HOLY ANGEL UNIVERSITY

School of Engineering and Architecture

Research Work 1: Campus Design Phase 1

Urban Design: Community Architecture

and Urban Design

BY

Aven San Pedro

Erika Ariston
Lovely Gomez
Marj Resada
Maynard Galang
Mary Alexien Gamuac

08/12/2022

File contains detailed information that would aid in the re development of the selected
open spaces within the campus of Holy Angel University
TABLE OF CONTENTS

1 Campus urban design............................................................................................................2

1.1 Outdoor Spaces in Designing Campuses..................................................................................2

1.1.1 “Provide one clear entrance to the campus” by James Krueger (2019)..............2

1.1.2 Student and Community Access.............................................................................3

1.1.3 Use Space between Buildings..................................................................................4

1.1.4 Enhance the Flexibility of Spaces...........................................................................5

1.1.5 Create Outdoor Study Pods....................................................................................7

1.1.6 Offer Amenities........................................................................................................8

1.1.7 Campus Circulation..............................................................................................10

2 Urban design concepts and principles to be applied..........................................................11

2.1 Outdoor Spaces in Designing Campuses................................................................................11

2.1.1 Overall Character..................................................................................................11

2.1.2 View Preservation..................................................................................................12

2.1.3 Animation...............................................................................................................13

2.1.4 Visual Continuity...................................................................................................14

2.1.5 Crime Preventative Design...................................................................................15

2.1.6 Screening................................................................................................................16

2.1.7 Landscaping...........................................................................................................17

2.1.8 Barrier Free Design...............................................................................................18

2.1.9 Campus Legibility..................................................................................................18

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2.1.10 Street Treatment....................................................................................................19

2.1.11 Visual Access..........................................................................................................19

2.1.12 Vehicle Circulation and Parking..........................................................................20

2.1.13 Landscape Buffer...................................................................................................21

3 CONCEPT RELATED INFORMATION FOR DESIGN.................................................25

3.1 How We Design Impactful Learning Spaces..........................................................................25

3.2 Other Campus Design Concepts.............................................................................................27

3.3 10 Things to Remember When Designing a University Campus............................................28

3.4 Sustainable Campus Design...................................................................................................31

3.5 Sustainable Campus Planning................................................................................................31

Sustainability in campus planning calls for focusing on four interrelated components basic to
strategic planning:..................................................................................................................31

4 references..............................................................................................................................34

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1 CAMPUS URBAN DESIGN

1.1 Outdoor Spaces in Designing Campuses

Education is primarily the process of facilitating learning, which includes teaching,

training, and other methods. Yet learning is not only limited in indoor facilities such as

classrooms and laboratory, but it can also practice on outdoor spaces where socialization and

tranquil environment can also be a tool in education. In order for a student to utilize the

campus environment for boosting productivity and wellbeing, additional spaces and elements

are considered. This idea may also impose extended rooms for socializing as well as learning.

Below are the following trends in creating outdoor spaces and innovative solution to special

challenges on College Campuses

1.1.1 “Provide one clear entrance to the campus” by James Krueger (2019)

In our heart and soul, we treat and see the school/campus as our 2 nd home. One of the

main characteristics of a home is it should make us feel safe and sound, this matter brought

us in the idea of the importance of considering ingress and egress in designing of school to

secure the users safety. It is said that to too many entry points invite security issue, hence, by

designing a single point of entry, School administrators can more easily enforce security

using screening equipment, surveillance cameras, laminated or bullet-proof glass doors, and

security guards. While these measures provide much-needed security, they are designed to be

visually subtle in order to maintain a welcoming appearance.

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Safety is enhanced by Infusing entry vestibule as the main point of ingress by Baltimore

School

1.1.2 Student and Community Access

According to Kruger, the thought of “Student and Community access” is to opens

possibilities for connecting and improving student and teacher access to public

transportation. The possibility of establishing direct transit routes to from cities to campuses,

will allow everyone a safe and convenient access to schools This also contributes to making

campuses more appealing to the communities they serve. One of the examples is designing

public program spaces near the outside edges of school buildings to be easily accessible.

Also, the use clear signage and efficient lighting for easy navigation, as well as glass for

improved transparency and bright colors to draw attention to community connection points.

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Curtin University bus station

The following key points are based on the article written by Dave Lubach (2021)

1.1.3 Use Space between Buildings

School is already filled with enormous structure that accommodates a lot of users. This

building also has their own trademark and identity that follows their function. However,

buildings are not the only space that are meant to produce a healthy learning environment. As

stated by Kona Gray, spaces between buildings creates opportunity in ways that allow the

users to be both flexible and equitable. We already invested spaces such as school buildings

to create an educational program, in this way we can also apply it in extra spaces such in

between buildings. Plus, it does not only augment learning forces in campuses, but it also

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empowers the building’s identity if the said spaces are designed in line with what the

building offers.

Manassas Park Elementary School by Nina Comiskey (2020)

“Both the school building and the site are designed to be an expansion and expression of the

nearby forest ecosystem while optimizing the relationships between indoors and outdoors,

school and community, and culture and ecology”

1.1.4 Enhance the Flexibility of Spaces

Other than classrooms and laboratory, campuses must also have spaces that allows

students to engage in different kinds of activities. This can be done by generating a spot that

gives students or even teachers an option of their environment, such us creating diversion

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from classrooms to lounges or outdoor and indoor learning spaces. The productivity of a

student can be nurtured by the settings capabilities and flexibility.

Outdoor lounges and open spaces to expand campus activity by Chris Burt (2021)

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Terrain landscape is a space diversion where it can be used as social space and study spots

in The University of Melbourne (2022)

1.1.5 Create Outdoor Study Pods

Students prefer studying variety of location and spaces inside the campus premises as

stated by Kona Gray. Factors could include the weather, desire to study alone or in a group,

or needing a space to spend time close to a lecture hall between classes. Outdoor study pods

can be the best companion in learning, the instance of studying in a new or different

environment that you feel comfortable in can increase concentration and lead to more

productive learning sessions.

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Outdoor study spaces by University of Newcastle (Library News, 2018)

1.1.6 Offer Amenities

In Universities, it is best to offer additional spaces to for breather spot or socialization

places. The balance between school related activities and exposure to non-school related

activities play a big role safeguarding the healthy wellbeing of a student. Adding simple

things improves quality of life and student life, and it leads to memorable experiences.

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Western Carolina outdoor hammock social space (Wester Carolina University, n.d.).

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Informal open-air theatre and stage designed by Gus Ferguson, Gordon Stephenson and

Marion Blackwell in Murdoch University (REALMstudios, 2019).

1.1.7 Campus Circulation

Moving around campus safely and easily is also an important aspect of campus space

utilization. According to Gray, many schools' design goals these days are to avoid having to

cross streets and interact with traffic once they arrive on campus. This entails avoiding the

disaster caused by a large amount of parking outside the campus while students cross the

street. Traffic signs, covered walkways, bridges, and good planning can all help to avoid such

conflict.

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West Campus Union, Duke University diversity in pedestrian walkways (Morris, 2017).

https://www.architecturaldigest.com/story/the-9-best-new-university-buildings-around-the-

world

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2 URBAN DESIGN CONCEPTS AND PRINCIPLES TO BE

APPLIED

2.1 Outdoor Spaces in Designing Campuses

2.1 Campus Open Space

2.1.1 Overall Character

- three typical conditions arise, each calling for a distinct design treatment.

 For corridor-type open spaces (usually involving street closures), as well as formal

campus entrances: Refined, formal arrangement of landscape elements (plantings,

seating, lighting, pavement treatment, and so on); characterized by predominantly

symmetrical pattern and use of repeated elements.

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 For transition zones and campus gateways - informal arrangements of landscape

elements, either in continuous meandering pattern for linear conditions, or clustered

or grove-like pattern for entry/highlight conditions.

 For intensively used plaza areas (activity nodes) - utilization of formal, repeated or

patterned elements to identify major pathways and building entrances; in combination

with informal patterns for seating and other usable open space areas. Introduction of

level changes, usable lawn areas, and a variety of hard surfaces is encouraged.

2.1.2 View Preservation

– the predominant approach recommended in these guidelines is the creation and

preservation of vistas into and within the campus.

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 Major vistas along campus streets and open space areas - these provide a linear view

for pedestrians, visually organizing the open space and orienting the user; they also

provide open space views from buildings facing the open space.

 View "windows" from arterial streets into campus - these include "windows" created

by major openings between buildings (including widening of open space corridors)

2.1.3 Animation

- to insure adequate animation of activity nodes and open space corridors, the following

guidelines apply:

 A variety of usable open spaces accommodating a range of activities is desirable.

 For any open space, at least three types of seating should be provided.

 Uses which draw people and people-watchers should be incorporated.

 The use of participatory artworks and well designed water features is encouraged.

 Major pedestrian routes should be incorporated/prioritized.

 Bicycle routes and/or major bicycle parking areas should be included.

 Design elements should be employed to add color and festivity, and thus attract use.

 Development at multiple levels - such as sunken plazas, under-and overpasses,

mezzanines, balconies, and arcades -- is desirable to encourage people-watching, as

well as to provide visual interest.

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2.1.4 Visual Continuity

- the design elements in open space development include planting materials; seating;

surface treatments; lighting; special features such as food pavilions, transit stops, and

information kiosks; artwork; and associated buildings. Certain elements should be

consistently employed on a campus-wide basis to provide visual continuity, harmony,

and legibility:

 Palette of theme plantings for repeated use, in particular canopy trees lining

pedestrian and bicycle paths.

 Common building materials and colors for campus architecture.

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 Comprehensive campus signage and graphics system.

 Common surface treatments of pedestrian and bicycle paths.

 Common lighting fixtures and supports.

 For existing open spaces undergoing redevelopment, existing elements will be

utilized to the extent possible. For new spaces, an overall character should be

established which will be used as each new building and associated open areas are

developed.

2.1.5 Crime Preventative Design

- the principles of crime preventive design and defensible space should be utilized in the

planning and design of outdoor space, particularly for major pedestrian paths and usable open

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spaces. This means design which discourages criminal activity and encourages visual

surveillance by campus users as well as campus police and security.

 Sufficient night lighting must be provided along major pedestrian routes, in activity

nodes, in parking areas and structures, and at major building entrances. The

installation of emergency telephones in strategic locations should also be considered.

 Landscaping and walls should be designed to maintain visibility between heavily

trafficked areas, and not as screens for potential intruders.

 Where possible, elevation differences, view "windows," and vistas should be used to

encourage surveillance between intensely used pedestrian areas, and between

pedestrian areas and well trafficked streets.

 Design which encourages development of identifiable open space "territories" with

which people associate themselves and neighboring users is desirable. This is

especially appropriate in campus residential communities.

2.1.6 Screening

– shall consist of screen plantings, walls or fences, berms or elevation differentials, or a

combination of these measures. For most situations, screening should be a minimum of

five feet in height. The following new facilities should be screened from view:

 trash collection areas, delivery/loading areas, outdoor storage areas, major above

grade utility installations, and most surface parking lots.

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2.1.7 Landscaping

- A theme plant palette should be established, listing plants for repeated use on campus

to further establish a sense of landscaping consistency. The following characteristics are

desirable for plantings on campus:

 low water requirements/drought tolerant, non-allergenic, ease of maintenance, non-

invasive root system, and pest and disease resistant

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2.1.8 Barrier Free Design

- pedestrian routes and usable open spaces should be designed and landscaped to permit

access and use by physically handicapped persons. Buildings, parking facilities and

grade separated crossings must be accessible to the physically disabled as well.

2.1.9 Campus Legibility

- equally important as campus signage in orienting people is the "legibility" of the

campus -- the capacity of the campus to provide users visual clues as to their location

and direction of movement. A number of proposals embodied in the plan are designed to

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enhance and augment the legibility of the campus for both the campus community and

visitors:

 Use of landmark buildings to further distinguish activity nodes.

 Further development of transition zones which provide a distinct campus edge along

arterial streets and planning area boundaries.

 Creation of campus gateways, in part defined by gateway buildings. Enhancement

and development of linear pedestrian corridors, most with major vistas to be

preserved.

 Use of campus theme plantings and campus color and materials palettes to provide a

consistent, coherent "background" for special features (above).

 Preservation of the historic district and wall of the campus.

2.2 Campus Transition Zones

2.1.10 Street Treatment

 Provide a continuous landscaped buffer along the street, retaining a sidewalk parallel

to but not necessarily abutting the roadway.

 Further develop the existing landscaping pattern, if any, or establish a new pattern. ·

Accommodate underground utilities.

 Encourage city to retain or install landscaped median.

 Provide directional graphics as needed.

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2.1.11 Visual Access

 Retain formal campus entrances.

 Provide designated campus gateways.

 Develop the proposed "windows" into the campus.

2.1.12 Vehicle Circulation and Parking

 Provide routes internal to the campus to accommodate most University traffic.

 Provide access to University buildings from internal campus streets; remove existing

driveways entering local neighborhood streets where and when feasible.

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 As a goal, bring all University-related vehicles into the campus parking system

(including daily fees, metering, and annual permits).

2.1.13 Landscape Buffer

 Develop the setback as a continuous landscaped buffer, incorporating screen

plantings; berms, walls, or elevation changes where feasible; a sidewalk a minimum

of 5 feet in width; and night lighting.

 Coordinate design of the perimeter landscape buffer with appropriate neighborhood

constituencies, and be sensitive to existing historical streetscape elements.

 Where campus streets intersect local neighborhood streets, plant the University street

corners with more intensive and/or accent plantings.

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2.3 Urban Design Concepts/Principles/Theories for Campus Planning

1. Ease of Movement

To establish a network of safe travel options, all modes of transportation, but especially

public transportation, walking, and cycling, must be integrated and simple to use. This

involves making it easy for people to move around in a school. In line with its environmental

concerns, this type of concept encourages walking as the main mode of transportation inside

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school settings. It is critical to support this by reducing reliance on automobiles and

enhancing public transportation infrastructure. People will not only be able to move around

more freely, but they will also get healthier as a result of increased walking

2. Placemaking

The phrase "placemaking" has virtually lost its significance in recent years, although it

remains one of the most essential urban design principles. It is a people-centered approach to

public space planning and design. It enables and encourages individuals to build areas that

are affluent, liveable, healthy, and environmentally friendly.

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Simply said, placemaking is the construction of memorable locations. While connection,

safety, and sustainability are all vital parts of urban planning, the true "art" lies in making

them distinctive, entertaining, and significant all at the same time. The greatest urban settings

have a characteristic that guarantees they make a long-lasting and pleasant impression in the

minds of tourists and potential residents.

3. Wayfinding

Wayfinding is a tool for determining where you are and how to get to your destination. It

refers to the indications offered by the urban environment to help individuals find their way

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about in an urban design setting. One option is to use signage. However, standard directional

signage is ineffective, especially for the blind or visually challenged. Excessive signage can

also create unsightly settings. Modern urban navigation entails incorporating a broader range

of visual, audio, and tactile cues into streetscapes and buildings.

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3 CONCEPT RELATED INFORMATION FOR DESIGN

3.1 How We Design Impactful Learning Spaces

Designing exceptional campus learning spaces means thinking outside of the box. We

look for ways to get students to become active participants in the campus community and

engage with their lessons long after classes end. This holistic, campus-wide approach to

design has a greater impact on students than traditional designs and can even improve student

retention, test scores, grades, and graduation rates. To help students succeed, we focus on

these five campus design principles:

1. Make learning spaces flexible and modular

2. Encourage collaboration among students

3. Find tech-friendly solutions

4. Improve student comfort and focus

5. Connect classrooms to public spaces

 Make Learning Spaces Flexible and Modular

A flexible or modular learning space not only supports different learning

styles, but it also enables colleges and universities to offer students more courses

in a wider range of subjects. Classrooms can be used for more than one type of

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lesson, including lectures, roundtable discussions, hands-on projects, and

multimedia presentations.

 Encourage Collaboration Among Students

Students learn best when they can collaborate. Designing campus learning

spaces to foster collaboration encourages students to take more creative risks as a

group and lean on their peers for support or advice.

 Find Tech-Friendly Solutions

Today’s college and university students typically rely on laptops, tablets, and

other technology for note-taking, homework, presentations, and other types of

learning. Campus learning spaces should make it easy to use technology

effectively. Mobile charging stations and desks or chairs with charging outlets are

a great way to support this.

 Improve Student Comfort and Focus

According to a University of Washington report, the physical environment of

learning space has significant impact on student learning outcomes. Heating,

lighting, noise, air quality, and interior design all have an effect on student

comfort and focus

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 Connect Classrooms to Public Spaces

The spaces between classrooms provide some of the most valuable learning

opportunities on campus. Too often, architects focus all of their time and effort on

designing campus learning spaces without considering what connects them. A

hallway, common area, or even a stairwell is a great place to inspire students to

learn outside of class.

3.2 Other Campus Design Concepts

Ten Minute Walk Distance

As the plan's first premise, the opportunity to expand the campus within the

10 minute walking distance can be realized through the development of the plateau

area east of Anderson Hall. Note the centre point of the 400m walking radius has

shifted from the central east-west spine of linked buildings to a location north-west.

This shift of the 'walking circle' began to facilitate a significant plateau development

scheme within walking distance, but signalled a distancing of future development

from the coulee or river setting. In this version, most of the research park and all of

the plateau residence areas are beyond this perimeter distance.

Re-alignment of Valley Road Entrance

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In this plan, the north access road is emphasized as the primary entrance in the

suggestion of a broad boulevard re-aligned from its current location. The road itself is

a natural separator of campus areas and defines the far reach of the academic area.

The emphasis on this access point diminishes the intuitive waypoint of the original

entrance on Aperture Drive leading directly to the Library, Students' Union and the

main east-west connection of buildings leading to University Hall.

Pedestrian Linkages

Access points to campus for dedicated pedestrian use enhance exterior

connections between the city interface and between buildings.

New Quadrangle

Public realm space to provide a public gathering space in the relocated heart

of campus. The idea follows more traditional views on campus outdoor spaces which

usually are a strong organizing planning element at the start of a development.

3.3 10 Things to Remember When Designing a University Campus

1. ADOPT URBAN PLANNING STRATEGIES

Designing a University campus is like planning a mini town. It is imperative to

imagine the project’s scale for an urban public realm and design on an axis. As one of

society’s most treasured assets, its planning also needs to be aligned with the pace of facility

investments and uncertain funding streams so that the design is flexible and in tandem with

future developments.

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2. DRAW ATTENTION AND PAINT AN IDENTITY

It is easy for newcomers to get lost in the maze of buildings and pathways at a

University campus. A focus helps visually dominate a space acting as a landmark to help

people navigate. This focus also has cultural and social significance and can be a center for

recreational activities. It is an integral part of the design that draws eyes towards it.

3. PRACTICE PLACEMAKING & UTILIZE VARIETY OF SCALE

From large-scaled quadrangles to small-scaled connective spaces such as corridors,

the campus has to serve multiple functions on a variety of scales. Architects need to decipher

the correlation between activities so that the design promotes their inter-relatedness. It allows

the seamless integration of core facilities such as places of social and cultural milieu with the

academic blocks (research labs, lecture halls, studios, etc.).

4. CREATE THE DIGITAL REPOSITORY

Progressive digitalization has reduced our visits to the traditional silent sanctuaries of

paper scrolls. But the quality environment a library offers is still popular among the students

of the higher education arena. Thus, there is a need not for a repository of paperbacks but of

contemporary multi-functional spaces that encourage learning by harnessing the

technological innovations of the age.

5. USHER CREATIVITY WITH INCUBATION SPACES

With the start-up culture on the rise, dedicated pockets that spark discussions are

required where students can experiment, fail, and start over. These spaces help forge

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connections of academia with the industry. In the advanced technological setting, it is an

architect’s responsibility to create an environment that promotes a flexible learning

environment and encourages the entrepreneurial spirit.

6. THE CAMPUS LIFE EXPERIENCE

On-campus residency is an integral part of the whole college experience for the

students. The design should cater to the array of housing needs of the students as well as the

teachers. These living spaces should accommodate the contemporary student’s hectic

lifestyles and provide all the necessary amenities.

7. BIOPHILIC NEED OF THE HOUR

Scientific studies have proven the therapeutic effect of biodiversity on stressed minds.

Thus, tending to the campus landscape is essential because it offers a sense of retreat to the

students dabbling with multiple deadlines. A lush green lawn is always a welcome sight for

the people of any age group. Dotted with plants, these spaces generate a healthy mindset for

the entire community.

8. DESIGN FOR ALL

The campus needs to have a barrier-free approach. The designer should ensure all

areas, whether recreational or institutional, and all pedestrian routes should follow inclusive

design guidelines. All paved walkways must have contrasting edge demarcations, provision

of handrails, and curb cuts. There should be separate toilet stalls in public spaces for the

disabled.

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9. FOCUS ON SPORTS AND HEALTH

All work and no play make Jack a dull boy. Planning of sports grounds, gymnasium,

and even rejuvenating spas are of immense importance for the University. These need to

follow Olympic standards and guidelines. Medical health centers also need to be planned

meticulously. This building block needs to be accessible to all at all times.

10. USE SUSTAINABILITY AS AN EDUCATIONAL TOOL

Campus design embodies visions and mirrors the goals of the University.

Sustainability is one such core value that needs to reflect in the design as the carbon footprint

of a large-scale project such as this can have a profound impact on the environment.

3.4 Sustainable Campus Design

Planning

 Seeks to develop a holistic way of life that has minimum impact on the

environment and its precious and diminishing resources.

 an integrated development process that combines design, construction

and maintenance practices that consider the environmental, economic

and social impacts of buildings

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3.5 Sustainable Campus Planning

Sustainability in campus planning calls for focusing on four interrelated

components basic to strategic planning:

1. Energy

Use of renewable sources. the environmental and economic benefits of

using this renewable energy include: generating energy that produces no

greenhouse gas emissions from fossil fuels and reduces some types of air pollution.

Diversifying energy supply and reducing dependence on imported fuels.

2. Transportation/Walkability

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consideration of travel distances leads to a greater integration of student and

faculty residential accommodations with teaching facilities.

3. Water

Use and storage of rainwater for building maintenance and landscape

irrigation must be incorporated as a key ingredient in campus planning and building

design.

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4. Materials

Use materials with low embodied energy. Embodied energy is the energy

associated with the manufacturing of a product or services. This includes energy used

for extracting and processing of raw materials, manufacturing of construction

materials, transportation and distribution, and assembly and construction.

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4 REFERENCES

Krueger, J. (2019). Urban School Design: Embracing Density and Innovative Solutions to

Spatial Challenges.

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Lubach, D. (2021). 5 Trends in Creating Outdoor Spaces on College Campuses.

https://www.facilitiesnet.com/educationalfacilities/article/5-Trends-in-Creating-

Outdoor-Spaces-on-College-Campuses--19386

Government of Western Australia. (2000). Opening of Curtin University bus station.

https://www.mediastatements.wa.gov.au/Pages/Court/1999/11/Opening-of-Curtin-

University-bus-station.aspx

Comiskey, N. (2020). The Case for Public Space.

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https://www.vmdo.com/architecture-blog/the-case-for-public-space/

Burt, C. (2021). How colleges can leverage outdoor spaces to expand campus activity.

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campus-activity/

The University of Melbourne. (2020). Landscape.

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Library News. (2018). Library outdoor study spaces.

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Western Carolina University. (n.d.). Environmental Science Program.

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environmental-science.aspx

REALMstudios. (2019). murdoch university student hub - major courtyard upgrades.

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https://www.realmstudios.com/post/murdoch-university-student-hub-major-

courtyard-upgrades

Morries, L. (2017). The 9 Best New University Buildings Around the World.

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around-the-world

Kliment, S.A. (2003). College and University Facilities. Hoboken, NJ: John Wiley & Sons, Inc.

https://www.wiley.com/enus/Building+Type+Basics+for+College+and+University

Edwards, B. (2000). University Architecture. London: Spon Press.

University Architecture | Brian Edwards | Taylor & Francis eBooks, Ref (taylorfrancis.com)

URL References:

https://www.re-thinkingthefuture.com/rtf-fresh-perspectives/a1607-10-things-to-remember-while-

designing-a-university-campus/

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education-slp/

https://www.ulethbridge.ca/masterplan/content/campus-design-concepts

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Campus Urban Design
2014190006 3/20/2023

https://pdc.arizona.edu/dssarchive/rev5/c_2.pdf

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