow the full effect of the meadow to be enjoyed through the
previous fall and winter.
Walk through the meadow one or two times a season to
mechanically remove woody plants that have taken root and
to spot treat weeds such as Canadian thistle.
These steps should ensure many years of beautiful and beneficial
meadow growth.
116
Meeting Minutes
MEETING MEMO / MINUTES
Date: April 20, 2011
Project Name: Bridgewater College Landscape Master Plan
Project Number: 110120
Meeting Location / Date: April 18, 2011, noon / Bridgewater College Wright/Heritage Link Cafe
Attendees:
Mr. Kevin Lam – Landscape and Special Projects Supervisor, Bridgewater College
Mr. Teshome Molalenge – Executive Director of Facilities and Auxiliary Services,
Bridgewater College
Ms. Tracy Buchholz – Project Designer, Derck & Edson Associates
Ms. Jennifer Lee – Senior Project Manager, Derck & Edson Associates
Mr. Jim Wenger – Partner, Derck & Edson Associates
The meeting was held during a casual lunch at the Link Café. The discussion was informal and yielded
the following observations:
1. It was noted that the College spends $15,000 a year on an outside contractor for landscape
trimming.
2. The College employs nine staff for exterior maintenance. These nine staff members are also
responsible for move-in, trash, recycling, athletics, event setups and mail pickup. Two staff
people are dedicated for landscaping along with one female student worker who may dedicate a
few hours a week. The student workers are usually dedicated to mulching or weeding. They
hope to have more student assistance in the future.
3. Mr. Wenger asked Mr. Molalenge and Mr. Lam whether the College could provide the campus
acreage to them in order to determine the approximate acreage they are currently mowing.
4. Mr. Lam reported that the College buys mulch annually from a local supplier. Some areas are
mulched twice in order to prepare for Commencement. They begin mulching in March and
typically finish in time for Commencement in mid-May.
5. The College has a few container planters that they plant with annuals that are purchased locally.
6. The facilities staff over-winters some plants such as elephant ears, mandevilla vines, etc. and
plant some bulbs each year in a garage. (At the time of this meeting the daffodils were finishing
and the tulips are in bloom). A 300sf greenhouse has been requested for this purpose.
7. Asked what things on campus need more attention/resources dedicated, Mr. Lam responded
that they need more resources put toward the care of their mature trees.
8. The meeting included discussion of the obvious compaction of turf areas on campus. Mr.
Molalenge indicated that he believes a lot of that is due to various construction projects that have
not had follow-up to ensure proper soil remediation and topsoil placement.
a. They do complete an aeration program, but typically only on the athletic fields. The
remainder of campus is done as time allows which is limited.
b. The soils are very poor, but they are working to slowing improve them.
c. The question of whether or not to re-establish the lawn irrigation was raised.
9. Many of the athletic fields have Bermuda grass, which does not turn green until the end of May,
and is dormant with the first fall frost.
10. Mr. Lam stated that he believes they are in USDA Hardiness Zone 6b.
11. Mr. Lam stated that they use Bartlett Tree Experts for any spraying that may need done and that
they only use them on an on-call basis. In terms of pests, Mr. Lam indicated that they have
spider mite issues, and some wooly adelgid, but they have not witnessed or heard of any cases of
Emerald Ash Borer in the area yet.
12. Mr. Lam will provide Derck & Edson with an equipment inventory list. They only have one
truck that plows parking lots, so they sometimes have to rely on outside contractors for snow
removal. Grounds only has one vehicle with four-wheel drive.
13. Derck & Edson will assist the College in evaluating whether it would be beneficial to contract-out
seasonal mowing.
14. The College owns approximately 15 residential properties which they are responsible for
maintaining.
15. Mr. Lam indicated that they currently have to haul away grass and leaves to be composted, that
they have no area to stockpile to compost or store mulch.
16. Parking has been an issue on campus. Mr. Molalenge stated that they have problems with the
parking on East College Street because it blocks drivers’ views of pedestrians crossing between
parked cars. They have gotten permission to eliminate a few spaces in order to improve visibility
for pedestrians. He stated that they might also benefit from crosswalk signage, which they don’t
LANDSCAPE ARCHITECTS · CIVIL ENGINEERS · LAND PLANNERS
33 South Broad Street, Lititz, PA 17543 · 717.626.2054 · Fax 717.626.0954
116 South Allegheny Street · Suite 418 · Bellefonte, PA 16823 · 814.548.0200 · Fax: 814.355.1326
www.derckandedson.com
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117
currently have. The current student population = +/- 1,671; the total parking spaces they have =
+/-1,418. Anyone is allowed to have a car on campus.
17. The campus rules do not allow smoking within 25ft of a building entrance, however this is not
always followed by students. An example of the problem is evident at the entrance to the Links
where students have thrown cigarette butts on the ground, extinguished them on the brick walls,
and left stains from chewing tobacco on the concrete walk. A cigarette disposal container is
available at the entrance. Mr. Molalenge requested that Derck & Edson provide some ideas on
how to address this area, for this is a major issue.
The meeting was followed by a walk through campus where specific areas and issues were highlighted
by Mr. Lam and Mr. Molalenge.
Meeting Location / Date: April 18, 2011, 2pm / Bridgewater College Facilities Training Room
Attendees:
If there are any changes to these minutes, please notify our office immediately or they will be assumed to
be correct and complete.
Respectfully submitted,
Derck & Edson Associates, LP
Jennifer L. Lee, RLA
Senior Project Manager/Associate
Revised May 10, 2011 – cmts by College
Cc:
All Attendees; file
Mr. Junior Losh – Head Supervisor of Grounds, Bridgewater College
Bridgewater College
Mr. Nicholas Picerno – Chief of Campus Police, Bridgewater College
Mr. David Vandevander – Director of Plant Operations, Bridgewater College
The meeting was held at the facilities conference room. The discussion was informal and yielded the
following observations:
1. Mr. Vandevander stated that they have plans to construct a new steam line in the quad area
between Daleville and Blue Ridge Halls. The location for the new line is in question, however,
because it will run in a concrete tunnel where the top of the tunnel is on the ground surface,
doubling as a sidewalk.
a. A discussion ensued about the existing utilities within this quad and the arrangement of
sidewalks relative to where the new steam line might go.
b. Mr. Vandevander marked on the aerial photo the different phases proposed for steam line
work in the next few years, indicating new lines to Daleville and Dillon Halls and then
back across the Mall to complete the loop.
2. Mr. Wenger asked the group to explain, from their perspectives, what some of the issues on
campus are.
a. Mr. Picerno stated that one big problem they have right now is visibility at crosswalks.
He continued by saying that the four crossings on East College Street pose a big safety
problem. They have no warning signs warning motorists of the pedestrian crossings and
the parked cars and busses loading in front of the gym block the view of crossing
pedestrians. Mr. Picerno said that people have been hit, both on East College Street and
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b.
c.
d.
e.
f.
g.
on Dinkel Avenue. Just recently they had a golf cart hit on East College Street and
students clipped on Dinkel Avenue.
Mr. Picerno stated that he would like to eliminate parking on East College Avenue
altogether. Mr. Vandevander replied that perhaps they can re-examine that next year
once the construction projects are all complete. Right now they believe they lose
approximately 40 spaces to construction workers. There are no new significant
construction projects planned in the next year, so they should be able to reclaim those
spaces and maybe eliminate the parking on East College Street.
Parking is also an issue on campus and it is believed more is needed. Mr. Vandevander
stated that they added 107 spaces last year as part of the parking added for Stone Village.
Mondays, Wednesdays and Fridays are the worst days for parking. Construction on
campus and parking for construction workers has aggravated the parking problem in the
last year. There is no new construction planned for the 2011/12 school year.
Mr. Picerno stated that they do have regulations for where people are allowed to park:
generally, freshmen may only park at the Kline Campus Center, behind McKinney, and
behind Geisert Hall. Commuters have to park in the Kline Campus Center lot, McKinney,
and Facilities lots or on East College Street.
Mr. Vandevander indicated that there are 2 fuel efficient car parking spaces and 8 carpool
parking spaces near the new residence apartments at Stone Village. He stated that no one
uses these spaces.
The biology department also takes up parking spaces with their boats.
Mr. Wenger asked whether there were parking permit fees. Mr. Picerno replied that they
currently charge $85/year for a parking permit, but as of next year that fee will be
$100/year.
3. Mr. Picerno mentioned that the police on duty after hours are responsible for checking the boilers
at night. He stated that he is not sure why this falls under their responsibility, especially
considering that his staff would not know if something was wrong with a boiler, and certainly
would not know what to do to fix it.
4. Mr. Wenger asked how the campus is perceived from a safety standpoint. Mr. Picerno replied
that in general their campus is extremely safe. He continued by saying that when they did a
survey of the students, they had a 97.8% response which said that people feel safe on campus.
He stated that there does seem to be some lighting issues between the Carter Center and Wright
which were probably inherited from the church. The lighting at the church parking lot is not
ideal and probably should be improved. Ms. Lee asked whether they have any mischief-type
incidents on campus. He replied that there is minimal vandalism and what they see is typically
to vehicles, and that is usually only 5 or 6 incidents a year. These cases usually occur in the
parking lots behind Geisert and McKinney. It was noted that Bridgewater again had the lowest
crime rate in the State of Virginia. Most vandalism is actually to the interior, especially the
emergency phones. It was also noted that the College, with its Brethren background, has a very
strong ethical fabric, so there is very little in the way of drugs or crime. A big problem is that
about 30% of the student population smokes.
5. The group stated that the campus has many stormwater and flooding issues which was evident
this past weekend when they received 4-5 inches of rain. Mr. Vandevander stated that they had
flooding between Wright Hall and the church (under the existing trees), a lot of their
rental/residential properties due to poor drainage and waterproofing, Memorial Hall, Bowman
Hall, and Strickler and 116. He continued by saying that they had a lot of groundwater pressure
which aggravated the flooding.
6. Valley Engineering is the local civil engineering firm who does most of their work. Mr.
Vandevander indicated that he would provide contact information for Derck & Edson to obtain
current utility drawings and survey information for the campus.
7. It was noted again that inadequate slope on the lawn areas leads to flooding on walks throughout
the campus. The drainage system on campus is very limited.
Cc:
All Attendees; file
119
5,000 chairs for Commencement, but if it rains it is held in Nininger Hall where they have to limit
the number of attendees.
Meeting Location / Date: April 18, 2011, 3:30pm /Bridgewater College Wright/Heritage Link Meeting
Room
Attendees:
Mr. Roy Ferguson – Executive Vice President, Bridgewater College
Ms. Anne Keeler – Vice President for Finance and Treasurer, Bridgewater College
Mr. Kevin Lam – Landscape and Special Projects Supervisor, Bridgewater College
Mr. Bill Miracle – Dean of Students, Bridgewater College
Bridgewater College
Mr. Reggie Webb – Vice President for Enrollment Management, Bridgewater College
1. Mr. Wenger asked the group why students choose Bridgewater College. The responses included
that they have heard is that it’s small, friendly, community, family-oriented, safe and that it feels
and looks like a college campus.
2. The group shared that students have told them that they would like to have more outdoor
gathering spaces. (Bowman Plaza, Links?) Their observation is that students today spend more
time in their rooms than in social areas, whether indoor or outdoor.
3. It was mentioned that Stone Village is primarily intended for senior housing, and that they
admired Wofford where they have similar housing and provide enough for all the seniors to live
together in the hopes that they can bring those students back as a strong alumni group. Stone
Village is not large enough to house the entire Bridgewater senior class.
4. Bridgewater College requires students to live on campus all four years.
5. Mr. Wenger asked whether the Mall is a sacred space. The reply was that it is from the
perspective that Commencement is held here, although the north end is not used. They set up
6. Mr. Wenger asked if they could list one or two memorable spaces on campus. The response was
that they are not sure they have one and are not sure they even have a building that they would
call a signature building. If students were asked this same question, the senior staff believe they
would probably respond with the name of their residence hall. The building that they use as
their logo is McKinney. Memorial Hall’s bell tower is the symbol used on their class ring, and is
the oldest building on campus. The bell rings after athletic events, Commencement, and student
achievements.
7. Mr. Wenger continued by asking where students congregate or hang out. The dining hall seems
to be the main place where students gather. The dining hall is the only place that offers dinner
on campus, and students have more time than they do at lunch to stay and congregate. It is not
really considered a true student center. The comment was made that the College seems to be
missing that one space that defines the campus. They have been trying to incorporate gathering
spaces with new facilities.
8. A member of the group made the observation that they rarely see the faculty and students who
use the “north campus.” They seem separated from the rest of the campus population.
9. It was mentioned that there are VDOT improvements planned to Dinkel Avenue to hopefully
improve the pedestrian crossings and slow traffic.
10. The group discussed the existing rose garden at the library. The roses and bell were installed as a
memorial to a former faculty member, who’s wife is also a faculty member and retiring this year.
It was felt the garden could be relocated if done properly and deemed appropriate.
11. The KCC had a limited renovation in 2007. It has been discussed whether it should possibly be
opened up to the Mall or expanded to the east.
12. One of the members of the group mentioned that they are short on meeting space on campus.
13. It was observed that the College needs a Welcome Center or at least something welcoming.
Admissions functions as the welcome center now. Something is needed at the end of the Mall
opposite McKinney Hall. There is a campus map/welcome sign at Funkhouser. During the
planning and design of Stone Village, the corner property was intentionally left open, with much
discussion of what it could be including a convenience store for the students, a Laundromat (the
current one will need to be expanded soon), or a welcome center.
14. Mr. Wenger asked if there were any negative spaces on campus. Responses included the loading
dock behind KCC because it is too unsightly and odorous. Rebecca plaza was mentioned because
it has too much concrete. Generally, the group also thought the asphalt walkways were less than
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desirable, and indicated that the campus needs some consistency in walkway material. The area
behind and around Phibbs Maintenance Center was listed due to the dumpsters, trucks, and
storage areas, even though everyone agreed that the support staff has really been crowded out by
other priorities on campus. It is a challenge to find another appropriate area for the maintenance
equipment.
25. One-third of the student population is involved in athletics and are very well integrated into the
campus community (i.e. they are not isolated by residence halls, dining, etc.)
At this point in the meeting, Mr. Wenger asked for other thoughts/observations/general comments that
may assist in the future planning of campus.
26. Mr. Wenger asked whether there is a lot of support for the athletics programs from the nonathletes on campus. The group indicated that the support is not what it should be and that they
see more cross-support within athletics. The intramural sports on campus have strong student
involvement with 60% of students participating in something. Teams are formed based on
residence hall floors. Student connections are based on activities.
15. The “bookend” idea was again mentioned, with the idea of taking the parking off of East College
Street and creating something at that end of the Mall.
27. Mr. Wenger asked about support for the arts on campus. The group indicated that choral music
is popular, but that instrumental not as much.
16. Parking is an issue: their goal is to grow to 1,800 students. If they do that, they will be short on
parking. If they max out all the bed spaces this fall, they will be very close reaching their
enrollment goal already.
28. Notable events on campus include Alumni weekend in the spring, Homecoming and Family
Weekend and football games in the fall. They also have some tailgating on campus. Generally
younger alumni come to Homecoming and older alumni attend the Alumni Weekend.
17. The thought from the designers and administrators involved with the Stone Village project is that
a future phase of similar housing may cross College View Drive into the current horse pasture.
29. The group members believe that they need smaller congregational exterior spaces on campus.
30. The memorial outside the KCC was referred to as the “gravestone.”
18. The center of the Mall needs lighting.
19. The space in front of the student apartments is too barren.
20. The campus seems to need something more vibrant or contemporary. Ferrum College has large
colorful flags or banners that hang the length of the building wall. They are timely, but yet stay
up for a while (perhaps a theme for a year or a semester). Other ideas noted include the
introduction of murals, updating the planting, clean up older plant material, use of sculpture,
and providing garden areas.
31. Derck & Edson may be asked to look at the proposed design for the Links courtyard. The
designers for that project have approached the College about it, concerned that they do not want
to do something contrary to this landscape master plan.
32. With the completion of Stone Village, the pedestrian circulation that is generated between it and
the rest of campus will need to be studied to determine where new walkways need to go.
33. There are no walkways at the West Athletics complex and no accessible way to get around the
buildings, to the fields or to the stands.
21. Other items that they have seen on college campuses include sculpture, formal garden areas, or
pergolas.
34. They are considering a potential future addition into Bowman plaza.
22. Mr. Wenger asked if the College has a diverse international student population. They responded
that they have had a decreasing student enrollment, but there is a current goal to work to turn
that trend around.
35. The group asked Derck & Edson to share any ideas they might have for the management of trash
and cigarette butts on campus. There was some discussion about how trash is/is not picked up
at Stone Village.
23. Mr. Wenger asked what potentials Bridgewater has that could be exploited to their advantage.
Responses included the river, the safe residential surroundings (no bad area of town), and
pathways and picnic areas.
36. Ms. Lee asked where students go to sunbathe, throw a football or Frisbee, or hang out. The
response was that the Mall is really used for many of those activities, along with organized
picnics, etc. The area behind the student apartments between the walk and the volleyball court is
also used by the students.
24. Only 10% of the students are Church of the Brethren.
121
Meeting Location / Date: April 18, 2011, 5:15pm /Bridgewater College Kline Campus Center
Diningroom
Attendees:
Cc:
All Attendees; file
Ms. Priscilla Fisher – Bridgewater College student, recycling assistant and member of
Environmental Committee
Mr. Tyler Goss – Bridgewater College student, New Community Project
Mr. J.J. Kriebehl – Bridgewater College student, member of Environmental Committee
and New Community Project
Mr. Andrew Satterwhite – Bridgewater College student, recycling student worker
Bridgewater College
1. A concern that the students have is with the flooding and stormwater issues on campus, that the
use of fertilizer and pesticides is polluting the stormwater that leaves campus and/or the river.
2. They would like to see rainwater cisterns used where possible.
3. The students shared background information on how the concrete swale that runs through the
campus came to be and their vision for a more natural/native treatment to those spaces.
4. One of the students observed that the athletic fields seem to always be watered by the irrigation
system, whether it is needed or not, and wondered if there is any management or adjustment of
the timers for the system to not waste water.
5. Mr. Satterwhite indicated that he would like to have a biology pond on campus somewhere that
could serve the science departments for teaching opportunities. There is an existing pond behind
the police station that is part of the equestrian farm, but as long as the horses are in there, it
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probably wouldn’t be possible to maintain a healthy ecosystem. Because it is part of the horse
farm, it is also difficult to gain access to the pond.
6. Mr. Goss mentioned that there currently isn’t any composting done on campus. If there was, the
compost could be used for the community garden and/or sell it to support the garden. He stated
that he believes Eastern Mennonite University does all their composting on campus, but isn’t
sure how successful it has been.
7. The students would like to see more environmental issues or campus endeavors incorporated
into the curriculum. Ideally, they would also like to see vegetables from their community garden
used in the school’s kitchens.
8. It was noted that there are no recycling containers outside.
9. Mr. Wenger explained that we are charged with reviewing and planning for the overall campus
landscape. With that in mind, do they have any general comments or thoughts about the
campus. The following were their observations:
a. The lawn around the student apartments is horrible.
b. Silt/sediment is getting into the concrete swale.
c. Dillon Hall is very bare and doesn’t get much sun.
d. They would like to see plants that are lower in maintenance than the existing shrubs that
need a lot of pruning/trimming.
e. It seems that the parking lot islands could be used for bioretention.
10. Mr. Wenger asked them each to explain why they chose Bridgewater College. The responses
were that it was a small community, small classes, they liked the teachers, the college has a
“homey” feel to it and is friendly, the small class size, the setting in the mountains, and because it
is affiliated with the Church of the Brethren.
11. Mr. Wenger asked the group where students go to hang out. They replied that the Mall is very
popular. The sand volleyball court and the golf course are also destinations for students. The
golf course has picnic tables and opportunities for fishing. Mr. Wenger asked about the Eagles
Nest patio area. The students responded that the area is too hot, that the umbrellas are not
effective. They would prefer a couple of picnic tables in a grassy area. With the Grab ‘n Go
venues on campus, a lot of people take the meal back to their room because there is no where to
go. Students sometimes use the wooden gazebo to eat lunch. Wildwood Park is nearby and gets
used by students for big picnics. They believe there is really nowhere to sit outside. There are a
lot of joggers who run the perimeter of campus, but no single trail exists for walking, running, or
biking around the campus/community.
12. Another idea volunteered by Mr. Goss is that of replacing the existing Peace Pole at the library
plaza. He showed the group photos of how it is in need of repair, and shared his vision of
finding a more prominent location for the pole, possibly in a new peace garden.
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7. They will be adding men’s lacrosse in the future, so they will need additional field space.
Meeting Location / Date: April 19, 2011, 9:00am /Bridgewater College Facilities Training Room
Attendees:
6. Mr. Moore indicated that a few years ago he had taken soil samples around campus and agreed
that it was probably about time to repeat them. If he had to categorize the campus soil, he would
call it a clay-loam. The practice soccer fields are a hodge-podge of soil types since they are
composed of anything and everything leftover from campus projects, as well as river bottom soil
that turned out to be devoid of nutrients.
Mr. Kevin Moore – Turfgrass Specialist, Bridgewater College
Mr. Moore shared his extensive knowledge of the athletic field maintenance program, as well as
thoughts on the campus in general during the meeting. After the meeting, the group completed a brief
tour of the equipment storage areas that Mr. Moore utilizes as well as the football field, track, baseball,
softball, and soccer fields. The following are some summary thoughts from the meeting.
1. Mr. Moore showed the group where he has established test plots for different turf grass seed
mixes.
2. The baseball and softball fields are blue/rye mix grass. They overseed heavily in the fall. The
baseball coach would like to change the field to Bermuda grass.
3. The College utilized two pumps in the river for irrigating the fields. Both pumps were swept
away with Saturday’s flooding. They hope to not only replace the pumps with a dual pump
system, but also extend a new 3” main. The previous pump station was not big enough to be
able to water the athletic fields and the Mall at the same time.
4. They use city water to irrigate the practice soccer fields. The soil on the east end of campus has a
pH of 8 and has no nutrients. This includes the practice soccer fields and around the student
apartments.
5. The area to the east of the practice soccer fields is used for soccer practice even though it is not a
defined field.
8. Mr. Wenger asked if they do any deep soil aerating as part of their maintenance routine. Mr.
Moore replied that they do, but because it is contracted out (they don’t have equipment in-house)
it’s expensive, they only do it on the athletic fields and only once a year. It usually costs around
$17,000/year. They have done deep tyne aerating but not fracturing of the subsoil.
9. Mr. Wenger asked Mr. Moore how many staff he has available to him. Mr. Moore responded
that for athletics they have 2.5 people, along with any interns from Virginia Tech that he can get.
He continued by explaining that Dustin works full time and Phil is hired as part-time, but ends
up putting in almost full-time hours. They have 5,500 hours a year available to them with their
workforce, but they really need 2,500 more hours to do the job right.
10. Mr. Moore described some of the equipment he has to use. For irrigation they have 2 water
cannons for the entire campus. There is a 3” line from the river for irrigating the Mall. Using the
water canons on the Mall however, poses some safety risks to students as opposed to in-ground
irrigation. McKinney has in-ground irrigation. But it is has only operated three times in its
existence.
11. Mr. Moore stated that when they mow athletics they do not remove the grass clippings. Removal
and dumping of grass clippings everywhere else on campus seemed cumbersome and timeconsuming given the equipment being utilized.
12. The summer sessions are very limited, so they have more opportunity to do work throughout
campus as needed after Commencement.
13. Mr. Wenger inquired about the extent of potential flooding on the west athletic fields. Mr. Moore
replied that the worst he’s seen was in 1996 with Hurricane Fran when the floodwaters were as
high as 3 rows on the football grandstands. There was extensive damage to everything. Before
Fran, the previous storm was in 1985.
14. Mr. Wenger asked what the purpose was of all of the fencing throughout the western athletic
fields. Both Mr. Moore and Mr. Molalenge (who joined the meeting) responded that it was
mostly about ownership by the teams, but also somewhat about keeping balls contained. They
seemed open to the idea of perhaps a perimeter fence for the entire complex, but not necessarily
in between every field/sport.
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124
15. When asked about wishlist items, Mr. Moore replied that he would like to see an accessible
walkway that connects all the fields, and just a general clean up/polish of the complex. That
said, however, he would still need to accommodate tractor trailer-size/25 ton dump trucks for
access to his “dump” sites for maintenance material. He would also like better sites for
temporary storage or dumping of materials, like maybe even a concrete pad just to keep it from
becoming a mud pit where grass doesn’t grow. He stated that baseball needs a new/better
warning track and bullpens. They also don’t have any night lighting for athletics.
16. Mr. Moore thinks a baseball/softball complex up on the hill next to the Church of the Brethren
would be a neat idea. There is currently a cross country track that runs through the woods in this
area that he maintains. Few people know that it exists.
17. If he has time, he and his crew do try to help improve turf areas on campus, in particular the
Mall. It is rare, however, that they can devote any time to that due to the demand from athletics.
18. When the topic of synthetic turf came up, Mr. Moore indicated that he’s not a big fan of it,
although he understands the benefits of its durability. He would also have concerns with putting
a synthetic field in the floodplain.
enclosethevisitorsstandforadditionalstoragewithconcreteflooring.Upgradethebaseballdugoutswith
brickveneer,raisetheheightandreplacethecurrentmetalwithcoloredroofing,raisethefloorwith
concretetoaddressthedrainageissueandaddsomebuiltͲinstoragespaceforplayerequipment.Improve
andupdatethepressboxandcreateadditionalstorageforequipment.
6. Handicapaccess.
7. Removethechainlinkfencingaroundthefields.Ithasthelookofaprison.
8. PracticesoccerfieldfacilityͲCreateawalkway,buildacoveredstructureforplayersafetyduringbad
weatherandimprovetheappearancewithlandscaping.
9. Screenthedumpstersandrecyclingarea.
10. Createpermanentstoragebinsfortopdressing,soilandmulch.
I hope this makes sense to you all. I did not have much time to address these issues when we took our tour. Please,
call me or email with any questions you have about these items. As you know, I am an alum of Bridgewater
College and feel strongly about this school. Sports-turf is my passion and I have made many changes over the past
11 years, hopefully for the better. The College has been generous with my “experimentation and research” and I
appreciate the trust they have shown me. I hope that we can address some of these concerns as I would really love
to showcase our facility.
Kevin A. Moore
19. Ms. Lee asked who owns/maintains the road between the athletic fields and the river. Mr.
Moore replied that he believes the town may own easements that include the road, even if the
College technically owns it, but he’s not sure. He continued that the town maintains the road,
but the College is responsible for securing the gates in the event of flooding.
Turfgrass Specialist,
Bridgewater College
20. Since the time available to meet was limited, Mr. Wenger asked Mr. Moore to compile his “Top
Ten Wish List” related to his responsibilities on campus. As a post note to these meeting
minutes, Mr. Moore provided the following in an email received April 26, 2011:
Good Morning,
As you requested, we have put together a “Top 10” list of items we would like to see addressed.
1. PumpStation–youhavetohavewatertomakethingsgreenandgrow.
2. UpgradeandaddinͲgroundirrigationservicetoareascurrentlywateredwiththewaterreels.Thereels
areverylaborintensiveandinefficient.
3. Improvetheoverallappearanceoftheathleticfacilities.Hardscapewalkwaysanddrives,createafew
pocketsofinterestwithlandscapingandbreakupthecontinuityofallthefields.Wethinkitwouldlook
nicetohavethefeelofindividualvenues.
4. Inlieuofanimmediateinstallationofanartificialsurface,wewouldrecommendtherenovationof
Wakemanfield.WewillneedtheadditionalpracticespacefortheMen’sLacrosse.Additionally,weneed
toseriouslyconsidertheutilizationofeachfieldandbaseusageonplay,numberofathletes,andturf
needsbasedonsoundagronomicprinciples.
5. Improvethelookofexistingstructureswithinthefacility.Thebleachersonthemainfootballfieldhavea
highschoolappearance.Wewouldliketoseesomebrickworkskirtthebottomofeachset.Partially
Revised May 10 – cmts from College
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4. The professors recommended checking out Enchanters Garden in West Virginia. It is a nursery
that specializes in native plant material from West Virginia/Virginia region.
Meeting Location / Date: April 19, 2011, noon /Bridgewater College Kline Campus Center Dining
Hall
Attendees:
Mr. Tim Kreps – Associate Professor of Biology, Bridgewater College
Mr. Ed Licky – Associate Professor of Biology, Bridgewater College
Bridgewater College
Mr. Bernardo Motto – Associate Professor of Communication Studies, Bridgewater
College
Ms. Robyn Puffenbarger – Associate Professor of Biology, Bridgewater College
Mr. Wenger explained that we have been asked to create a Campus Landscape Master Plan for the
College. With that in mind, we are interested in learning their thoughts on sustainability on campus and
the general campus aesthetic. The following are some summary thoughts from the meeting.
1. They would like to see a gathering space that could be used as an outdoor classroom. It would
be good to include native plants and/or other ways the space could double as an educational
experience.
2. Their classes could benefit from having more diversity of trees and shrubs on campus,
specifically the Plant Taxonomy class. The idea of a “Virginia Arboretum” sort of experience was
suggested.
3. Ms. Puffenbarger stated that she believes the campus has too much grass: it’s not sustainable, not
maintainable. She would like to see more habitats created on campus. Mr. Licky added that
additional evergreen species would be helpful for their winter classes.
5. The 9-hole frisbee golf course that is scheduled to be built along the edge of the intramural fields
needs trees. VP Keeler has the plan for the course. It’s expected to start construction after
graduation.
6. None of the trees on campus have labels. It would be helpful to have a labeling system.
7. The professors suggested that perhaps the landscape master plan could consider ways to
incorporate educational opportunities into the landscape. For example, if there could be an
experimental garden where native plants are planted in one area and non-natives in another. The
students could observe and compare the bugs, flowering, etc. in each case. It would also be
interesting to have an ethnobotany garden on campus. Mr. Kreps would really like to see low
impact development examples such as raingardens or bioswales. A native trail or interpretive
path that links all of the examples together is also desirable.
8. One thing that Mr. Wenger suggested needs to happen with any educational examples that are
implemented is before and after data comparisons. He gave the example of the students’ effort to
reduce the amount of food waste and water usage in the cafeteria, but they didn’t collect the
before and after water usage numbers.
9. It was asked why the College bags all the grass clippings as opposed to mulching. Not only is it
not sustainable, the professors recognize opportunities to save money.
10. They would be interested in seeing collection and reuse of rainwater.
11. Mr. Kreps is conducting an off-campus experiment – with the hope of someday conducting a
similar experiment on campus – for the restoration of grasslands. One of his classes is
undertaking this work. The experiment will include burning exercises. Mr. Wenger explained
that Elizabethtown College burns a wildflower/grass slope in the center of their campus every
year. He will send Mr. Kreps contact information for Larry Weaner who may be a good resource
for the College. Mr. Kreps is interested to know whether any such experiment has ever been
attempted in Virginia prior to his class’s endeavor. Mr. Kreps mentioned that Jim Kreider is a
Bridgewater graduate working at LandStudies.
12. Ms. Buchholz shared the idea of the students to create a “biology” pond on campus and asked
their thoughts on it. The professors replied that they would rather have a wetland area, perhaps
where the concrete channel runs behind the intramural fields. They thought that the horse pond
might have potential to be renovated, but a stumbling block may be the fact that the town shocks
the adjoining, upstream pond.
13. Mr. Kreps stated that Ernst Seeds is a resource they use.
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14. All of the first year biology classes go to the river as well as Winter Botany and Plant Taxonomy
classes. It would be nice to have a better access to the river than what is available on the
College’s side of the river. A project could be to remove invasive and poisonous species along
the river’s edge.
15. Ms. Lee asked the professors if they could provide a list of desired plants to plant on campus.
Mr. Kreps replied that he would, but to contact them the week after classes end to get a list.
Campus Landscape Master Plan
Planning Session - NOTES
Thursday June 2, 2011
Attendees:
o Teshome Molalenge, Kevin Moore, Bill Miracle, Jen Lee, Jim Wenger
Items Discussed:
o Background: noted the following items are the basis of the study
and should remain in the basis of the plan.
o Landscape Master Plan – Exterior spaces throughout the campus
o Goal – build on what is good on campus. Offer creative & specific
solutions for improvement to better serve the college, students, staff
and visitors.
o Building on the principles of Simplicity, Sustainability and Space
o Plan should be cohesive and affordable
o Identify individual projects within the context of the overall plan
o Plan will be practical in its approach
o Schedule: reviewed the following relative to schedule at the
meeting.
o Kickoff meeting – interview sessions – April 18 and 19
o Planning Session #1 – June 2
Review initial findings, thoughts and interview results
Initial thoughts on strategies
Initial Concept design review/options
Start to define individual projects
x Summer: Carter Center, Bowman, Blueridge, Wampler,
and Honor Houses.
x More to be defined as design continues.
o Planning Session #2 – June 22 tentative
Finalize Strategies
Review Concept design review/options
Review individual projects, costs and phasing
o Planning Session #3 Date TBD
Present Draft Plan
x Design, construction estimates, phasing
o Final Plan
o Stakeholder Sessions- highlighted the key information or responses from
the interview sessions. Comments included the following:
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o Lighting – generally comments were that lighting levels on campus
are okay except for the middle of the quad. Our observations are
that the globe fixture is not very efficient or effective with the light
they project and they actually create a glare to the observer thus
reducing sense of safety. We also provide the observation that the
floodlights on top of the buildings, although they provide some
decent level of overall lighting to the spaces between buildings, they
also provide a glare to the users and thus reduce the ability to really
see discern objects and/or detail of objects. They also give a ‘prison
yard’ aesthetic. It was observed that the lighting for College Street is
really bright and as a result creates glare and dark spots beyond.
o Gathering spaces – general comment is that there just is not really
any good outdoor gathering spaces. No hierarchy, no sense of true
attraction to current spaces. Spaces have evolved and lost their
purpose – ie the patios at the dorms.
o Water Runoff issues – numerous areas on campus hold water due to
lack of adequate slope and/or drainage systems. This in turn reduces
the probability for lawn or planting beds to thrive and succeed.
o Soil Challenges – Throughout the campus, soil has become
compacted and difficult for vegetation to thrive. Either through long
term extensive use or impacts from construction projects that are
then never addressed.
o Staffing Challenges – comments from the maintenance department
were that they likely have enough staff to do the main focus of their
job, but more often than not, are pulled to take care of other issues,
not necessarily on the job list.
o College Street conflicts – parking along the street, traffic through and
kids crossing continue to be a problem.
o Amount of lawn – the question was raised - do we really need this
much lawn. Questions also raised about how the lawn is cut –
currently not ‘mulching mowing’, so collect the grass, run to a
parking lot unload and then go back to mowing – perception is that it
takes a lot of time and not very efficient.
o Key Ideas
o Connections to Quad – the Quad is a very strong element
(north/south) through the campus – goal would be to strengthen the
east/west connections and through the strengthening, provide
gathering spaces at the intersection points. Thus building on the
strength of the Quad. It was noted that there is some sense of two
campuses divided by Dinkel Avenue – some professors never
venture across from one side to the other.
o Peace garden – students would like to see a peace pole and garden
somewhere on campus.
o Right plant, right spot – sometimes less is more – some plants are
not necessary; some plants are not the right plant in the right spot
and either are struggling or take too much effort to maintain in the
space provided.
128
o Stream channel – this is more of a long term issue, but eventually
should be addressing the channel in a more sustainable and natural
way.
o Amount of walks, dimensions, materials – over time have added
walks and paths – need to re-evaluate and decide which are needed
and which are not. Also establish an overall look that builds on a
materials template so the campus looks cohesive and planned.
Comment was made that over campuses have used brick as a
highlight and it looks really nice. Crossing from Wampler to
Frankhouser is random and occurs throughout the length of the
street.
o Lighting – need to look at other options to implement over time to
transition to a more effective and efficient light type.
o Draft Strategies – we ran through the power point slides that were
provided. It was noted that any additional comments on the strategies
should be provided prior to the next meeting.
o Design Ideas
o Conceptual Approach
Build on the East/West Cross campus connections
College Street & Dinkel Avenue – College Street currently has
a more random approach to the tree planting – suggest that
both Dinkel and College continue with this planting strategy –
this will allow the formality of the quad to maintain the
emphasis it currently has with the double formal row of trees.
Gathering Spaces – focus dynamic gathering spaces at
circulation intersections and along the quad if possible. Will
look to strengthen space west of Rebecca Hall and rework
existing garden space east of the library.
Garden spaces- should be provided at proper locations for
visibility and scale. Looking to move rose garden closer to
Admissions or Administration where more visitors will
appreciate.
Peace garden – students have offered suggestion for a specific
peace garden that would include a peace pole and be more
contemplative.
Café space – should be more dynamic and vibrant – will
provide ideas to strengthen the space.
Athletic Fields vs Athletic complex : College has great fields,
but they don’t really tie together into an overall complex and
provide the highest impact possible. We will look for ways to
enhance the fields into a complex.
o Quad – long term issue with the trees. The rows are too close to
each other and the row closest to the walk is too close to the walk.
We are looking at ways to mitigate and retain the design concept
over time. Currently set up about 4,000 chairs for graduation.
o Planting approach – layering and diversity – key locations
o Maintenance responsibility – goal will be to look at reduction of
mowing if possible and reduction of trimming of shrubs.
o Benches – it was noted that the memorial benches need to be
integrated into the overall plan in an appropriate manner
o Schedule – next steps
o Over the next three weeks, Derck & Edson will work out more
conceptual plans for specific locations and work them into an overall
campus landscape master plan. Will reconvene end of June to review
overall plan and planning concepts.
o We will forward some of the information ahead of time for review
prior to the meeting.
th
o The week of June 6 – Derck & Edson will look at some specific
project areas for implementation this summer. Bowman, Wampler,
Transformer area at Dinkel, Honor Housing. Sketches to be sent
through by end of that week if possible.
nd
p/110120/pa/mtg min/110602 2 plan mtg notes.
Campus Landscape Master Plan
Planning Session
Wednesday June 29, 2011
2-4pm
Notes:
o Schedule Update
o Kickoff meeting – interview sessions held– April 18 and 19
o Planning Session #1 – held June 2
o Planning Session #2 – held June 29
o Planning Session #3 - Date TBD
Present Draft Plan
x Design, preliminary construction estimates, draft
phasing
o Final Plan
o Strategies
o Opened discussion to ascertain if there were any further
comments on the draft strategy information sent through. At
this time, there were no additional comments. Derck & Edson
will continue to finalize the information. If there are additional
comments, please forward ASAP.
o It was noted that the format of the strategies is the format the
final report will follow. Therefore, the strategy information in
the final report will not looking dramatically different from the
information provided to date.
o Overall Campus Plan
o Jim started the review of the proposed design by first
reviewing some general design parameters and then looking at
specific design solutions.
o The overall design is based on the following:
Build on the strength and maintain the bold structure of
the main formal quad. Maintain the existing formality
and structure. Will need to address spacing of trees –
see separate summary report.
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Strengthen cross campus connections and build on
intersections of activity to create dynamic and
interesting gathering spaces.
Dorm quads – provide smaller seating/gathering spaces
around dorms, but try to keep open lawn panels
between for spontaneous activity.
College Street & Dinkel Avenue – build on the sporadic,
casual appearance currently in place along College and
emulate the same approach to Dinkel Avenue. Avoid
the formal double row of trees since the main quad is
built on that exact concept already – that will allow the
quad to remain the true focal point of campus.
Screen unwanted views of parking, service areas.
o Gathering Spaces
Rebecca/Kline Hall Quad – concept is to create a space
that capitalizes on the pedestrian traffic passing through
the space, allows users to assemble comfortably in the
space and allow visual connection to the main quad.
x Remove center walkway and create a more level
lawn panel in the center.
x This will require modifying walk grades into the
space as well as creating a low wall facing the main
quad. This could be a seat wall and or perch to
view down into the quad.
x Movable furniture can be used along the edges –
especially the south side along the cafeteria.
Comments were raised about use for eating with
Chartwells – could be a challenge, but will talk
through it. Noted they considered a terrace
along the west end of the cafeteria facing the quad
for outdoor dining. This could still be a future
project.
x Smaller trees will be used along the edge to create
some shade.
x Grading – would hope to reduce grade change
from adjacent door elevations into the quad by
raising entire elevation of quad. This will also
provide more earth over the mechanicals lines in
the space.
x Generally agreed with concept – liked idea of
dynamic space along corridor into dining. Liked
open lawn and liked thought of a seat wall or wall
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with overlook into quad. Raised concerns about
access to the grease trap – it appears the trap will
be in lawn and still serviceable.
Main Quad Terminus
x Currently Mckinney Hall provides a very BOLD
terminus at the north end of the main quad. But
the south end does not have a terminus and in
fact is interrupted by College Street.
x Design Concept – Carry the current aesthetic of
the quad to the south side of College Street. This
includes:
o reducing the width of College Street
between the two main walks,
o eliminate parking within this section of
College Street, but provide angled parking
just outside the limits. Also eliminates the
parking between Yount Hall and Memorial
Hall.
o Provide a large circular pergola at the
terminus as the new focal point. This
would be a new gathering space for
admissions and Memorial hall as well as
tying into the athletic promenade to the
south. This space would include a rose
garden, which can be relocated from the
library garden. This new design element will
create an appropriate scale terminus and
focal point, will create an interesting and
restful waiting area for Admissions and
other adjacent uses. This pergola should be
lit at night to provide a dynamic evening feel
as well.
o It was noted that this was considered in the
past, but never really moved on. Comment
was shared that the City may not allow the
street changes – response was to review
best solutions for college and present to
city the benefits without reducing ability
for traffic flow – you do not know until you
ask – generally when part of a larger vision,
rather than a project request, they tend to
look more favorably.
Eagles Nest
x Currently the space seems cold- lots of white
concrete and hard surfaces. Likely very hot
and/or bright for much of the time. Not much
connection with the aesthetic within the café or
with the upper level lawn area around the café.
x Shared a concept attempting to better connect
the patio with the interior café as well as connect
it better with the upper lawn area to allow better
integration into the overall space as well as
options for greater use.
x Comments were that although the concept is
interesting, it is well beyond what the college can
implement for the foreseeable future. Asked if
there are other things that could be done to
improve the space without a major overhaul. Jim
noted there are: more planting – specifically
ground covers and low shrubs to reduce amount
of mulch that is visible. Replace the existing
dogwoods to improve the opportunity of shade
and sense of enclosure in the space – creating a
room, and limit the amount of hard surface.
o Add a few plants or vines to grow down
over the wall at a few spots.
o Stain the concrete or add pavers to the
ground plain to reduce amount of concrete.
o Remove some of the concrete paving and
add some more planting pockets.
o Derck & Edson to outline more information
along this vein for the next meeting.
o The more involved design can be attached
to the appendix as a long term future
project if deemed necessary and
appropriate. Suggest the Rebecca Quad
work is more important – can measure
success and need after it is transformed.
x Library Garden
o Jim asked for impressions of what the space
could be. Is it appropriate to be considered
the Peace Garden – all thought it was. D & E
to develop ideas based on this thought.
x Miscellaneous
o Athletic Fields vs Athletic complex
Jim briefly highlighted thoughts on the
athletic complex – noting the addition of
another walk down at the field level that
would connect all the fields from east to
west. This walk could be lined with
trees and lights to help tie the space
together. And would still be accessible
for surface vehicles.
o Maintenance Facility
Location is key to service campus and
really no other great spot to consolidate
everything. Suggest the facility stay
where it is, but clean up the amount of
space and appearance of the space.
x Should decide how much physical
space is needed at stakes areasdefine it, provide an edge, and
screen it(fencing or planting).
x Maintenance buildings along west
edge of parking can also be
cleaned up – define area, consider
minor planting and or repainting of
buildings.
o Materials
Often campuses have very bad walks in
need of great repair throughout the
campus. Generally this is not the case at
Bridgewater. There are some walks that
do require attention, but at this point,
are NOT recommending a major change
in direction with the walkways.
Suggest that brick be added to new
gathering spaces as highlight material or
use of exposed aggregate concrete.
o Other projects
Again, reviewed quickly the planting
sketches provided for the various
buildings.
o Plant Palette
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Derck & Edson will provide summary
listing of current plants on campus as
well as suggested material moving
forward. Proposed list will be based on
natives, adaptable and low maintenance.
Kevin noted some challenges with
cherry laurel.
Right plant, right spot – briefly reviewed a few situations
where the wrong plant was utilized and thus increasing
the need for maintenance. Planting approach – layering
and diversity – key locations
x Lighting
x Quad – long term, trees
Maintenance
Phasing – ran out of time and did not gain input to
thoughts/parameters on phasing. It was noted that some
funds have been released and therefore, many of the
planting projects will proceed this summer.
o Next Steps
o Initial project list – will be forwarded for review prior
to the next meeting
o Phasing parameters
o Review of the draft plan.
o Other:
o Soil Testing – college as sent soil samples onto VA
Tech for review and recommendations. Summary of
findings will be provided.
o Stone Village – reviewed briefly findings from
reviewing the specs. Jim to call Anne and/or send
summary through.
o After the meeting, reviewed a few issues with
Teshome and Kevin:
Recycling containers –three are now on order.
All buildings already have recycling containers
inside the buildings near the entries, so do not
need a lot outside. Suggest key locations based
on use – outside the Kline Center, vicinity of
village apartments and outside the Links. Both
buildings have food and sell containers that
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require recycling. (Note, in future, may want to
consider similar facility at the sports complex)
Trash Cans – 55 on order – Scarborough litter
receptacles. Generally provide along travel
routes, especially from parking to building
entries. Can actually consider reducing the
number of existing cans. They get emptied every
week, but few are full. Suggest less but empty
more if need arises.
Benches – Note to generally group site furnishing
together – ie, where there is a bench, should
have a trash can adjacent or near by. Not that
you need a trash can at each bench.
Miscellaneous
Deliverables per contract:
Additional items provided or reviewed:
The final deliverable will be a bound booklet which will include:
• Transformation sketches:
Carter Center
Bowman Hall
Strickler Apartments
Honor House #1 - 308 East College Street
Honor House #2 - Boitnott House
Cole House
Wampler Apartments
Alumni House
Institutional Advancement
Dinkel/Dillon Gateway
Dinkel Avenue Street Tree Planting and Screening
Phibbs Service Area
Kline Parking Walkway
• Narrative describing the process and recommendations
• Transformation sketches: photo of space in its current
configuration with perspective sketh of what it could look like in
the future with suggested changes (four [4] included)
Rebecca Quad
Mall Terminus
Dillon Entry
Blue Ridge Hall
• Plan enlargements where appropriate
Rebecca Quad
Mall Terminus
Blue Ridge/Daleview
Library
Eagles Nest
• Site furnishings suggestions
Benches, trash receptacles, and lighting
• Suggested phasing
• Preliminary construction budget information for specific projects
identified in the plan
• Maintenance Guidelines
• Appendix with records of meetings and interviews
• Site Sketches
Bowman Hall
Library/Peace Garden Options
Lawn Reduction Plan
Mall Tree Reduction Plan
Waste Receptacle Location Plan
• Other
East College Street Entrance at Kline Campus Center
Wakeman Hall - planting
Moomaw East Entrance - planting
Funkhouser South Entrance Planting
Library - identification at the front portico
Dinkel Avenue traffic calming
Mall and tree issue - PowerPoint summary
Standard Construction Specifications for earthwork, trees and
shrub planting, lawns
Composting review
Staffing review
133

landscape master plan

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