Professional Documents
Culture Documents
UNIVERSITY
Contents
Introduction 7 Purpose of the Master Plan A Global University Space Analysis Methodology Vision Phasing Strategy Design Guidelines Strategy Landscape Guidelines Architectural Guidelines 19 27 41 51 71 75 77 87
Acknowledgements 104
introduction
Introduction
As Webster University approaches its centennial in 2015, the campus is at a pivotal point in its development. The 2012 Webster University campus master plan establishes a fifteen to twenty year vision that will transform the Webster Groves campus into a vibrant, well-connected, and student-oriented setting for learning and research.
Webster University, founded in 1915 with its home campus based in St. Louis, Missouri, is the only Tier 1, private, nonprofit, U.S.-based university with campus locations around the world. These locations include metropolitan, military, online and corporate, as well as American-style traditional campuses in North America, Europe and Asia. The university offers undergraduate and graduate education and incorporates a unique global perspective in its curriculum. Websters curriculum includes programs in business and technology, communications, education, fine arts, and arts and sciences. The master plan establishes a physical framework that will guide growth and change. The plan for the Webster Groves campus envisions a connected and attractive environment for students, faculty, staff, alumni, and community members that embodies the global culture and character of the University. The plan is integrally linked to the Universitys mission and its strategic plan. The 20|20 Vision charts a course toward a cohesive and student-oriented campus environment that supports the Universitys goals of growing undergraduate enrollment and improving campus life. Websters unique commitments to a global reach, high quality learning, personalized experiences, and a diverse student body are key drivers of the plan. The master plan is forward-looking and integrates innovative approaches to higher education. While Webster University has national and international locations, this master plan focuses on its historic home, the Webster Groves campus, and its commitment to its local community and partners.
loretto hilton center expansion Living/Learning Facility Living/Learning Facility interdisciplinary sciences
student center
big ben
db
lvd
housing
9
housing
dining
arts
Recreation center
Ed
ga
o rR
ad
Campus Growth and Development Image and Identity Academic Achievements Campus Life Experience Interdisciplinary Collaborations Community Engagement
Growth in campus population is supported by expansion in academic facilities, on-campus housing, student life, recreation/athletics facilities, and parking that work together to create a memorable, engaging campus experience for students, faculty, staff, alumni, and community members.
east Lo
ckwoo
d Ave
Plymouth
Big Be
nd Bo
uleva
rd
student center
housing/ retail
athletics/ recreation
garden avenue
Edgar Road
11
12
The campus master plan is founded on a rigorous campus space analysis that establishes Websters current and future space needs. The plan program is based on this quantitative space analysis and extensive stakeholder interviews. Several critical academic needs are addressed in the master plan. The space analysis and extensive stakeholder outreach identified a need for improved, state-of-the-art sciences facilities. Similarly, multiple academic departments are currently scattered in separate locations across campus, and the master plan co-locates them in improved facilities. A priority project within the master plan is the development of an interdisciplinary sciences building that includes new laboratory space, as well as general classrooms and study space to enhance the academic environment. This new building will be located in a central location on the East Quad, immediately north of the East Academic Building and adjacent to a proposed new student center. The interdisciplinary sciences building will be at the crossroads of both campus and academic life at Webster. Arts are an important and well-known facet of Websters academic experience. The master plan brings together visual arts and performing arts into new spaces in a renovated and expanded University Center. The renovated building includes a transparent and visible new addition at its northern end to showcase Websters existing galleries and to provide expanded space for the display of art from Websters permanent collection. Integration of the building with the West Quad creates opportunities to integrate public art into the exterior and landscape experience of campus.
Joy
Plymou th
east Lo
ckwoo
d Ave
nd Big Be
student center
Boul
evard
North B
ompart
Academic Achievements
interdisciplinary sciences
housing/ retail
athletics/ recreation
garden avenue
arts garage
Edgar Road
A priority project is the development of an interdisciplinary sciences building located on the East Quad that includes new laboratory space, as well as general classrooms and study space to enhance the academic environment.
lobby expansion
13
student center
edgar ro
big
ad
A new student center is prominently located at the intersection of big bend and edgar road.
be nd
14
living/learning facility
be nd
big
east quad
a new interdisciplinary sciences building provides state of the art labs and fosters collaboration.
edg ar
Loretto-Hilton Center expansion
to the right: At ground level, the Interdisciplinary Sciences Building contains general Classrooms or Learning Commons to encourage crossdisciplinary learning
lab lab support office building core/ services horizontal circulation vertical circulation classroom/ auditorium/ learning commons Facilities
Four unique housing sites will offer different housing options to students and will be able to meet future demand for up to 1,600 to 1,800 total beds. Three housing districts are located on campus in Maria Hall, in a south district with dining amenities, and in a proposed livinglearning environment integrated with a newly established East Quad. A fourth housing site is proposed in a mixed use redevelopment project at Old Orchard Shopping Center. Together, these four housing districts would provide additional, needed beds and help Webster diversify the unit types it offers to ensure that its students have the ability to progress through the campus housing system.
rooms where different activities can take place, from outdoor classrooms to receptions for the Loretto-Hilton Center performances. With multiple disparate activities taking place within it, the East Quad will also serve as a place to bring together the many facets of Webster Universitys campus community and local, national, and international visitors.
15
Interdisciplinary Collaborations
A strategic goal outlined by the master plan is to improve cross-functionality within the campus and to provide environments where administrative and academic departments can work together across traditional boundaries. The campus master plan seeks to provide these settings in an interdisciplinary sciences building and in an arts center where disciplines can collaborate and where students, faculty, and staff can create new relationships. These buildings will have specialized spaces to accommodate the specific program needs of science labs and visual/performing arts studios. They will also have areas dedicated to flexible, collaborative learning. Shared classrooms, open lab areas, and public collaboration spaces such as a learning commons in the interdisciplinary sciences facility or a formal home for Websters art galleries in the arts center are important elements of the building programs. Webster Universitys landscape will be another venue for multi-disciplinary collaboration. The new East Quad will have multiple outdoor
A strategic goal outlined by the master plan is to improve cross-functionality within the campus, and to provide environments where administrative and academic departments can work together across traditional boundaries.
Community Engagement
The Webster University master plan was developed through extensive stakeholder outreach, both on campus and within the Webster Groves community. Campuscommunity relationships and sustainable growth are integrally linked. The master plan reflects the Universitys core values and mission but is sensitive to the neighborhood and community it is nestled within. Campus edges are carefully considered with appropriate land uses and buffer elements in key locations. Throughout the master plan, the process worked to build consensus among stakeholder groups. Campus and community forums were held at milestones in the planning process to solicit feedback on the plan analysis and proposals. An interactive, online mapping survey was launched and garnered 325 responses about the Universitys physical environment.
1
planning context
18
19
Students
Sustain a personalized approach to education through small classes, close relationships with faculty and staff, and attention to student life.
Learning
Develop educational programs that join theory and practice, provide an international perspective, encourage creativity and scholarship, and foster a lifelong desire to learn and actively serve communities and the world.
20
the campus landscape offers opportunities for outdoor learning and collaboration.
Diversity
Create an accessible environment for individuals of diverse cultures, ages, and socioeconomic backgrounds and instill in students a respect for diversity and an understanding of their own and others values.
Global Citizenship
Educate a diverse population locally, nationally, and internationally, act responsibly toward the environment to foster a sustainable future, and strengthen the communities we serve.
Planning Process
The master planning process commenced in July, 2011, and culminated in a presentation to the Webster University Board of Trustees in April, 2012. The plan included four phases of work: Phase 1: Data Collection and Analysis Phase 2: Exploration Phase 3: Master Plan Development and Documentation Phase 4: Community Engagement The Data Collection and Analysis phase involved the development of a comprehensive understanding of Websters current strategic planning and design issues. This was accomplished through review of relevant background material such as the Universitys strategic plan, housing plans, and local zoning codes. Phase 1 also included analysis of existing conditions, space analysis, housing market and demand analysis, and extensive stakeholder interviews with the University and Webster Groves communities to identify key issues and opportunities for the master plan. During Phase 2, the master planning engagement process was designed to establish a dialogue with the University and Webster Groves communities and to encourage ongoing participation throughout the planning process. Outreach included an online mapping survey called MyWebster that allowed users to describe how they use the Webster University campus today. Three hundred twenty-five people responded to the survey, including students, faculty, staff, alumni, and community members. The findings of the campus analysis, online survey, and recurrent themes from interviews helped to define the master plan principles, as well as a campus framework, which together set the stage for development of three alternative master plan concepts during this phase of the planning process. The plan alternatives addressed factors such as use and re-use of existing facilities, new facility needs, circulation, sustainability, relationship to surroundings, place-making and overall appeal, and flexibility and ease of construction. Through input from the Master Planning Steering Committee, the team produced a second set of refined concept alternatives. Based on these alternatives, a preferred direction was selected for the campus master plan.
21
The preferred plan defines an exciting vision for future growth for the campus and defines the structure for campus improvements that can be implemented incrementally according to University priorities and resource availability.
Phase 3 of the planning process focused on the development and documentation of the preferred campus master plan, as well as creation of an implementation and phasing plan, a transportation study for Edgar Road, and a campus housing business plan. Architectural and landscape guidelines were developed to support the master plan development and to guide future building, landscape, and infrastructure projects to ensure they are in line with the plan principles. Finally, during Phase 4, the master plan was shared with campus and community stakeholders for feedback and final refinements.
Joy Aven
22
eastLo
North Bo
ckwoo
mpart Av enu
ue
d Ave
Plymouth Ave
Big Be
nd Bo
rd uleva
webster campus
garden avenue
below left: an online survey solicited information about websters campus . below right: the master plan committee debates alternative concept plans.
Edgar Road
to the right: Webster university is embedded within the webster groves context, surrounded by neighborhoods and other institutions.
Stakeholders Consultation
Throughout the planning process, the Steering Committee, University leadership group, and Webster Groves community provided guidance and oversight for the direction of the plan. The comprehensive outreach process involved individual interviews and group meetings, work sessions, and campus and community presentations. The Steering Committee included a broad cross-section of the Webster University community, including faculty, staff and students, as well as Webster Groves community members. Milestone meetings with the Steering Committee provided consistent coordination and input at each stage of the plan development. The process began with stakeholder interviews in July, 2011, to establish goals, existing opportunities, and potential challenges. At this time, individual and small group interviews were conducted with over thirty stakeholders, representing administration, academics, student life, facilities, partner institutions such as the Opera Theatre of Saint Louis and the Repertory Theatre of St. Louis, and the external community including the City of Webster Groves, neighbors, and Eden Theological Seminary. Recurrent themes from the interviews served to inform and shape development of the analysis and master plan. These early conversations revealed priorities related to the physical campus and space needs, the campus landscape, quality of instructional space, circulation conflicts, student-life issues including housing and recreation, and the relationship to Webster Groves. The stakeholder interviews established that growth of the traditional undergraduate population, toward an ultimate goal of 5,000 undergraduate students, was a major driver for the master plan. This goal to grow the
undergraduate population was coupled with a desire to expand and diversify Websters oncampus housing. Key ideas from the interviews also included affirmation that the Webster Groves campus is the heart of Websters global campus. The interviews identified the need to co-locate dispersed programs, to improve campus gathering spaces, and to provide spaces to encourage interdisciplinary functions. The interviews also underscored the campus communitys perceptions that expansion and improvements are needed in many existing facilities, particularly for sciences, fine arts, student life, and recreation uses. During summer 2011, an assessment was conducted on campus space needs and existing transportation, landscape, campus design, and infrastructure conditions in order to provide base information to guide plan recommendations. Weekly conference calls with the Webster University project manager provided feedback and oversight for the space analysis and campus assessment. A project kick-off meeting was held with the Steering Committee in September 2011. At this time, housing focus-group interviews with both undergraduate and graduate students were conducted to initiate the campus housing market analysis. The space analysis, campus and landscape analysis, and housing findings were presented to the Steering Committee, staff, faculty, and the Student Government Association. In November, 2011, the consultant team held a work session with the Steering Committee to review three alternative concepts for future campus growth and development. At this time, the project was also presented at an open campus community forum and at a neighborhood meeting for community members in Webster Groves. Based on feedback from the committee session,
conversations with University leadership, City officials, and the community meetings, the three concepts were refined into a second round of revised alternatives and reviewed during December, 2011. In spring 2012, the preferred direction was presented at a final Steering Committee session, as well as at a faculty forum, the Board of Trustees Building & Infrastructure Committee, an open community meeting, a full Board of Trustees meeting, and a Webster Groves City Council session.
23
2
existing conditions
26
A Global University
Although its home campus is located ten miles southwest of downtown St. Louis, Webster University also has a strong global presence. The University is both embedded locally within Webster Groves, Missouri, and connected globally to a network of campuses and locations. Webster University in Webster Groves is the symbolic and operational heart of the University, but students can also study at locations across the United States and at Webster in Austria, China, Great Britain, the Netherlands, Switzerland and Thailand.
Webster was founded in 1915 by the Sisters of Loretto and established as one of the first Catholic womens colleges west of the Mississippi River. The Universitys broad reach and global mission became cemented due to the institutions efforts in the 1960s and 1970s to provide a practical higher education option for working adults and particularly military personnel. In 1972, Webster opened its first metropolitan extended campus in Kansas City, Missouri. Through an invitation from the U.S. Department of Defense, Webster opened its first military extended campus program at Fort Sheridan near Chicago in 1974. The institution became increasingly global in 1978 when Webster opened its first international campus in Geneva, Switzerland. Today, the University has grown to include European campuses in Vienna, Austria; Leiden, the Netherlands; and London, England, as well as more recent campuses in Shanghai, China, and Cha-Am/Hua Hin, Thailand. Today, Webster University is the only Tier 1, private, nonprofit, U.S.-based university with a network of domestic and international campuses. This physical global presence permeates both the Webster Groves campus and the Universitys vision to provide students with an education that is enhanced by an international perspective that fosters dialogue, respect and understanding across boundaries and between peoples. This uniquely global perspective has resulted in a distinctive university that currently enrolls nearly 22,000 students representing over one hundred nationalities.
27
28
on the top: public art in a local webster groves park marks the entrance to the old orchard retail district. to the right: nearby retail and dining along lockwood avenue, east of the webster university campus
40
Forest Park
40 40 40 40
29
44
Webster groves
Webster university
mississippi River
0
0 .5 miles 1
Webster Universitys home campus, the focus of this master planning study, is located in Webster Groves, Missouri, an inner-ring suburb of St. Louis. Webster Groves has a population of 22,995 (2010 census), and contains strong residential neighborhoods with many tree-lined streets and single family homes. The Pacific Railroad line, which today runs along the southern edge of the Webster University campus, contributed to the development of Webster Groves as a St. Louis suburb in the late nineteenth century.
30
Webster Universitys campus is organized into large blocks defined by public streets. The original campus began on a block north of Big Bend Boulevard and fronting on East Lockwood Avenue. Webster Hall, Maria Hall, Loretto Hall, the Winifred Moore Auditorium, and Marlettos comprise this mixed use district, which contains classrooms, labs, student residences, dining, administrative offices and student services. Selected student services occupy the newly refurbished first floor of Webster Hall, providing a welcoming and fresh ceremonial front door to the campus. The remainder of the campus is organized in precincts that are distinct, single-use zones. Until the introduction of the East Academic Building in March, 2012, academic uses were concentrated in Webster Hall, the Sverdrup Building, and the Visual Arts Studios. The East Academic building introduced forty new classrooms. It houses the George Herbert Walker School of Business & Technology as well as general academic space, creating a large academic magnet in the block east of Edgar Road. The H. Sam Priest Center and the Pearson House are also located in the east district and house academic programs in the College of Arts and Sciences. Student life and community uses are clustered at the campus crossroads with Emerson Library, the University Center, and LorettoHilton Center located at the intersection of Edgar Road and Garden Avenue. Webster University has 731 beds available on campus. Aside from historic Maria Hall which contains 108 beds, housing is clustered to the south in the West Village Apartments and in East and West Halls. Two hundred seventy students can be housed in the West Village Apartments
east Lo
ckwoo
d Ave
North B o
Joy
mpart
n Big Be
d Bou
levar
Plymou t
garden avenue
Edgar Road
31
32
The campus landscape can be one of the most transformative elements. Many opportunities exist to reposition the campus landscapes to better support their architectural and programmatic contexts and reinforce a sense of place and campus identity.
and treat runoff. Opportunities include bioretention, pervious pavement, green roofs, rainwater harvesting, infiltration basins, and disconnection/buffer approaches. Stormwater management efforts will be integrated throughout the landscape and made visible to support campus sustainability efforts.
33
east Lo
North B o
Joy
mpart
ckwoo
d Bou
d Ave
d
Old Orchard Center
Plymou t
n Big Be
levar
garden avenue
Edgar Road
ompart
d Ave
North B
east Lo
ckwoo
east Lo
ckwoo
34
Plymou th
d Ave
North B ompart
Joy
Joy
Plymou th
Big Be
ule nd Bo
vard
Big Be
ule nd Bo
vard
garden avenue
garden avenue
Edgar Road
Edgar Road
ompart
North B
east Lo
ckwoo
east Lo
d Ave
ckwoo
d Ave
North B ompart
Joy
Joy
35
d Bou d levar
Old Orchard Center
Plymou th
Plymou th
Big Be
nd Bo
rd uleva
n Big Be
garden avenue
garden avenue
Edgar Road
Edgar Road
heating cooling
Utilities
There were no critical utilities issues identified for Websters sanitary sewers, water capacity, or natural gas service. However, the University is currently at full capacity for electricity and heating and cooling and will have to expand capacity in combination with new projects. Electrical service to Webster University is provided by Ameren, often by utility-owned transformers. Service is provided by overhead distribution lines through campus and along Big Bend, Edgar Road, Garden Avenue, and Lockwood Avenue. The residence halls, East Hall and West Hall, are fed underground from Edgar Road. Based on the Ross & Baruzzini 2004 study, the electrical capacity restriction is not within the campus, but rather with Amerens utility service to the campus and will need to be solved with the utility provider. Similarly, the Physical Plant is currently operating at maximum capacity, and this is a critical concern of the University for future growth. The buildings on campus are currently connected by a series of distributed heating plants. The Physical Plant is located south of Loretto Hall and provides steam heating to Webster, Maria, and Loretto Hall. Hot water boilers in the Sverdrup Building also serve Emerson Library. The Loretto-Hilton Center and the Community Music School share a hot water heating plant. East and West Halls share a boiler and hot water heating plant. University Village, the student apartment complex, is served by a hot water heating plant. The East Academic Building is served by a standalone hot water heating plant. Other buildings on campus have independent single boiler systems. The Luhr building is currently served from Eden Theological Seminarys heating and cooling plant, with an agreement for the University to pay a flat rate for utilities. The Physical Plant houses three chillers (at five hundred tonnes each), cooling towers and distribution pumps. It serves a chilled water
36
loop, which is a primary-secondary-tertiary pumping distribution system. The chilled water loop runs from the Physical Plant to North Campus, to the Sverdrup Building, Emerson Library and Loretto-Hilton Center, to the Community Music School and East Academic Building, and down to serve East and West Halls. Provisions for future chillers and added loop capacity were made during recent construction of the East Academic Building. The Visual Arts Building, University Center, University Village, and Opera Theater of Saint Louis Building have stand-alone chillers or other independent cooling systems.
ga rd
en
av e
r ga d E
Ro
ad
nu
eas tL
oc k
oo
Av e
Campus Framework
Future Growth Opportunities
Although Webster University is located within a built-out environment and land is scarce, opportunities do exist for growth within the existing campus lands. Based on building condition assessments, stakeholder interviews, and previous studies, a number of existing buildings are potential candidates for removal and redevelopment to increase campus efficiency and utilization. By planning for redevelopment of three major sites throughout the campus, it was calculated that there are fifteen acres of future redevelopment land on the core campus within the existing forty-seven acre campus.
Campus Framework
Webster Universitys existing campus systems create an existing campus framework to describe how the University setting is functioning today and to set the stage for future development. Included in this framework are land and building use, open space, circulation and parking, and utilities. City streets organize a series of districts: the historic district to the north, east campus, west campus, and the south housing district.
Edgar Road is an important campus spine. Many buildings that are important to the daily campus operations are located on Edgar Road, such as the Emerson Library, the University Center, and the Loretto-Hilton Center. The academic centers of campus can be found in Webster Hall, the Sverdrup Building and, increasingly, on the east campus in the new East Academic Building. With these three separate centers, pedestrian circulation among the multiple campus districts is a defining feature of the campus experience. Landscape open spaces work together with these three academic centers to give identity to each district of campus, including the front lawn by Webster Hall, the West Quad near Sverdrup, and the two garden spaces near the East Academic Building.
Throughout the campus, there exist opportunities to redevelop low density sites and to improve the coherence of the campus. The master plan builds on this campus framework of multiple campus academic hubs, outdoor gathering spaces, and redevelopment opportunities.
Joy Aven u
North B ompa
rt Avenu
37
eastLo c
kwood
Ave
Plymouth Ave
nd B Big Be
vard oule
garden avenue
Edgar R oa
3
program development
40
the university center is home to the student center and recreation center
41
Over the next decades, the University is targeting enrollment growth on its home campus within its traditional, undergraduate student cohort to an ultimate size of 5,000 headcount (HC) undergraduate students. The graduate and non-traditional student population on the home campus was assumed to remain constant and to have minimal impact on space needs. Space needs were determined for the Universitys current enrollment level and for growth over time to accommodate these undergraduate enrollment goals. Faculty and staff numbers will grow proportionately and are incorporated in the space projections. The space needs were subsequently translated into individual building programs as a basis for developing the master plan.
Projected Enrollment for the webster groves campus ENROLLMENTS Undergraduate Current HC 3,001 2,317 5,318 629 557 Future HC 5,000 2,317 7,317 905 911
current and future space needs Existing Space Classroom Teaching Lab Open Lab Office/Conference Study/Library Athletics/Recreation Assembly/Exhibition Student Life Support 61,730 48,782 10,756 139,782 38,700 22,382 55,342 44,390 14,699 Future Need 51,777 53,469 16,042 236,363 77,860 70,479 34,879 75,675 32,452 Deficit ASF 4,687 5,286 96,581 39,160 48,097 31,285 17,753 deficit gsf 7,730 8,720 159,360 64,610 79,360 51,620 29,290
analyzed further to understand lab needs in greater detail by each college and school. For example, space and furnishing needs are very different for biology labs versus for visual arts labs or studios. This study demonstrated that The College of Arts and Sciences, School of Communications, and School of Education are currently operating at a deficit of labs, while the Leigh Gerdine College of Fine Arts has a surplus. The lab needs of the George Herbert Walker School of Business & Technology were addressed in the East Academic Building construction. The College of Arts and Sciences has the greatest deficit, which supports interviews and University priorities around a new interdisciplinary sciences building. The quantitative surplus that is exhibited in Fine Arts labs may be explained by Websters robust community arts programs, the nature of highly specialized music, dance, performance, and studio art spaces, as well as the use of labs for non-instructional student practice and studio work. The assembly/exhibition space category also demonstrates a surplus on Websters campus, as a result of the unique community partnerships that Webster has with the Opera Theatre of Saint Louis and the St. Louis Repertory Theatre. The large, shared community spaces at the Loretto-Hilton Center and the space in the Universitys Community Music School drive up total space on campus. However, there is a shortage of medium and large gathering spaces for meetings and nonperformance assemblies. To support a future undergraduate student population of 5,000 headcount, the University needs to increase teaching and open lab space, office space, study space, athletics and recreation, student life, and support. The additional academic spaces reflect a need to both upgrade existing science lab space and add approximately 10,000 square feet of teaching and open lab space. Office and conference space demonstrates the
A little over 30,000 square feet of new student life space will be needed and will work in concert with study space to augment the student experience on campus. Currently, both the student center and recreation/athletics needs are served in the University Center, but both of these uses need to grow beyond their current space to meet current and future space needs.
largest space need on campus; when the undergraduate population reaches 5,000 headcount, an additional 97,000 assignable square feet of office and conference space will be needed. This mirrors stakeholder interviews that surfaced a need for shared conference space and meeting space for faculty, as well as for university-wide events. The student learning experience extends beyond the classroom and generates a significant need for study, student life, and residential spaces. There is a significant deficit of student life space on campus, specifically for dining, health services, student support, student government offices, merchandising, and individual and group study. The Emerson Library was thoughtfully planned with space allowed for additional growth, so study space within the library is adequate. However, an additional 40,000 square feet of study space is needed across campus and should be integrated with future building projects, in new academic buildings and within student housing. A little over 30,000 square feet of new student life space will be needed and will work in concert with study space to augment the student experience on campus. Currently, both the student center and recreation/athletics needs are served in the University Center, but both of these uses need to grow beyond their current space to meet current and future space needs.
43
44
to live include cost, proximity to campus, and access to a kitchen, private bedroom, and adequate living space. The study showed that Webster currently has a shortfall of 42-123 beds on campus, which will grow to 167-288 beds by the 2016-2017 academic year. This demand is in addition to the 731 beds currently provided in on-campus housing. As the University grows toward its long term goals of 5,000 undergraduates, this demand will increase to 1,5961,813 total beds on campus, or an addition of 865 1,082 beds compared to today. The master plan incorporates the findings of the market and demand analysis, accommodating the recommended housing growth both on and near the core campus.
Overall Program
Stakeholder interviews, campus tours, space analysis, and Steering Committee meetings helped to refine a master plan program for the growth and enhancement of Websters campus. The plan includes building projects, landscape improvements, and building renovations that together meet Websters needs for increased academic space to accommodate undergraduate growth, provide better quality spaces, improved programmatic adjacencies, and provide greater support for student life and athletics needs. A tenet of the program is to improve interdisciplinary academics by creating buildings that bring together different programs and users. A critical component in accommodating the program requirements to meet current and future academic goals is the development of an approximately 80,000 square foot interdisciplinary sciences building that can provide state-of-the-art lab spaces as well as shared classrooms. Similarly, there is a need to replace the Visual Arts Studio and Annex. A new arts center totaling approximately 80,000 square feet that co-locates fine and performing arts is recommended in a renovated and expanded University Center. A new student center building, with integrated dining, is also recommended and includes 65,000 square feet total. A separate dining facility should also be provided near Websters on-campus housing in the south campus district. The long-term program requirements for recreation and athletics must be accomplished through a strategy that includes both oncampus and off-campus improvements. An on-campus recreation element is critical for recruitment and student athlete needs; however, given Websters limited land availability on its core campus, a
dining outside marlettos
46
A tenet of the program is to seek to improve interdisciplinary academics by creating buildings that bring together different programs and users.
combination of on and off-campus facilities is recommended in order to address both facility and field needs. The proposed oncampus recreation facility would be 110,000 square feet, maximizing available land on Websters campus for this use and containing a competition gym, large multipurpose gym, indoor jogging track, fitness and strength training space, multipurpose studios, supporting offices, locker rooms, and sports medicine. Fields must be located off-campus due to space requirements and supported by an additional fieldhouse on the site. The fields should include two softball fields, two to four rectangular synthetic fields, a practice baseball field, a four hundred meter track with field events space, and eight to ten tennis courts. The associated 95,000 square foot field house should contain locker rooms, strength training and a two hundred meter track. Housing is a key driver of the master plan. A goal of Webster University is to expand and diversify its on-campus housing choices. The master plan can amply accommodate the projected housing demand of 8651,082 net additional beds.
47
sverdrup building
luhr Building
4
master plan framework
50
east Lo ckwoo d
Joy Aven u
Ave
Plymouth Ave
Big
housin g/ Retail
garden avenue
Edgar Roa d
Hazel
Avenu e
Vision
Webster Universitys master plan establishes an exciting vision for the campus that is rooted in the academic, student life, and global missions of the institution; that employs innovative approaches to sustainable and sensitive growth; and that reinforces a strong landscape and visual identity for the campus.
The vision relies on the successful coordination of multiple planning frameworks including land and building use, campus landscape, and access and circulation. Collectively, these frameworks provide the foundation for a unified and comprehensive master plan that reinforces the values and goals of the University and creates varied and rich learning environments.
51
luhr 52
housing / retail
east Lock
wood Av
living/ learning
living/ learning
student center
interdisciplinary sciences
lobby expansion
de gar
n av
enu
e
garage
dining arts
dB ou l
eva
rd
Big
Be n
athletics/ recreation
housing
Edg ad Ro ar
the long term vision of webster university, viewed from the south
The block comprised of Webster Hall, Loretto Hall, Marlettos, the Winifred Moore Auditorium, and the Facilities building will continue to serve as a mixed use district and Websters ceremonial front door. This district also includes the Luhr building and the Wehrli Center. The mix of uses in the historic Webster Hall provides a good precedent for future campus development of this campus district. Webster has already begun to create a onestop-service location for students in the renovated first floor of Webster Hall. The master plan recommends that this student services hub be expanded to include Academic Advising and Career Services from the Garden Park Plaza garage and the Registrar from Loretto Hall. The Universitys property north of East Lockwood Avenue is envisioned as a second administrative center and possibly community center across East Lockwood from the Webster Hall block. Campus uses that are under consideration for this property are being carefully selected to minimize impact on the neighborhood. The Luhr building would serve multiple important uses for the University. In the near term, it would provide critical swing space as other space is renovated. The long term vision for the Luhr building is to house administrative offices or services that do not require a core campus location. The University is also interested in engaging with the Webster Groves Community to develop University/City collaborative initiatives that might be located in the Luhr building.
Joy
Plymou th
North B
ompart
Historic Gateway
east Lo
ckwoo
53
d Ave
nd Big Be
student center
Boul
evard
interdisciplinary sciences
housing/ retail
athletics/ recreation
garden avenue
arts garage
Edgar Road
living/ learning
54
g bi
be
nd
student center
interdisciplinary sciences
east quad
lobby expansion
the future student center and interdisciplinary sciences building flank a new east quadrangle.
East Quad
Two campus districts located on the east and west sides of Edgar Road comprise the academic and student life core of Websters campus. The future development of Websters east academic districtan area bounded by Big Bend Boulevard, Edgar Road, and Garden Avenuewill be truly transformative for the campus experience. Already, the addition of the East Academic Building has created a new academic center of gravity on campus, balancing the academic uses located in Sverdrup Hall and Webster Hall. The master plan recommends landscape improvements, a new student center, a new interdisciplinary sciences building, and a living learning district in the East Quad that will complement the existing academic and community uses on this block to create a vibrant, memorable area of Websters campus.
lab lab support office building core/ services horizontal circulation vertical circulation classroom/ auditorium/ learning commons
At ground level, the Interdisciplinary Sciences Building contains Classrooms/Auditorium or Learning Commons
ga
garage
rd en
55
housing
housing
dining
Big
student center
ed
ga
Be
nd
Bo
ul e
va r
56
Dining or a small cafe will activate the edgar road corner of the new student center.
The future building uses on the East Quad will center on a new, iconic landscaped quadrangle that is framed by significant academic, student life, and community buildings and enlivened by the students, faculty, staff, and community members, who have new reasons to frequent this campus area. The east landscape will open up to Edgar Road to the west, providing visual and physical continuity between the east and the western sides of campus. The East Quad is envisioned as both a single, continuous open space and a series of outdoor rooms, intimately-scaled landscape zones that are programmed according to the specific building uses each addresses. A proposed new student center would create a campus crossroads at the intersection of Big
Bend Boulevard and Edgar Road. The student center will have welcoming, transparent faades along Edgar Road and the new East Quad. Its design will sensitively transition the topographical changes. The student center is envisioned to include a 6,000 square foot dining hall, large campus-wide function spaces, small meeting rooms, study lounges, and student offices, ensuring that the building brings together multiple users on campus at all times of day. The Multi-Cultural Center, Health Services and Counseling offices would move into the student center, opening up land south of Garden Avenue for additional parking or future development. Development of the student center would require relocation of the Thompson Carriage House, which will be re-
located east of the Thompson Music house to create a pairing of these historic buildings. A second major building project on the East Quad is a new interdisciplinary sciences building that will contain state-of-the-art science labs, smart classrooms, offices, and student study space. The interdisciplinary sciences building will frame the northern edge of the East Quad and will be designed in collaboration with the faculty of the departments that will be located there to include active and flexible classrooms, offices, labs, and study space programmed along the southern faade. The building will have space for a large learning commons or auditorium at its western end. Together with the new East Academic Building that houses the business
and technology programs, a strong academic presence will be created on the East Quad. As science labs move out of Websters ground floor, space will open up for more student services. The upper floors of Webster Hall will be renovated for growth of the School of Education. Over time, as dining needs are accommodated in new sites, Marlettos can be re-used for administrative growth. The Loretto-Hilton Center and the Community Music School will anchor the southern side of the East Quad to welcome members of the local, national, and international communities onto Websters campus. A study for expansion of the lobby of the Loretto-Hilton Center is underway. This would create an architectural expansion along the northern faade of the building. Future pedestrian improvements will create clear pedestrian paths from the parking garage across Garden Avenue to the northern side of the Loretto Hilton Center to help visitors access the building. A goal of the master plan is to create multiple, varied housing districts that serve different ages and types of students. This strategy will help students progress through increasing levels of responsibility and maturity during their years on the campus. In the long term, the East Quad should include livinglearning communities for upper-division students. These centers would co-locate classrooms, study and social spaces, academic departments, and student housing and would be designed in close collaboration with the faculty of the departments that will be located in the centers.
Offices
165
career services
2nd floor
function space
student clubs
multi-cultural center
lounge space food service 1st floor kitchen / storage entry lobby
West Quad
Today, the west academic district contains many of the most visited and well-used buildings on Websters campus. The Emerson Library is revered as a campus heart; the Sverdrup Building contains a high concentration of classroom activity; and the
student center
cafe/ dining area function room office / activities space
58
ed
r ar
oa
d
west quad
The new athletics and recreation center and renovated arts center add activity to the west quad.
ar
ro ad
east hall
west hall
housing
housing
housing
dining
arts
arts
the south district will be redeveloped to accommodate a greater number of on-campus housing units.
ed g
dining
garage
59
60
Although it is a compact campus, Webster offers a diverse landscape with many different types of open spaces. The campus landscape can be characterized by several open space typologies that include a variety of open spaces. These open space types can be understood in the following categories: Campus-City Streets Foreground Landscapes Main Quads Academic Gathering Spaces Residential Courtyards Parking Gardens
Edgar Road
Hazel Av
As Webster University develops into a more densely built out campus over the coming decades, landscape will play an important role in shaping the campus environment, reinforcing Websters campus identity and creating a unique sense of place. While each landscape should express its identity as an individual space, each should also contribute as part of a clear and coordinated open space system that enriches the overall campus experience. The Webster master plan conceives of the campus open space as a working landscape, an integrated environment that fosters learning and innovation, creates attractive and comfortable spaces, and embraces an aesthetic that integrates sustainability into the campus design. The campus open space serves as an extension of the Universitys educational environment, embracing academic values and utilizing the entire campus as a living laboratory.
east Lo c
kwood
North B ompart
Ave
Joy Aven u
Plymouth Ave
Big Be
nd Bo
rd uleva
east quad
west quad
garden avenue
enue
East Quad
While each of these landscape types is defined in detail in the landscape design guidelines, the enhancement of several campus landscapes will be integral to the master plan. A new East Quad is envisioned to form a central gathering space and give definition to future development of the east campus. This significant campus landscape is already framed to the south and east by the existing East Academic Building, Loretto-Hilton Center, and Community Music School. The development of the new interdisciplinary sciences building and proposed student center will define the northern edge. The East Quad will open up to Edgar Road to the west, providing visual and physical continuity between the east and the west sides of campus.
61
The East Quad is envisioned as a single, continuous open space that is further defined in smaller quadrants, or outdoor rooms by the specific buildings and uses it addresses. For example, the Loretto-Hilton Center currently uses the garden to its north as a staging ground for pre-show picnics and gatherings. The landscape associated with this area of the quad will continue to serve this purpose with a small terrace nestled into a stand of canopy trees that can accommodate small outdoor concerts, receptions, or provide areas for quiet daytime study in an intimately scaled setting. The zone of the East Quad south of the proposed new student center will be designed to promote student gatherings and will be a
central part of the campus. A gracious set of terraced lawn steps defined by stone or concrete seat walls will descend slowly from the East Quad down to the level of Edgar Road. The flow of the stairs will enable pedestrian circulation, connect the east and west sides of Edgar Road, and provide a setting for informal gatherings. Finally, a thickly planted grove of trees at the east end of the quad will provide a quiet, contemplative outdoor landscape to encourage studying or enable outdoor classrooms that relate to the academic buildings adjacent to it. Another significant landscape in the East Quad is the plaza in the courtyard next to the
H. Sam Priest Center. This courtyard is designed to have a hardscape plaza featuring a compass rose at its center. The compass rose is surrounded by unadorned lawn areas with groupings of deciduous trees. This plaza will complement the intimate residential scale of the historic buildings at the northern edge of this quad and will provide space for small outdoor gatherings appropriate to the residential uses surrounding it.
West Quad
With the addition of an arts center and a new athletics and recreation complex, the design and functionality of the West Quad will continue to be important for Websters campus. Design improvements on the West Quad will strive to maintain its openness and will help to further unify this district. Pathways between buildings will be reoriented to clearly connect building entrances and provide logical connections between the buildings that frame the West Quad. The landscape of the West Quad will be designed to have specialized landscapes integrated with the entrances to the buildings surrounding it. With the realization of a new athletics and recreation facility in the southwest corner, the University has the opportunity to introduce an outdoor rubber plaza that will extend athletic activities to the outdoors and connect the new athletic facility to the West Quad. The rubber plaza can be used for outdoor classes or informal practices. Similarly, a tailored landscape is envisioned to mark the outdoor space surrounding the future arts center in a transformed University Center. A small grove of trees between the athletics and recreation facility and the new arts center would allow for quiet study or integration of a sculpture garden.
62
arts
Emerson Library
Design improvements on the West Quad will strive to maintain its openness and will help to further unify this district.
dining
garage
63
housing
Edgar Roa d
Parking
Parking demand and supply were projected for the future full build-out development of the Webster University campus master plan. Parking demand was tested and compared based on both the amount of gross square footage and the total population proposed on campus, and the larger number was used. The parking space demand that is estimated at full development of the master plan and at attainment of undergraduate enrollment growth goals is 2,075 total spaces. The master plan achieves the estimated demand for parking spaces, as well as an additional 5%. This results in 2,179 total parking spaces at final development. Webster University currently has 1,775 parking spaces on campus, so the requirement represents an increase in 404 parking spaces. In addition, several existing surface lots internal to campus will be re-developed to accommodate program growth, and these spaces will need to be replaced. Through the addition of new surface lots and an expansion to the parking garage, the master plan accommodates 2,179 spaces on cam-
64
ompart
North B
east Lo
ckwoo
d Ave
ckwoo
d Ave
Plymou t
garden avenue
Plymou t
nd Big Be
Boul
evard
North B o
east Lo
mpart
Joy
Joy
nd Big Be
Boul
evard
garden avenue
Edgar Road
Edgar Road
Pedestrian circulation
vehicular circulation
primary road second road existing surface lot proposed surface lot existing parking garage proposed parking garage proposed underground parking on-street parking
pus. If desired, additional parking spaces could also be captured through the reconfiguration of existing lots to be more efficient. Expansion of the existing parking garage to the east will enable 825 to 900 more parking spaces. In addition, it is estimated that 220 parking spaces could be constructed under the proposed recreation center due to the existing topography on the site. A new landscaped surface lot west of the garage will provide 145 spaces that are conveniently located for the Loretto-Hilton Center patrons and for temporary use by students in the south residential halls. Additionally, 187 spaces are provided within the Old Orchard site redevelopment for both retail and residential use.
Incentives to encourage biking, car-pooling, or transit use Policy changes related to parking permits on campus, allowances for on-campus residences, or parking fee structures. For Webster, a shuttle service could be contracted by Webster University or coordinated with the St. Louis Metro. A shuttle service could provide an improved connection between the Webster University campus and the Shrewsbury and/or Sunnen Metrolink Stations, improving the campus usage of the Metro transit network. A campus shuttle service could also provide service to off-campus parking (for example, the Deer Creek Shopping Center). For a compact campus like Webster, remote parking may alleviate parking demand on core
charge application and/or membership fees to users or service providers. The University can also offer incentives to students and staff to use alternative transportation. To encourage biking, the University will provide convenient bike racks on campus and coordinate with the surrounding cities and counties to identify and advocate for bike routes to the campus. Along the identified routes, bike lanes or paths can be evaluated to encourage biking and improve safety. The University can also provide incentives for carpooling or transit use by providing reserved parking spaces or adjusted parking rates for car-pool participants and subsidized transit passes.
65
The master plan clarifies the organization of vehicular and pedestrian circulation on campus, resulting in a friendlier, walkable pedestrian environment.
campus land and offer a more economical, efficient solution in the future. The shuttle service could also provide a connection to off-campus sporting events for athletes and students. Car-sharing services are prominent on many campuses and in urban areas. These services allow members to reserve a shared vehicle for a short period of time and price. Car-sharing can reduce the amount of parking needed by providing students and staff an alternative to bringing their personal car to campus. To implement this program, Webster University would need to provide dedicated parking spaces for the car-sharing vehicles and may
66
The campus master plan was examined for utility infrastructure requirements in both early phases and long term scenarios. New utility configurations and routes for the final plan have been established, and critical issues have been identified. On Websters existing campus, there are existing utility mains that would prove expensive or difficult to relocate. These locations include the campus road east of the East Academic Building, Hazel Avenue, which runs south through the housing district, and a west to east corridor that runs from West campus (at Edgar Road) and the Catalina Neighborhood to the retention basin. To minimize costs, the master plan has preserved these corridors and used them for landscape areas or campus roads.
Joy Aven
Campus Utilities
ue
eastLo
ckwoo
d Ave
Plymouth Ave
Big Be
nd Bo
rd uleva
garden avenue
Edgar Road
Gas sanitary
Webster Universitys electric service is currently operating at capacity. The long term planning and engineering needed to expand electric service should take place soon, allowing the demolition and construction required for these service changes to progress with minimum disruption to the campus.
67
5
implementation
e ast
lock w
ood
Ave
70
oad
edga
rr
no
gard
rt
hb
en av enue
ha
zel
av
en u
ompa
rt
Phasing Strategy
The master plan provides recommendations, including a phasing strategy and design guidelines, to direct incremental change at Webster University over the next two decades.
At final development, the master plan accommodates over 1.3 million square feet of total space, nearly doubling the amount of space that is located in the Universitys existing buildings today. The master plan was planned so that this growth can occur flexibly over time. Many factors may influence the exact sequence for development of the proposed facilities and landscape improvements, so a detailed timeline for full implementation is not provided. The master plan did, however, help the University community identify priority projects that form the basis for a near term development plan. As these near term projects and future projects come to fruition, they will follow the architectural and landscape guidelines set forth in this chapter to ensure that future campus development reflects the high quality design and execution that Webster desires.
71
72
7 8
eastLo ckw
Joy Aven u
ood Av
4
Plymouth Ave
B d Bo ig Ben rd uleva
1 5 2
garden avenue
6
Avenu e
Edgar Roa d
Hazel
1 4 7
Interdisciplinary sciences building 1-stop shopping renovations Renovate Luhr for Administrative/ Academic/Community Spaces
2 5 8
3 6
73
Although it is only the first step toward realization of the master plan, the near term development plan will be transformative for the Webster University campus.
The first phase of development generates an increased demand of twenty-four additional parking spaces. Additionally, construction of the interdisciplinary sciences building will displace approximately half of the spaces located in the surface lot along Big Bend. The parking need that is created can be accommodated through two surface lots on campus. The demolition of the Communications Annex building will allow the lot west of the University center to be reconfigured more efficiently, gaining approximately twenty-five spaces. Additionally, the landscaped surface lot west of the garage can be implemented at this time and will provide one hundred spaces. To enable this to happen, three small houses must be demolished and their tenants temporarily or permanently relocated. The Multicultural Center and Counseling and Health Services can find temporary homes in available swing space in Webster Hall until the new Student Center is built. Alumni Affairs can relocate permanently into the Wehrli Center.
Future Opportunities
The master plan achieves significant growth within Websters existing property ownership. Other opportunities may arise in the future as we continue our strategic partnership with Eden Theological Seminary. As these opportunities arise, both institutions will work closely with the City of Webster Groves in the CUP processes to ensure that uses are consistent with those historically located on the properties. The University will do the same with any other opportunities that arise in the future.
74
75
Joy Aven u
76
east Lo c
kwood
Ave
Plymouth Ave
nd Big Be
Boul
evard
east quad
west quad
garden avenue
landscape framework
Edgar Roa d
Hazel
Avenu e
Landscape Guidelines
77
Landscape Typologies
The campus landscape can be characterized by several open space typologies. The landscape design guidance that follows provides a general design direction for the various landscape types on the Webster campus. The master plan identifies a series of distinct open spaces typologies that help define and enrich the campus experience. They can be understood in the following categories: Campus-City Streets Main Quads Gathering Spaces Foreground Landscapes Residential Courtyards Parking Gardens (landscaped surface parking lots)
Campus-City Streets
Working with the City of Webster Groves, the University can help to improve the character and pedestrian environment of four major streets traversing the campus: Garden Avenue, Edgar Road, Big Bend Boulevard, and East Lockwood Avenue.
78
Garden Avenue
Over time, a coordinated effort by both the City of Webster Groves and Webster University can transform Garden Avenue into a canopied avenue. This central street should indicate a more distinctive entry to the campus, appropriate to the community and residential uses along it. While Garden Avenue is currently planted in some areas, there are gaps in the canopy and the overall consistency. The street should be lined with large-sized deciduous canopy trees on both sides wherever possible. It is recommended to plant the trees in a verge that separates the sidewalk from the street to define Garden Avenue spatially as a continuous corridor, provide a sense of scale, and create a unified appearance. Uniform rows of trees, ideally of the same species, are recommended to minimize the existing variations among building setbacks, alignment, materials and style. The tree verge, preferably six feet wide where possible, should be planted with lawn or groundcover, or receive pea stone or decomposed granite paving when a more walkable, yet permeable surface is important.
Garden Avenue divides Edgar Road into a north and south section. The character of the road should reflect the active uses located along it, including the Emerson Library, University Center, residential dining, and Loretto-Hilton Center. Improvements along Edgar Road can be phased with new development projects. Concurrent with implementation of a new dining commons and residential district in the south campus, the east side of Edgar Road south of Garden Avenue should be replanted with a compact row of large deciduous trees to frame the street. These trees should be planted on both sides to create a spatial corridor that provides a sense of scale and a shaded, pedestrian-friendly environment. Similar to Garden Avenue, the trees should be centered in a six foot wide verge that is planted with lawn or groundcover or paved with peastone or decomposed granite if a walkable, yet permeable, surface is required. The segment of Edgar Road that is north of Garden Avenue is a highly visible thoroughfare that links the East and West Quads. It is paramount that the treatment of the visual
and physical connections across this section of Edgar Road be designed to effectively accommodate traffic and pedestrians. To complement the trees that are already planted along the Loretto-Hilton Center drop-off driveway, a single row of large deciduous canopy trees should be planted on the west side of Edgar Road so that the street is framed on both sides. In the section of Edgar Road between the library and Sverdrup, a generous set of steps and planted terraces descends from the West Quad, opening up the quad to Edgar Road and creating a clear connection to the east campus. This length of Edgar Road should not be planted and remain open so that it establishes a strong visual connection across the street to the newly configured East Quad and future set of terraced lawn steps. Along the proposed new student center at Big Bend Boulevard, Edgar Road should be lined with a single row of trees on both sides to frame the street and create a sense of enclosure before the street widens and opens up to Big Bend Boulevard.
Edgar Road
As a campus and city thoroughfare, Edgar Road is one of the most frequently experienced campus open spaces, by both Webster University and the broader community. Its design should reflect the intensity of use and centrality to campus life.
79
Design of the east quad should respond to the uses surrounding it.
Main Quads
Two main academic quadrangles define the campus: the current West Quad framed by Sverdrup, the University Center and the library, and the future East Quad.
West Quad
The West Quad is framed by the library and the future arts center to the east, the new
80
future landscape improvements in the west quad should preserve existing trees.
open character and allow for long views across the West Quad. Small ornamental trees and shrubs should not be planted in the open lawn. If ornamental trees are to be used, they will be located in groups at the edges of the space outside the central lawn area. To add seasonal interest, the deciduous trees used for the west quad can be selected for autumn coloring effects.
East Quad
The master plan envisions a second large quad space at the core of the East campus. The East Quad is envisioned as one continuous open space that contains three distinct sublandscapes that relate to each other, yet respond in their character and function to the varying building uses along the East Quad. In front of the Loretto-Hilton Center for the Performing Arts, the East Quad currently has a park-like character defined by mature specimen trees planted in an open lawn. The
design intent is to preserve the character of this open space so that it continues to complement the functional needs of the adjacent music building and theater, and still allows for day-to-day passive recreation. A small terrace is proposed that will be nestled into a stand of existing and newly planted canopy trees close to the theater entrance. This terrace will be intimately scaled to accommodate small outdoor concerts or recitals, as well as receptions or outdoor gatherings. Existing mature canopy trees will be protected, and large deciduous canopy trees will be added where appropriate to foster the character of this open space. The landscape in front of the Community Music School is envisioned as an open lawn that visually connects the two sides of the East Quad with an open expanse that allows for active informal recreation. At the far eastern end of the West Quad, the master plan envisions a grove of trees that
clearly defines the outdoor space framed by the future Interdisciplinary Sciences building and the East Academic building. Large deciduous trees of a single species should be planted on a regular grid. This geometric array of trees will create a well-defined space underneath its canopy that can be used for passive recreation, outdoor study or teaching. Moveable seating should be installed for flexible arrangements. The grove is intended to add to the richness of experiences on the East Quad, as well as the overall network of campus open spaces.
Gathering Spaces
In addition to the two main quads, there are several smaller open spaces throughout campus that are proposed for outdoor gathering such as dining, studying, relaxing and informal passive or active recreation. These include the dining plaza, the open-air commuter lounge, the athletic rubber plaza,
81
gathering spaces should allow outdoor dining and studying. (Georgia institute of technology, georgia)
the lawn terrace will connect the east quad to edgar road. (Bates college, Maine)
and the lawn terrace on east Edgar Road. These spaces are human-scaled and provide a more intimate landscape setting for the campus population.
Dining Plaza
With the implementation of the future residential dining commons at the corner of Edgar Road and Garden Avenue, the University has the opportunity to add a larger plaza to its network of open spaces. The dining plaza is envisioned for outdoor dining for the neighboring resident students and as an informal gathering place for the entire University community. A hardscape plaza with special paving adjacent to the dining facility transitions into peastone or lawn areas (extending toward the bordering streets) that should be planted informally with medium and large deciduous trees to provide shade and a comfortable human-scale environment. Low seat walls
and moveable furniture, such as chairs and benches, underneath the trees will help enliven the space outside the dining commons and invite people to linger, enjoy outdoor dining, meet, study or relax in a habitable and inviting environment. The single row of street trees along Edgar Road and Garden Avenue should transition to a double alle along the public walkway to shelter and frame the dining plaza.
location. The lawn steps gracefully make the transition from the sidewalk to the north and along Edgar Road to the commuter lounge patio, creating a sunken plaza with an intimate character. In addition to the existing trees, a few medium and large size deciduous canopy trees are appropriate here to provide visual interest, shade, comfort and scale, as well as to help shelter the sunken terrace from the surrounding traffic along Big Bend Boulevard and Edgar Road.
Athletic Plaza
When the new athletics and recreation facility in the southwest corner of the west campus is implemented, the University has the opportunity to introduce an outdoor rubber plaza that will extend athletic activities to the outdoors and create an active, open space connection between the new athletic facility and the central green of the West Quad. The rubber plaza can be used for outdoor classes or informal recreation, providing a counter-
point to the West Quad which is intended mainly for passive recreation. Adjacent to the rubber plaza, a small grove of medium-sized deciduous trees links the athletic facility with the new arts center. The grove should be planted in a peastone surface and furnished with moveable furniture to invite and encourage informal gatherings or outdoor studying for the entire campus community.
82
Lawn Terrace
The lawn terrace is the symbolic counterpart to the library steps and planted terraces along west Edgar Road, connecting the east with the west campus. The lawn steps should be defined by stone or concrete seat walls and gracefully negotiate the significant grade change from the East Quad down to Edgar Road where they meet an open lawn area. The steps are intended for passive recreation and to provide a gathering space at the junction between east and west campus. With the open lawn area as a stage, the lawn terrace is intended to be used for outdoor classes and small performances alike. While it is primarily envisioned as a campus open space, the lawn steps should be open to public use by the community for small theater or music performances given its proximity to the Loretto-Hilton Center and the Community Music School. The lawn steps should have a predominantly open character to foster the visual connection between East and West Quads; however, to provide an appropriate sense of scale and visual accents, the steps should be planted with light canopy or upright tree species such as honey locust, gingko, or birches.
or lawn, have the proper size to match the scale of Webster Hall and allow for a graceful visual and actual transition from the street up to the building entry. The dense canopy creates a threshold for the campus and at the same time provides a sense of scale along East Lockwood Avenue. The mature tree canopy will be protected, and trees that are in poor condition will be pruned or replaced with new trees to establish a replacement generation. The replacement planting will consist of large deciduous trees to complement the character of the existing landscape.
Luhr Building
The open lawn with a few individual canopy trees in front of the Luhr building will be preserved. The lawns dramatic character creates a strong visual connection across East Lockwood Avenue between Webster Hall and this new extension of the campus. The lawn will be well maintained to preserve a positive image for Webster University, Eden
Webster Hall
The character of the landscape in front of Webster Hall on East Lockwood Avenue will be preserved and improved. The grand, mature trees, planted in simple planes of groundcover
83
Additional Quad
The landscape south of the Winifred Moore Auditorium has a beautiful stand of mature canopy trees and the potential to become a small academic quad for the northern part of the campus; however, it lacks clear spatial definition. The existing canopy trees should be preserved, and complemented by a new, dense row of small trees or tall shrubs that screen the facilities parking lot and provide a spatial frame for the open space. The function of the small bioretention area will be maintained, but better integrated into the overall composition of the quad.
areas. The design intent is to preserve the natural, informal character of this landscape for its entire length along Big Bend Boulevard. The mature tree canopy will be protected, and old trees in poor condition will be pruned or, if necessary, removed and replaced by new trees to establish a replacement generation. The replacement planting will consist of large deciduous and evergreen trees that create visual richness, complement the existing landscape, and unify the appearance along Big Bend Boulevard.
identity for the residential quadrangles while adding to the overall diversity of the campus landscape network. The landscape for the housing in the east campus is envisioned as a series of formal courtyards that respond to the historic character of remaining buildings. The courtyard behind the interdisciplinary sciences building links academic with residential life and will provide outdoor spaces that can be used for both open-air teaching, as well as passive recreation. At the west end of the courtyard, a grove of medium sized deciduous trees creates a more intimate setting and mediates any difference in scale between academic and residential buildings. Due to the considerable grade change from east to west, lawn steps can be used to facilitate necessary transitions and at the same time provide seating directed toward the open lawn area to the east. The courtyard to the east of the H. Sam Priest Center will accommodate the already funded
Residential Courtyards
At full build-out, there will be two residential districts on the core campus in addition to Maria Hall. One is in the east campus, north of the new interdisciplinary sciences building, and one is in the south campus across Garden Street from the Loretto-Hilton Center for the Performing Arts. The design objective for the residential districts is to foster a distinct
84
surface parking lots can be improved with plantings that help manage stormwater.
plaza featuring a compass rose at its center, surrounded by unadorned lawn areas with informal groupings of medium to large sized deciduous trees. This plaza provides a space for small outdoor gatherings, whereas the lawn areas invite informal passive recreation. The landscape for the housing in the south campus is envisioned as a series of informal courtyards. Open lawn areas planted with a few medium to large sized deciduous trees that are appropriately scaled for the individual spaces provide space for informal passive recreation and offer visual interest.
spaces. The remaining surface parking lots should be redesigned to become sustainable parking gardens with intensive tree plantings of medium size to large canopy trees to provide shade and visual relief. Surface parking represents a significant percentage of the total impervious surfaces on the Webster campus, which impacts the quantity and quality of stormwater runoff. The surface parking lots currently are mostly impermeable surfaces, but have great potential for improvement to actively manage stormwater on campus. All surface parking lots should incorporate landscape strategies to improve the quality and decrease the quantity of stormwater run-off on campus. Bioretention swales between parking bays or along the edges, or a series of individual planting areas across the surface parking lots decrease peak run-off and treat the run-off water quality on-site.
As a planting strategy, tree cover along the edges and/or within the interior of all surface parking lots should be established or increased to buffer the parking lots from their surroundings.
Stormwater
Stormwater management will become an integral part of the campus landscape that also reinforces sustainability missions of the University. The master plan recommends integration of appropriate stormwater best management practices into the overarching design concept for each individual landscape on the Webster campus. A basic stormwater management plan will encompass three main goals: a) reduce the peak rate of stormwater run-off to predevelopment hydrological conditions, b) limit the volume of run-off to pre-development
Parking Gardens
Surface parking lots comprise large land areas on the Webster campus. The longterm implementation of an expanded parking garage will allow for the repurposing of existing lots for academic buildings and open
hydrological conditions, and c) provide treatment of water quality to meet or exceed the latest regulations. The use of landscape as means of reaching these goals can have significant aesthetic benefits while limiting the need for large detention basins or expensive subsurface structures.
create compositional closure or to reinforce major spaces and pathways on campus. The space-defining role of plants will precede thinking about specific plant characteristics such as flower, leaf texture, and branching habit and will come before consideration of adding horticultural interest and color to the landscape. This approach recognizes that the overall spatial order and quality of campus spaces is a principle concern of campus design.
of climatic stress that may target a specific species. Plant diversity will not, however, be exaggerated at the expense of visual unity and continuity. Plants that are used on campus will be native or non-invasive and present no threat to the native flora. They will also have low-tomoderate water requirements and generally share the visual traits that characterize the dominant regional flora. The overall purpose of the planting design will be to capitalize on the inherent beauty and climatic adaptability of the native flora. The natural form and character of plants will be retained through proper design and pruning.
85
Scale
The size and composition of tree groups, shrub masses and plant beds will be designed at a scale that is appropriate to their relationship with campus buildings and their landscape context, including roads and open spaces. In most campus open spaces, plantings will be simple and conceived in broad strokes that are scaled with respect to their surrounding and the larger campus landscape, particularly when adjacent to institutional buildings and in large lawns. More detailed garden-scale plantings are only appropriate and encouraged in smaller spaces and courtyards.
Spatial Definition
The spatial organization of the campus landscape is primarily determined by three major components: buildings, topographic form, and woody plants consisting of trees and shrubs. While roads and pathways also play an important organizing function, they work together with the three-dimensional presence of buildings, topography, trees, and shrubs. Trees and shrubs establish the limits of views and the structure of outdoor spaces and, in a fundamental way, define the shape, size, sequence, and hierarchy of outdoor spaces. For Webster University, trees and shrubs are selected and used deliberately to achieve desired functions and spatial effects such as limiting and directing views, creating microclimates, creating overhead enclosure for greater intimacy, and framing spaces to
Furnishings
Furniture, lighting, and signage will all be important parts of the campus landscape and built environment. The University will consider a wayfinding and signage study to determine the appropriate locations, design and installation of campus signage. Additionally, standards for campus furnishings and lighting should be developed with a sustainable approach.
86
east Lo ckwoo d
Joy Aven u
Ave
Plymouth Ave
nd Big Be
evard Boul
living/ learnin g
student center
interdisciplinary sciences
housin g/ retail
garden avenue
Edgar Roa d
Hazel
Avenu e
Historic Campus District South campus district old orchard shopping center
Architectural Guidelines
Introduction
Architectural Design Guidelines are an important element of a campus master plan. They outline how new buildings will engage with existing campus buildings and help ensure that future development supports the new master plan vision for street improvements, pedestrian circulation and open spaces. They also identify contextual character in the community of Webster Groves, in the neighboring buildings at Eden Theological Seminary and in existing campus architecture, all of which are made up of a rich and diverse historical architectural fabric. The guidelines are written to address distinct qualities of specific areas on campus, which are defined in the guidelines as North Campus, Main Campus and Old Orchard Shopping Center. The guidelines are intended to be implemented on all new building projects on campus. Renovations of existing buildings will reflect the general principals of these guidelines, but may yield to the nature of the renovation and recognize that not all elements of the guidelines may be appropriate to the scope of the building renovation, in particular the renovation of historic structures on campus.
87
Intent
The intent of the design guidelines is to provide appropriate design choices through careful selection of complementary construction materials that will present an environment of warmth, welcome and comfort for the participants on campus. They are meant to promote a harmonious relationship between existing buildings and new buildings on campus, without requiring a particular architectural theme or style. This balance can be achieved by careful attention to architectural features, detail articulation, building massing, building openness and transparency, materials, and color. Materials will be selected for durability and ability to contribute to the campus character. They will be selected to avoid excessive maintenance requirements or short term scheduled replacement due to wear and tear. New and existing buildings will reference and respond to each other so that various architectural styles find an amicable and respectful relationship that creates a rich, authentic, and diverse architectural vocabulary across the Webster University campus.
Context
The campus is located in Webster Groves, a suburban community of St. Louis, Missouri. Some of the buildings on campus contribute to the Webster College-Eden Theological Seminary Collegiate Historical District as registered in the United States Department of the Interior Heritage Conservation and Recreation Services. Webster Groves has four additional historic districts located west and north of the University: Central Webster Historic District, Marshall Place Historic District, Old Webster Historic District and Webster Park Historic District. All five of these districts are considered important contributors to the character and identity of Webster Groves. Developments along Big Bend and Lockwood Boulevards outside of these districts have been allowed to evolve organically, resulting in an authenticity that contributes to the quaint village-like feel that distinguishes Webster Groves as an ideal living community. The varieties of architectural styles throughout the Webster Groves community are mostly traditional and historic building styles, but the community has also embraced modern architecture in some of the civic buildings. Immediately north of the University is Eden Theological Seminary, which shares a long, historic relationship with Webster University. The southwest edge of the campus abuts to residential streets; the southeast side of the campus faces Interstate 44.
88
Goals
The goals of the architectural guidelines are to accomplish the following: Define the direction for architectural character of new buildings and additions Provide direction for the material palette Provide direction of the placement and massing of buildings Establish the contextual relationship between both new and existing buildings Establish how buildings will interact with the variety of large and intimate open spaces throughout the campus
Design Principles
The architectural guidelines will promote the overall master plan goals to encourage exposure to a variety of styles and thinking and to reinforce Webster Universitys four core values that focus on students, learning, diversity, and global citizenship. These core values will be reflected in the campus architecture by promoting academic and social interaction in order to create an environment that promotes diversity, learning, and socialization. These values are already seen through the eclectic nature of the existing campus architecture. The newer styles of architecture have evolved as the campus has expanded over the years. New buildings and additions to existing buildings will draw from the scale, rhythm, and articulation of the existing campus. Building mechanical and lighting systems will use alternative energy when possible. Building materials will be sourced locally when possible. Sustainable, recycled and recyclable materials will be used when possible. Buildings will be designed with storm water management systems so that water does not shed off of site as required by the overall master plan guidelines and local building codes. Flexible spaces will be created to allow many activities to share space when possible in order to decrease the building footprint. Buildings will support alternative transportation and a bicycle-friendly campus. Opportunities to share buildings with the local community will be considered.
89
Integration of Signage
The design guidelines will incorporate signage in a way that is integral to building design. A comprehensive wayfinding and signage study is required to properly document and recommend the best way for signage to accomplish the following: Give the campus more of a presence within the community Better direct traffic and pedestrians Develop a signage program in a manner that is appropriate to the style and scale of the building and appropriate to the given context of the neighboring communities Identify naming opportunities throughout the campus that are both separate from and integrated into the building design
90
Intent
The intent of the guidelines in Historic Campus District is to respect the historic structures so that they keep the general tenor of the historic collegiate gothic architectural style in this area. Additions or new buildings do not need to imitate the historic styles. More contemporary additions will work cohesively with the historic buildings as long as the general tenor of the historical character is maintained. New buildings and additions will also promote the architectural and cultural significance of the historical style of this area. Any addition to a building will be carefully considered; the attachment of additions will occur in places that are not considered historically significant when possible. Additions will follow the Local Preservation Ordinance Enforcement procedures.
91
webster hall
92
luhr building
Building Entrances
Any new building entrances will take into consideration the historic buildings entrances and general positioning of the historic building to be sensitive and not to detract from the architectural grandeur and presence of the historic buildings.
Building Heights
New buildings will be a reasonable height and be respectful to existing historic structures. Placement of architectural features that extend beyond the main building height will be sensitive to the historical buildings.
93
Top: Schultz hall is shared by Webster university and eden theological Seminary. middle: A contemporary building that works with the traditional rhythm and articulation of traditional buildings (Diana Center at Barnard College). bottom left: Example of complementary addition to a historic building (perkins Library at Duke University).
94
Intent
The intent of the guidelines is to continue the eclectic collection of buildings, so as to provide a series of unique experiences to ensure that new buildings continue the rich, authentic and diverse architectural vocabulary throughout the campus. Red brick is a common material of the historic buildings on campus and has continued to be used in the new buildings on campus. This material is used on all the buildings in the south campus in conjunction with other building materials. The intent is to continue similar relationships on future developments, allowing the interplay of materials and textures to contribute to the diversity of the campus.
Architectural Style
The buildings in the south campus have a variety of styles, ranging from traditional Tudor to modern. There is not a singular style that will dictate future building styles. Buildings built within the past few decades use brick as the main faade material, but have a distinctly modern approach to detailing. This trend on campus to design buildings in a more modern style with contextual materials usage will be considered, but this approach will not limit the architectural style or a buildings contextual response. Reproductions of traditional or historic building styles are not encouraged. Innovative and interesting use of both modern and traditional building materials is encouraged in order to create an eclectic, yet appropriate architectural style that relates to the existing context on and off campus.
95
Top left and bottom Left: The Sverdrup Building (bottom) and East Academic building (top) use brick as the predominate facade treatment, but use other materials to detail the building in a modern way. Right top, middle, and bottom: The Thompson house (top), The community Music school (middle) and the Emerson Library (bottom) are examples on campus of how brick is used as part of a broader material palette that gives the buildings distinct style and character.
96
Massing studies demonstrate how the height of the Arts building addition (left) and Interdiscplinary Sciences Building (right) could step down toward the quads to work with the scale of the open space.
Heights of Structures
Height requirements for proposed structures will respond to the campus master plan and surrounding context. Building heights will be appropriate given their relationship to buildings immediately adjacent to them. Architectural features such as atriums, shade, and screening devices, flags, towers, or other architectural detail features must take in account shadow zones and preservation of views from adjacent buildings or communities. Rooftop mechanical equipment and elevator overruns must be screened and aesthetically appropriate to the buildings architectural style. These architectural features may not exceed 20% of the building footprint and must be reviewed by the building committee for visual or physical impacts on adjacent buildings and open spaces. The following are recommended heights of proposed buildings, as shown in the master plan: Arts Building Addition: The building mass will step down along the east side along Edgar Road and on the quad side to respond to the scale of the open green space. Athletic Complex: The main building masses will be less than forty feet above grade. The larger massing will be connected to each other by lower masses not to exceed thirty feet above grade and will be set back from the main building faade in order to break down the building mass and provide for a more interesting building type. Student Center: A portion of the building mass will step down along west and south sides of the building to respond to the scale of the historic Thompson House and Carriage House and the open space south of this building. Interdisciplinary Sciences Building: A portion of the building mass will step down along south side of the building to respond to the open space south of this building. North Living/Learning Centers along Big Bend Boulevard: Any connections between the main building wings will be lower than the main building mass to break up the overall mass of the buildings to create more intimate spaces within the housing community.
97
Indoor/outdoor spaces will promote gathering and other activities appropriate to the campus atmosphere. Service courts should not be seen from the street or quad. They need to be positioned or screened as to not interrupt the connectivity of the streetscape or landscape. The student housing areas will be placed far enough from each other to give proper light, yet close enough to give a neighborhood feel. Housing areas will be placed to create courtyards between the buildings and to break up the space in a variety of ways to create more intimate spaces within the housing community.
pedestrian experiences. Buildings adjacent to the East Quad and West Quad open spaces will create a transition from the streetscape along Edgar Road to the larger green spaces by pulling the main building mass back from the street. The student housing buildings north of West Hall should maintain the same setbacks as
top: the proposed buildings on either side of the Thompson House are placed to allow room for each building to not to feel compressed or crowded. middle right: the housing buildings are linked by a series of bridges bottom right: student housing courtyards create small open spaces between buildings, providing places for studying or socializing. (stanford university, california)
Street Setbacks
Edgar Road
Buildings along Edgar Road will be placed to allow appropriate landscape and better
98
A portion of the proposed arts addition is designed to create an active entrance that connects to the quad.
the proposed Student Center pulls the building back along the quad to allow the streetscape to engage with the quad.
West Hall to create a strong street edge along Edgar Road. The Arts building addition should consider the setbacks from the existing building.
Garden Avenue
A large landscaped area is planned south of Garden Avenue. Building setbacks should work with the landscape to create a foreground for the buildings. The addition to the parking garage should hold the same setback line as the existing garage.
Building Entrances
Buildings will be designed to celebrate their main entrance, giving the buildings orientation will as part of the wayfinding strategy. This can be accomplished through massing, articulation, or building materials. The entrances will take into consideration the front door landscape and streetscape to support the idea of promenade with well-proportioned open spaces for gatherings and activities. Building entrances of the building should act as pre-function spaces, understanding that students, faculty, staff, alumni, and community members will use both the indoor and outdoor spaces in formal and informal ways.
The map on the opposite page demonstrates the desired locations and orientations of building entrances in order to activate outdoor spaces and work with pedestrian circulation routes. The academic buildings placed along the quads will have main entrances that face the quads or occur at the intersection of the quads and streetscape. These entrances will be designed to act as wayfinding devices and be prominent enough to be recognizable from across the quads. Entrances will be designed to be safe, visually supervised and well lit; there will be no hidden alcoves or screened areas. Street entrances will be designed to work with the streetscape. Street-facing building entrances will be prominent yet scaled appropriately to the context. Architectural elements will be designed to create a presence and marker for the building along the street. The main entrances for the student housing
east Lo
ckwoo
rd
d Ave
buildings will be placed off of the shared courtyards and open spaces.
Plymouth
Big Be
student center
nd Bo
uleva
Exterior Materials
The use of a variety of materials is encouraged to create a visually rich palette. As noted previously, materials will present an environment of warmth, welcome and comfort. Red brick should be used on all buildings in some way to contribute to an overall campus style. This guidance will not be limiting, but a launching point for the material palette to be explored in a creative and unique way. Academic buildings will be distinctive from each other to create visual variety. Repetitive use of materials between buildings is
99
interdisciplinary sciences
garden avenue
garage
housing
left: building entrances diagram N below left and right: Examples of buildings that celebrate entry and arrival. The entries act as way-finding devices for the campus and create indoor/outdoor space. (left: university of houston, texas. Right: university of new haven, connecticut)
Edgar Road
100
discouraged, yet the palette will be sensitive to the immediate and surrounding contexts. The student housing cluster should be developed with a family of materials that is consistent throughout the buildings. The desire is to create a neighborhood of buildings with a variety of faade treatments. There should be a strong formal and rhythmic relationship between the buildings, yet no two buildings should be identical. Creative use and application of materials is encouraged. Academic buildings will be distinctive from each other to create visual variety. Repetitive use of materials between buildings is discouraged, yet the palette will be sensitive to the immediate and surrounding contexts. The student housing cluster should be developed with a family of materials that is consistent throughout the buildings. The desire is to create a neighborhood of buildings
with a variety of faade treatments. There should be a strong formal and rhythmic relationship between the buildings, yet no two buildings should be identical. Creative use and application of materials is encouraged.
Buildings will be programmed to create active faades that relate to other active areas of the campus and surrounding community. To support this, faades will be designed to be transparent and open in these areas to promote visibility into and from the buildings. Development of the building faades will take into consideration light and sound issues produced by the adjacent highway and roads in order to provide a good living and learning environment for the students. New buildings that occur along the property lines will be sensitive to the scale and context of the Webster Groves community.
Faade Articulation
The design of building faades will be sensitive to the context of the existing buildings and community. The intent is to provide a palette of materials / colors, rather than a singular material on one side in order to break up the mass. A single type of material may be used but should have variety in color, rhythm, and articulation to provide detail in an interesting and unique manner. There will be some relief or change in plane or other massing to reduce the mass of a singular plane along the building and to create a dynamic faade that works with the scale of the surrounding context.
101
Example of faade activation to correspond with the building program within. (colorado state university, colorado)
Example of a buildingthat uses both traditional and nontraditional materials to achieve different faade articulation. (california college of arts and crafts, california)
example of a long facade that is broken down through syncopation and rhythm of the fenestration system. (drexel university, pennsylvania)
102
Intent
The intent of this mixed-use development is to relate to the character of the commercial district and adjacent residential low-rise buildings in Webster Groves.
Architectural Style
The style of this development may depart from the predominant campus character to allow more freedom to coordinate with the scale and contribute to the quality of the street life of Webster Groves.
Height of Structure
The building will be aware of the low rise commercial buildings in this area as well as the buildings immediate adjacency to the senior living building and high school. These multi-story buildings give precedent for this mixed-use building to be taller. The building should step down along the street sides to accommodate the lower commercial buildings.
103
Acknowledgements
104
105
Jacobs
Michael Mindlin Barrett Burdick Adam Garms Alison Newell Jennifer Reynolds
Harry Ferris