HomeMy WebLinkAbout222 W. LAUREL ST., CLASSROOM ADDITION - SPAR - SPA140002 - SUBMITTAL DOCUMENTS - ROUND 1 -October 4, 2006
COLORADO STATE UNIVERSITY
Wallace Roberts & Todd, LLC
AESTHETIC GUIDELINES
Draft
Main Campus
South Campus
Foothills Campus
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AESTHETIC GUIDELINES
COLORADO STATE UNIVERSITY
Wallace Roberts & Todd, LLC
October 4, 2006
Draft
Main Campus
South Campus
Foothills Campus
.
CONTENTS
Executive Summary ........................................... 1-1
I. Introduction
A. Background and Purpose ............................ 1-3
B. Methodology............................................... 1-4
C. Stategic Direction ....................................... 1-4
D. Principles ................................................... 1-5
E. How to use the Aesthetic Guidelines .......... 1-5
F. Expectations of Design/Engineering
Consultant Teams ........................................ 1-6
II. Main Campus
A. Campus Context .......................................... 2-1
B. Main Campus Composition ........................ 2-2
1. Open Space ........................................... 2-5
2. Circulation Corridors .......................... 2-15
3. Buildings ............................................. 2-23
C. Main Campus Materials ........................... 2-31
1. Building Materials .............................. 2-31
2. Landscape Materials ........................... 2-34
3. Furnishings .......................................... 2-40
4. Signage ................................................ 2-42
III. South Campus
A. Campus Context .......................................... 3-1
B. South Campus Composition ........................ 3-3
1. Open Space ........................................... 3-4
2. Circulation Corridors ............................ 3-9
3. Buildings ............................................. 3-11
C. South Campus Materials
1. Building Materials .............................. 3-15
2. LandscapeMaterials ............................ 3-17
3. Furnishings .......................................... 3-23
4. Signage ................................................ 3-26
IV. Foothills Campus
A. Campus Context .......................................... 4-1
B. Foothills Campus Composition .................. 4-2
1. Open Space ........................................... 4-2
2. Circulation Corridors ............................ 4-9
3. Buildings ............................................. 4-12
C. Foothills Campus Materials
1. Building Materials .............................. 4-18
2. Landscape Materials ........................... 4-20
3. Furnishings .......................................... 4-26
4. Signage ................................................ 4-29
V. Implementation
A. Implementing Design Review at CSU......... 5-1
B. CSU Design Review Committee Submittals5-6
VI. Appendix
A. Glossary of Terms ...................................... 6-1
B. Bibliography and Resources....................... 6-3
C. Acknowledgements..................................... 6-5
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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EXECUTIVE SUMMARY
Following the adoption of a Strategic Direction
and subsequently a Campus Master Plan for Colo-
rado State University’s Main, Foothills and South
Campus (Veterinary Research), the campus em-
barked on an Aesthetic Guidelines Program to
prepare design standards and guidelines for cam-
pus development and redevelopment. Simply
stated, if the Master Plan is the “Why and What” of
campus physical development, the Aesthetic
Guidelines represent the “How”.
The Aesthetic Guidelines Program is meant to
implement the recommendations of the campus
master plan by:
• Establishing the framework to incrementally
build new facilities.
• Reinforcing the patterns of campus open
spaces, edges and features.
• Setting criteria for building composition and
materials.
• Developing a consistent palette of site furnish-
ings, including signage, paving, lighting, and
furniture (benches, trash, etc.).
The Aesthetic Guidelines Program is intended as a
tool to be used in:
• Program development
• Site selection
• Facilities design and construction direction
• Design review and evaluation
These Aesthetic Guidelines are divided into five
chapters:
I. Introduction, defining the background, purpose,
methodology, principles on which these guide-
lines were developed and how to use them;
II. Main Campus
The Campus Context, discussing the rules for
the framework of districts, spaces and connec-
tions;
The Campus Composition, establishing the
patterns of open space, circulation, and build-
ing envelopes;
The Campus Materials, defining the consistent
materials for buildings, landscape, and site
furnishings;
III. South Campus
Following the same format as chapter II,
Context; Composition; and Materials.
IV. Foothills Campus
Following the same format as chapter II,
Context; Composition; and Materials.
V. Implementation, summarizing actions necessary
to move forward in developing the three
campuses.
Location diagram of the three campuses
addressed in the Aesthetic Guidelines.
1 - 2 INTRODUCTION
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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I. INTRODUCTION
A. Background and Purpose
Colorado State University has long been about the
land. Following a territorial bill in 1870, and the
dedication of up to 110 acres the following year,
what is now known as Colorado State University
emerged with an agrarian landscape – the seeding
of 20 acres of wheat at College Avenue and West
Laurel Street. The first significant structure “Old
Main” coincided with its 1879 designation as
Colorado’s land grant college for agricultural and
mechanical arts. Early years of campus develop-
ment concentrated around the Oval, where 13 of
the 14 campus historic buildings remain in use.
World War II veterans and the subsequent “baby-
boom” generation sparked an aggressive building
program during the 1950s through 1970s. With
limited funding and exceptional demand, two and
three story residential halls and classrooms sprung
up southwest of the Oval. Reflecting the design
tradition now referred to as “mid-century” modern,
the buildings did not follow the architectural
traditions, materials or the siting of those original
structures.
Today, many students describe the campus as
“open” and “rural” even though the campus’ 451
acres are mostly covered with its 146 buildings,
albeit at a relatively low density. The preserva-
tion of the historic Oval, the Campus Green and the
views west to the foothills all contribute to this
tradition of openness that one student even de-
scribed as “friendly.” While new buildings have
reflected the style of their era, they have main-
tained the low scale development pattern based on
the old street grid and implied in the original
campus.
With the adoption of the 2004 Campus Master Plan
“Foundation for a New Century,” CSU recognizes
that change is occurring and that many buildings
will either be remodeled, renovated or replaced as
they reach their life expectancy. New buildings
will infill interior surface parking lots. The
Campus Master Plan establishes the principles for
this change but it was recognized that guidelines
would be necessary to translate those principles
into specific recommendations for site develop-
ment, composition and use of building and land-
scape materials.
Rather than maintain the Quadrangle model (simi-
lar architecture around a common space, such as
how the campus started); or the Matrix model (a
collection of disparate buildings in a unified
landscape), CSU has emerged as a “University
Community” – a campus that has expanded from a
small cluster to a framework of buildings along a
grid pattern of streets. Much like its host city Fort
Collins, CSU has developed main pedestrian malls
1 - 4 INTRODUCTION
B. Methodology
The CSU Administration and Campus Facilities
Management Department instigated the preparation
of the Aesthetic Guidelines in January 2006 per the
direction of the Board of Governors. The campus
planning and design firm of Wallace Roberts &
Todd LLC was hired to facilitate the preparation of
the guidelines. The process initiated with an
understanding of strategic direction and master
planning principles along with a visual survey of
the campus environment. Tasks included inter-
views with the Vice President for Administrative
Services and focus group discussions with those
interested in campus planning and design (Facili-
ties Development Committee and Department of
Landscape Architecture students).
In addition, an open forum was conducted at the
Student Union to elicit staff, student and professor
opinions on CSU’s aesthetic quality. An examina-
tion of Design Guidelines and Design Review
Boards from other campuses was undertaken. The
outline was determined to address campus context,
composition, materials and implementation. An
intent was developed for each subject and specific
recommendations followed. The draft guidelines
were then reviewed by Planning Design & Con-
struction staff and the Vice President for Adminis-
trative Services.
C. Strategic Direction
The Aesthetic Guidelines Program is fully rooted
in the strategic direction for the University as well
as the Master Plan for the Campus. Its mission is
to reinforce the strategic direction and fulfill the
master plan direction.
Colorado State University established a Strategic
Direction in August of 2005 entitled “Setting the
Standard for the 21st Century”. In this document, a
vision was formulated: “the Colorado State Uni-
versity System will be the premier system of
public higher education in the nation”. Goals were
established to reach this vision and a number of
these goals relate to the physical development plan
of the campus.
Goal 34: Master Plan Building Plan
“Maintain and upgrade the overall campus envi-
ronment. In addition to improved learning and
research facilities (Goal 5 and Goal 21) we must
maintain a campus environment that meets the
needs of a flourishing academic community, includ-
ing support facilities that range from parking to
residential living/learning facilities. This goal
will be achieved in ways that complement the
aesthetic character and environmental commitment
of our campus through a design-review process
based on established criteria. Funding will come
from a variety of sources: State, Federal, donors,
students and users.”
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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D. Principles
From these established campus commitments, the
Aesthetic Guidelines presents three over-arching
principles that establish the intent and execution:
1. Strengthen CSU’s unique sense of place through
the design and maintenance of the physical
campus environment.
2. Define the Campus Framework as an interde-
pendent system of buildings and gathering
places linked by a hierarchical network of
circulation and sharing a common palette of
materials.
3. Make the campus a model of sustainability
through design composition, materials, con-
struction operations and campus maintenance to
optimize limited resources and protect our
environmental future.
These principles will ensure that the CSU campus
maintains and improves its physical character and
campus quality. It will reinforce the campus’
purpose of uniting diverse people and ideas in a
forum that promotes scholarly and social exchange.
It will ensure that future decisions regarding the
built environment respect the campus context,
address the necessary functionality, encourage both
the intellect and the community; consider the cost
effectiveness and the quality; and advance
sustainability for long-term operational efficien-
cies.
E. How to Use the Aesthetic
Guidelines
The design standards and guidelines established in
this document build upon the Master Plan recom-
mendations. The two documents should be viewed
as companion pieces and not independently.
Additionally, these Aesthetic Guidelines are meant
to be complimentary and supplementary to the
University Building (Design) Construction Stan-
dards Manual. This Manual references applicable
codes and standards for building projects.
It is the interrelationship between the campus’
framework of open space, circulation, and build-
ings that creates the urban form and physical
environment of the campus. Development is typi-
cally focused on building projects but the quality
and functionality of open spaces are critical to the
public realm and life of the campus. Open spaces
serve to create an understandable, attractive, and
cohesive environment of unifying social spaces.
Consistent lines of street trees, pedestrian pave-
ment, and distinct courtyards and plazas all con-
tribute towards these spaces.
While each project must contribute to the character
of the campus in a coordinated manner, there are
many different ways that an appropriate contribu-
tion is realized in detailed design. The guidelines,
therefore, are generally expressed in descriptive,
1 - 6 INTRODUCTION
Together with the Master Plan, the design stan-
dards and guidelines make up the design require-
ments for projects within each campus, from the
planning vision to detailed project design. A
designer or project reviewer should be familiar
with both levels of direction, starting with the
Master Plan. Both levels are critical to understand-
ing the context from which the design standards and
guidelines were framed, and the significance of
these to the intended urban design character of the
neighborhoods.
As projects are implemented, design or review of
a specific proposal requires decisions on the
architectural and landscape details of the project in
relation to the design standards and guidelines. In
using this chapter, greater emphasis should be
placed on effective interpretation of the statements
of intent rather than the particular examples used to
illustrate how the intentions can be realized.
For ease of use, the design standards and guide-
lines are presented in six sections, addressing
development on the Main Campus, South Campus
and Foothills Campus separately. Each section is
divided into two parts: 1) Composition, and 2)
Materials.
The items identified with a solid box n are stan-
dards—either required by prescriptive controls
that must be met or recommendations that are firm
in principle, but nonspecific in detail. Those
identified with an open bullet o are guidelines—
concepts that present an opportunity to contribute
to the character of the campus, but are not required.
To begin, the first standard is:
n Require all professional design or planning
teams, CSU Facilities Management project
managers, and members of each development
committee or Design Review board to be
familiar with the Master Plan, Strategic Plan
and the design standards and guidelines prior
to the planning and/or approval of a campus
development project.
F. Expectations of Design/
Engineering Consultant Teams
The design team is expected to follow the LEED
process and use the LEED rating system as a
project guide, regardless of the actual requirements
set by the University for specific projects (At the
start of the project, the University will determine
whether a project will be certified under one of the
LEED programs and which level is to be
achieved). For all projects, the design team is
required to organize the design and coordination
efforts to follow the intent of an integrated and
collaborative design process. The design charrette
process shall be integrated to develop and review
design alternatives, perform first cost analyses,
gain resolution on the project approach, determine
the evaluation criteria, and to develop program-
matic and sustainable design goals.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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II. MAIN CAMPUS
A. Campus Context
The main campus is within defined within the
boundaries of College Avenue, Laurel Street,
Shields Street and Lake Street. Near the core of
Fort Collins the campus shares a town scale that is
well suited for further development of multiple use
facilities, transit, walking and bicycling.
The following section – B. Main Campus Compo-
sition– defines standards and guidelines for these
elements followed by materials in section C. Library Plaza and University Mall is at the
crossroads of the main campus. Views of the
mountains are framed by Morgan Library and the
Lory Theater.
Figure 2.1 The 2004 Master Plan for the Main Campus illustrates existing and planned buildings, open
spaces and circulation corridors.
2 - 2 MAIN CAMPUS
B. Main Campus Composition
The main campus is composed of districts, each
having a specific interface with the surrounding
community and within the campus. They are
distinct not only in architectural style and materi-
als, but in land use, the configuration of open
space, and building’s relationship to the open
spaces and connections. The districts are (see
Figure 2.2):
• Historic
• Residential
• Academic
• Athletic
• Support
These districts overlap somewhat in function and
character. They are linked by a network of pedes-
trian circulation corridors. And the facilities and
activities of the University’s eight colleges are
widely distributed across the campus - unconfined
by districts. These three factors contribute to the
campus character of metropolitan/town - where the
collegial exchange of ideas, fundamental to the
University, are encouraged by the physical envi-
ronment.
As the main campus grows, following the 2004
Master Plan, buildings will infill the districts, open
spaces will replace surface parking, and the
pedestrian spines will be strengthened.
Historic buildings and open space distinguish the
northeast corner of the campus.
Residence halls line the athletic fields west of the
academic core..
The academic core spans the campus from north
to south.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Figure 2.2 Campus Districts
2 - 4 MAIN CAMPUS
It is the framework of open spaces and connections
that link the main campus districts and provide the
opportunity to strengthen the character. Buildings
house much of the activity of the University and are
fundamental to the character and image of the main
campus.
The trees and broad lawn along College Avenue
Figure 2.3 Framework Diagram illustrates
elements that define campus open spaces,
circulation and building siting.
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1. Open Space
The tradition of American university campuses is a
composition of open spaces defined by perimeter
buildings. Monfort Quad and the Oval are excel-
lent examples of the open spaces in this tradition.
As a land grant institution CSU has further opportu-
nity for addressing the variety of open spaces.
Every square foot of the campus is valuable, not
only in the composition of aesthetics, but also in
resource stewardship. The Aesthetic Guidelines
intends to include all the open space areas - formal
and remnant. Formal spaces such as the quads,
circulation corridors and utility yards, and rem-
nants, such as the building perimeter, should
contribute to the whole.
Figure 2.4 Open Space Diagram
2 - 6 MAIN CAMPUS
The open space, paths and trees of the Oval are
character defining features of the historic
district.
Outdoor sculpture can enhance the campus when
integrated to frame views, define a place to meet,
sit and study.
This section guides the treatment of open spaces
including:
a. Quads and Plazas
b. Courtyards and patios
c. Historic Landscapes
d. Campus Lagoon
e. Athletic Fields
f. Parking Lots
g. Bicycle Parking
h. Building Site
All the spaces are actively used in all seasons and
must be attractive and functional through day and
evening for the university and Fort Collins commu-
nities.
Landscape materials composed within these open
spaces include trees, site furnishings, and pave-
ment.
Public Art, Gifts and Memorials
The Foundation should carefully coordinate with
the Arts Display Committee (ADC) to understand
the policy and vision in order to respectfully
optimize the generous gifts and memorials. A
campus can become overwhelmed with donated
sculptures and memorials of varying quality and
meaning. Donors should be encouraged to con-
sider gifts for the dedication and maintenance of
open spaces, tree groves, and furnishings that are
tributes but are consistent in campus character.
Sherwood Forest lawn and mature trees offers a
quiet oasis at the center of the campus.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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a. Quads and Plazas
Quads are pedestrian oriented areas spatially
defined by buildings on all sides. They have
multiple entrances and are predominantly lawn.
Plazas are predominantly paved and serve the
more active portions of the campus. Quads and
plazas should provide interest, encourage interac-
tion, and facilitate movement between adjacent
buildings. These are spaces shared by the colleges
within the adjacent buildings as well as the whole
campus community.
Intent: to provide quads and plazas as major
gathering spaces throughout the campus.
n 1. Define quads and plazas with minimum
dimensions 150 square feet and maximum of
600 square feet.
n 2. Site lawns in large contiguous areas where
they will not be shaded by buildings, are
inviting to the community and easily accessible
to maintenance equipment.
Figure 2.5 Quads and Plazas
2 - 8 MAIN CAMPUS
n 3. Plant trees, shrubs, and groundcover in
areas between the lawn and building in re-
sponse to microclimate conditions, building
design and function.
n 4. Divide lawns and planting areas with a 6-
inch wide concrete mow strip.
n 5. Include storm water retention systems in the
lawns and planting areas.
n 6. Provide space for snow removal and
storage.
n 7. Provide a variety of seating arrangements
in sun and shade to allow for study, conversa-
tion, people watching, or quiet contemplation.
n 8. Design building entrances to be accessed
from the quad or plaza and be supported with
site furnishings including seating, trash recep-
tacles, bicycle racks, lighting and signage.
n 9. Locate trash receptacles, as appropriate, in
all plazas and quads, at building entries; in high
traffic areas, gathering areas, outdoor smoking
areas, and seating areas; and adjacent to any
shuttle bus shelter. Avoid locations where they
interfere with pedestrian movement.
o 10. Locate ash urns in plazas and quads at
outdoor smoking areas. Continue to educate the
campus community about their appropriate use.
n 11. Move designated smoking areas at least 50
feet from main building entrances and/or air
handlers.
o 12. Locate bicycle parking near entrances
without compromising access, views, pedes-
trian activity and gathering opportunities.
n 13. Design utility access within paved areas.
Elements such as hatches and grates must be
flush with adjacent surfaces so as not to im-
pede access.
o 14. Provide electrical outlets for special
activities such as seasonal lighting, perfor-
mances, etc. Outlets should be located where
they are not susceptible to damage and can be
integrated into the adjacent landscape.
o 15. Provide conveniently located connections
to potable water for temporary use in the
preparation or clean-up of approved events.
o 16. Locate Wi-Fi equipment discreetly on
adjacent buildings for service in quads and
plazas.
n 17. Provide emergency phones in coordination
with campus police.
Monfort Quad is an excellent example of an open
space enhanced by the introduction of a new
building, Natural and Environmental Sciences.
The site improvements include a variety of places
for gathering, study, and relaxation..
Monfort Quad
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Elm trees in the historic Oval frame the view of
the Administration building.
b. Courtyards and Patios
These are small outdoor spaces generally associ-
ated with one building.
Intent: to provide courtyards and/or patios as open
space resources associated with all major build-
ings. These spaces should also serve as gathering
places and respites.
n 1. Program the uses and facilities of court-
yards and patios with building occupants and
maintenance personnel.
n 2. Design spaces for flexible use over the life
of the building.
n 3. Provide seating and planting to complement
the seasonal patterns of sun and wind.
o 4. Provide access for services including
power and water for outdoor facilities, Wi-Fi.
n 5. Site on south or west sides where solar
access is available.
c. Historic Landscapes
The Oval is treasured for its simple lawn, elm
trees, pathways and historic buildings. The limited
structured seating areas are an important character
defining feature.
Intent: to preserve the historic landscape character
of the campus and ensure its renewal over time.
n 1. Preserve and maintain the historic spatial
character of the Oval and the surrounding open
space.
n 2. Update the National Historic Register to
include the landscape, including College
Avenue and Laurel Street edges, and Sherwood
Forest.
n 3. Follow the NPS Secretary of Interior’s
guidelines to prepare a resource management
plan for the treatment of the landscape’s con-
tributing elements (trees, pavement, lights,
etc.).
n 4. Continue to replant trees as they age to
ensure the character of the historic landscape is
maintained for future generations.
Rockwell Hall courtyard invites outdoor use.
2 - 10 MAIN CAMPUS
d. Campus Lagoon
The campus lagoon sits within the lawn west of
Lory Student Center. It is a focus for many formal
and informal student activities. It contains water in
the summer.
Intent: to maintain and provide for both storm
water management and large, informed gatherings.
o 1. Consider formally naming the area includ-
ing the grove of trees, lagoon, open lawn east
of Meridian north of University Mall.
o 2. Reconstruct the lagoon with a varied edge
to include planting areas for phytoremediation,
and native plant riparian species.
o 3. Define the boundary of the grove and
expand the planting of trees to define views
and contribute to the campus forest.
e. Athletic Fields
Intent: to maintain the open space and views
across the campus.
o 1. Provide the minimum lighting necessary to
conduct athletics while not contributing to light
spill or intrusion, especially on adjacent
residential districts.
o 2. Provide the minimum necessary fencing for
athletic activities. The area should appear
open and unencumbered.
Lory Student Center and Theater across the
Campus Lagoon
The open character of the athletic fields is
important to the campus framework.
The pond near the Greenhouse is an excellent
example of varying the edge with stone, plants
and water.
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f. Bicycle Parking
Intent: to provide safe, accessible bicycle parking
at each building that does not interfere with pedes-
trian service or access.
o 1. Integrate bicycle parking into the composi-
tion of paths and planting near building en-
trances.
o 2. Install enough standard bicycle racks to
meet the university’s bicycle parking standards
according to the type and use of each building.
o 3. Provide a quantity of bicycle racks to serve
each facility based a current ratio of bicycle
parking spaces per building type and popula-
tion. Allow extra room for growth in ridership.
o 4. Consider shading large bicycle parking
areas (outside of view corridors) with trees.
o 5. Screen bicycle parking (where feasible)
with shrubs or walls at a maximum height of 36
inches.
o 6. Screen bicycle parking on the University
Avenue view corridor.
Bicycle parking along the Academic Spine is
appropriately consolidated near building
entrances, shaded and screened from view.
Recommended planting area and seat wall on
University Avenue would partially screen the
bicycle parking enhancing the view across the
center of campus.
2 - 12 MAIN CAMPUS
Bioswales in parking lots collect stormwater
runoff allowing it some to soak into the ground,
slowing flood conditions and adding character to
the landscape.
Bioswales are configured to direct water linearly
as well as to let it soak into the soil.
g. Parking Lots
Surface parking lots occupy a significant amount of
real estate on the Main Campus and are actively
used by the university and Fort Collins communi-
ties day and evening, throughout the year. These
should be improved to enhance the quality and
functionality of the campus.
Intent: to provide parking lots that contribute to
both the parking space count and limit environmen-
tal impact.
Even with the planned addition of structured
parking in the future, surface lots will continue to
be a feature of the main campus. To better integrate
them into the overall campus character:
n 1. Require site improvements as part of the
design and construction of all new parking lots
to include areas for tree growth, capture storm
water and improved vehicular and pedestrian
function.
Bioswales and biosquares refer to planting
areas in the parking lots.
o 2. Develop a phased approach to reconstruct
existing parking lots. Reconstruction should
provide areas for tree growth, storm water
retention and improved vehicular and pedes-
trian function.
n 3. Plant groups of canopy trees as landscape
islands in parking lots to break up the expanse
of paving and cars.
o 4. Orient planting areas to complement
pedestrian desire lines. Where feasible, align
planting areas to assist in directing pedestrians
to destinations, such as transit stops, malls and
entries.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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o 5. Select trees to allow 8 foot vertical clear-
ance (clear trunk height) above parking spaces
to avoid limb breakage. The shrub under story
should be naturally growing to a height less that
30" to maintain visibility.
o 6. Plant shade trees in surface parking lots to
achieve 50% shade coverage of the paved area
within 5 years of installation.
o 7. Design and locate planting areas to collect,
retain, and direct snowmelt and stormwater
runoff. Use regional water quality standards to
determine the ratio of planting area to paved
parking; each parking lot is to achieve 25%
permeability within the vehicular area.
o 8. Consider use of permeable pavement for
further stormwater infiltration.
n 9. Wheel stops are required to protect plant-
ing areas with no curb. Keep plants and
irrigation heads 2 feet from the wheel stops or
face of curb to allow for vehicle overhang.
o 10. Provide for a minimum of 100 square feet
of planting area for each tree.
n 11. Irrigate all parking lot planting areas.
n 12. Plan for parking lots to be redeveloped as
multi-level parking structures. Wrap parking
structures with buildings such as housing and or
office above street level retail. Plan for
adequate space between structures to allow fire
separation, ventilation and circulation. Allow
for buildings to be constructed in phases to
facilitate funding.
n 13. Layout parking bays in efficient direction to
promote pedestrian circulation efficiencies.
Biosquares are openings in the pavement at low
points to capture storm water. They may be
configured to allow pedestrian circulation across
the parking lot in dry times.
The parking lot between Lory Student Center and
Rockwell Hall should be redesigned to include
planting areas for shade and stormwater
detention.
2 - 14 MAIN CAMPUS
New understory planting would assist in
screening the building services on the north side
of Ammons Hall.
g. Building Site
Site improvements are part of the planning and
design of a new building or a renovation associ-
ated with one or a group of existing buildings. The
landscape is key to creating an inviting and colle-
gial environment outside as well as inside the
building; to connecting the building with its larger
campus setting; and to clarifying circulation and
wayfinding.
Intent: to develop building envelopes to enhance
the campus experience.
n 1. Require site improvements to be included
in the design and construction of all new
buildings.
o 2. Use massed plantings of trees, shrubs, and
groundcover to integrate the building with its
site and the surrounding campus and to make
efficient use of irrigation water.
n 3. Coordinate the design of planting areas
with roof drains to collect runoff.
n 4. Direct storm water runoff away from
buildings and access routes.
n 5. Protect existing trees from damage during
construction.
o 6. Limit lawn to areas near building en-
trances, where they receive full sun and where
they can be efficiently maintained.
n 7. Provide a 12 inch wide concrete strip at the
base of buildings in planting areas.
n 8. Provide 12 inch wide concrete mow strips
under fences.
n 9. Divide lawns and planting areas with a 6
inch wide concrete mow strip.
o 10. Group site furniture, including benches,
trash receptacles and ash urns, at entries, to
enhance use and reduce clutter.
n 11. Screen views of loading areas, storage,
utilities and outdoor equipment from defined
open spaces and circulation corridors.
The corridor between Microbiology and
Anatomy/Zoology could be improved with
planting.
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2. Circulation Corridors
Streets and pedestrian paths linking the spaces and
facilities across the campus make up the circula-
tion corridors. They can frame views across the
campus and beyond, which is fundamental to
orientation and wayfinding.
Intent: to unify the campus character, accommodate
pedestrian, bicycle and vehicular traffic safely
with inviting places established along the way.
a. General
n 1. Plant trees consistent in species, spacing
and alignment at the edges of defined circula-
tion corridors, i.e. 30 feet on center.
n 2. Plant and maintain the understory of shrubs
naturally growing to a height of less than 36
inches where visibility across the planting area
is important for security.
n 3. Design routes for emergency access,
garbage, and snow removal to enhance the
pedestrian experience.
Figure 2.6 Circulation Corridors
2 - 16 MAIN CAMPUS
n 4. Integrate the design of pedestrian and
emergency access pavement to minimize the
visual impact of pavement. For example, use a
form of turfblock with low growing
groundcover.
o 5. Design areas off the primary pedestrian
paths for gathering.
o 6. Provide site furnishings at all pedestrian
gathering areas such as seating, trash recep-
tacles, lighting.
North-south Academic Spine
Recommended seating and planting along the
Academic Spine between Clark and Morgan
Library.
b. Pedestrian Malls
Academic Spine
The Academic Spine is the central campus walk-
way through the Main Campus’ academic core,
from the Engineering Complex south to Prospect
Street. While a number of buildings currently have
entrances from the Academic Spine, these guide-
lines recommend additional entries to address the
corridor and means to further enliven the campus.
n 1. Expand the pedestrian area in width and
length to complete the spine from Laurel south
to Lake Street.
n 2. Repave Isotope Drive to match the whole
length of the corridor, see section C.2.a
Pavement.
n 3. Maintain a view from Engineering to Yates
keeping trees out of the central alignment.
n 4. Accommodate emergency vehicle access.
n 5. Replace the lawn in the sloped planting
areas of the Clark building with deciduous
trees, low growing shrubs and groundcover.
o 6. Consider adding seating and replanting
shrubs in the grid west of the Clark building.
n 7. Define the pedestrian route across the
parking lot between Lory Student Center and
Rockwell with pavement and planting.
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University Avenue
The Master Plan calls for University Avenue to be
closed to automobile traffic from West Drive. The
resulting pedestrian mall should be improved with
the following:
n 1. Maintain the open view west to the moun-
tains.
n 2. Redesign the plaza in front of Warner
College to include a grove of deciduous trees
to frame the views, and provide shaded gather-
ing space.
n 3. Repave the pedestrian area, see section
C.2.a Pavement.
The framework of University Mall defines building edges, pavement and planting opportunities.
Section illustrates the recommended grove of
trees at Warner College plaza.
The character of Lory Plaza is to be distinct from
the pedestrian malls.
Current view on University Avenue west across
the campus.
2 - 18 MAIN CAMPUS
c. Campus Edges & Entrances
The edges of the Main Campus are important to the
definition of the university within the city of Fort
Collins.
Intent: to reinforce the edges and provide clarity to
the points of entry.
College Avenue
College Avenue is a four lane collector street (U.S.
Highway 287/Colorado Highway 14). The east
side of the street (off campus, with the exception of
the Performing Arts building) hosts a mix of low
scale commercial, office and some residential
buildings.
The broad lawn and large mature trees between the
street and the buildings is important to the charac-
ter of both the university and the community.
n 1. Maintain the wide open lawn setting
buildings back to align with the Field House.
o 2. Include the landscape in the Historic
register update.
Figure 2.7 Campus Edges and Entrances
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Centre Avenue
The southern entrance to the Main Campus is at
Prospect and Centre Avenue.
n 1. Add trees along both sides of the street to
screen parking and housing.
n 2. Coordinate improvements with those along
Centre Avenue and the CSU South Campus.
Laurel Street
The campus edge along Laurel Street is historic at
east of Rockwell Hall. To the west the residence
halls sit back from the road.
n 1. Maintain the parkway planting of elm trees
along Laurel.
o 2. Redesign the planting areas north of resi-
dence halls to enhance student use and stew-
ardship of resources. For example lawn areas
could be replanted with drought tolerant–low
maintenance evergreen groundcover where it is
not used by students.
Shields Street
The west boundary is Shields Street. It is a busy
vehicular route across town and divides the
university’s large parking, recreational fields and
resident halls from a growing commercial district.
o 1. Replace lawn with drought tolerant–low
maintenance shrub bed to screen parking lots.
Laurel Street camps edge at Howes Street entry.
Centre Avenue at Prospect Street.
Open views across lawn to parking could be
improved with shrub planting.
2 - 20 MAIN CAMPUS
d. Campus Streets
Streets convey vehicular, bicycle and pedestrian
access as well as provide views across the cam-
pus. The design of streets is an opportunity to
unify the campus landscape.
Intent: Improve streets to a consistent level of
quality across the campus.
n 1. Require site improvements (including
sidewalks, lighting, and street trees) as part of
the design and construction of all new road-
ways .
Mason Transit Corridor
Mason Street contains an active freight railroad. It
is planned to be converted to a regionally serving
commuter rail line with access to the campus.
n 1. Reconfigure and relocate parking along
Mason Street to establish bicycle lanes and
make way for the commuter rail access.
n 2. Enhance the sloped railroad bed (in coor-
dination with the transit authority) with pedes-
trian pavement, goundcover planting.
Meridian Avenue
The mid-campus road is a circuitous route from
Loomis Street on the north to South Whitcomb
Street.
o 1. Consider eliminating the road from South
Drive to West Plum Street to improve pedes-
trian safety and expand the central open space.
n 2. Relocate parking from the street.
n 3. Create a crosswalk for east-west pedes-
trian and bicycle traffic.
Mason Street where the tracks are flush with the
road.
Railroad in ballast divides Mason Street.
Parking along Meridian Avenue
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West Plum Street
West Plum Street is lined with residential halls
along the north side and Moby Arena and recre-
ational facilities along the south side. This street
conveys pedestrians, vehicles and bicyclists
between the northeast corner to the campus.
o 1. Replace lawn areas with drought tolerant -
low maintenance evergreen groundcover where
it is not actively used by students.
South Drive
South Drive connects the Library to Shields Street.
The recreation fields are north of South Drive west
of Meridian this street.
o 1. Remove on-street parking and straighten the
sidewalk.
Pitkin Street
Pitkin is a corridor from College Avenue west to
Shields. The segment near the Academic Spine is
closed to vehicular traffic. The street is not
straight but views of the mountains are clear and
valuable to the campus.
o 1. Provide contiguous sidewalks, lighting and
street trees with the development of future
university facilities along Pitkin Street.
The lawns outside the residence halls could be
minimized to reduce maintenance and water use.
Parking and sidewalk on South Drive near the
Library should be reconfigured.
Pitkin Street view west from Braiden Drive.
2 - 22 MAIN CAMPUS
g. Utility Corridors
Utility service of energy, technology, and water/
sewer are fundamental to the University. The
boxes, hatches and poles are generally unsightly
and distracting from the aesthetics of the campus.
Intent: to minimize negative aesthetic impacts of
the required utility structures and easements.
n 1. Locate all utilities in the street or pedes-
trian mall to avoid conflict with street trees.
n 2. Center all utility connections from the street
to buildings between street trees (or a minimum
of 20’ from the center of tree trunks).
n 3. Design and coordinate the location of all
above-ground utilities, enclosures, and service
areas as part of the adjacent building massing
and materials. Do not locate utility boxes,
vaults, poles, etc., above ground in the side-
walk. In no case shall a utility box limit the
sidewalk clear-zone to less than 5 feet.
n 4. Design hatches for below-ground utilities
to match the adjacent sidewalk. Locate hatches
away from snow removal path.
e. Sidewalks
n 1. Provide a minimum clear zone of 5 feet in
horizontal width on each side of vehicular
street for pedestrians and ensure a minimum of
7 feet in vertical clearance for all sidewalks.
n 2. Make pedestrian paths that are also desig-
nated for use by authorized vehicles a minimum
of 10 feet wide with space for the 25 foot
turning radius of a typical maintenance vehicle.
Pavement and subsurface should be designed to
withstand the load of snow-removal and
cleaning equipment. Design routes of mainte-
nance vehicles should complement the pedes-
trian environment.
n 3. Design pedestrian paths designated as
emergency vehicular routes to meet the city of
Fort Collins’ standards and to complement the
pedestrian environment of the campus.
n 4. Direct snowmelt and storm water runoff
away from pedestrian paths.
n 5. Create bioswales to collect surface runoff
before it crosses pavement areas and to reduce
puddling and damage to walkways. Bioswales
may be grass-lined where adjacent to a lawn
area, or planted with low shrubs and grasses.
They should be graded to direct water away
from paved areas.
o 6. Provide pedestrian crossing aids such as
push buttons at all signalized street crossings.
f. Campus Bikeway
n 1. Establish a campus bikeway throughout the
Main Campus to facilitate safe and efficient
riding.
n 2. Develop connections to the city system of
bike paths, and regional transit.
Pedestrian path along the lagoon is on top of the
levee.
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3. Buildings
The architecture of the original campus buildings,
centered primarily around the oval green, is one
where classical elements are incorporated in
carefully scaled and proportioned (and often
smaller) buildings. Most of these buildings are
examples of Neo-classical architecture (1900-
1940). Their facades generally follow the ‘tri-
partite’ organization of base, column or wall, and
capital, roof, or pediment.
The architecture of the later buildings represents
more of an eclectic mix of styles. Some buildings
follow the International Style of architecture
(1950-1980) in which buildings and their spaces
are shaped by wall or roof planes and sections of
glazed windows and curtain walls. Most of the
newer (and mostly larger) buildings do not follow
a particular architectural style and often incorpo-
rate flat or low-sloped roofs. These buildings often
lack the façade organization of the older buildings.
Ammons Hall
Clark Building
Residence Hall Yates Hall
2 - 24 MAIN CAMPUS
a. Building Siting / Orientation
The composition of new buildings will enhance the
overall campus.
Intent: to contribute to the definition of new and
existing outdoor spaces and the enhancement of
existing spaces or pathways
n 1. Locate main building facades and entrances
to face a major pedestrian route or open space
which is adjacent to the building.
n 2. Establish secondary entrances to provide
access from parking areas and service access
away from the main public circulation areas.
n 3. Situate key building features, such as a
main building entrance or façade, a window for
a key interior space (such as a common lounge,
reading room, or meeting space) or a signifi-
cant landscape feature. Service areas or back-
of-house areas should not terminate a visual
axis on campus.
o 4. When possible, locate new buildings or
additions to take advantage of solar orientation
to maximize daylighting opportunities, mini-
mize visual glare issues, and to maximize the
impact on building climate control systems.
Orient the majority of building spaces south or
north. Provide passive or active controls to
manage direct sunlight on the South side.
Minimize the exposure to the East and West.
Provide passive or active controls to manage
low sun angles on these sides.
n 5. Relate new construction, including addi-
tions to buildings to the uses and geometry of
adjacent buildings.
n 6. Frame significant views to the mountains.
n 7. Work within the Project Boundary
Solar orientation of buildings.
pp y p
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b. Setbacks and Build-to Lines
Intent: to reinforce the street and/or public open
space with setback lines.
n 1. Provide additional setbacks near building
entrances to accommodate accommodate
outdoor gathering areas near entrances and
strengthen the entrance.
n 2. Position building facades to respect the
build-to lines along the street or public open
spaces.
The north facade of Microbiology establishes the
build-to-line on Pitkin Street.
Figure 2.8 Building Setbacks and Build-to Boundaries
2 - 26 MAIN CAMPUS
c. Building Massing and Scale
In 2006 the overall massing of the majority of
campus buildings is of one to three story structures.
Intent: to model new buildings after existing height
and massing patterns to ensure harmony and main-
tain the current pedestrian scale of the campus.
Maximize development on the selected building
sites and maintain a pedestrian scale for the street
or campus open space and limit the perceived
overall building scale and/or massing (limit the
size of singular structures or interconnected build-
ings).
n 1. Limit building length/depth to 300 feet.
Restrict the number of attached buildings to
three, provided further that the façade of any
attached building be visibly offset from the
adjoining building at an angle of approximately
90 degrees.
n 2. Require a minimum distance of 45 feet
between any two groups of attached buildings,
including accessory buildings, and a minimum
offset of 30 feet.
n 3. Avoid building one-story buildings.
n 4. Prohibit buildings taller that four stories in
order to maintain the current human scale on
the campus and to relate well to existing
campus structures. Design and program new
buildings to maximize a site’s potential, pro-
vided that the structures are consistent with the
height guideline.
Exception 1: allow mechanical penthouses, etc.
or projects to exceed the height limit if the
following conditions are met:
Exception 2: provide an additional building
setback above 80 feet or four stories (which-
ever is taller) in order to maintain a pedestrian
scale environment and maximize the solar
exposure of the outdoor spaces
Additional review and approval requirements:
n 5. If part of the building or structure serves as
an orientation point or gateway on campus,
provide a 3-D massing simulation with view
studies to demonstrate that it provides visual
connections on campus.
Exception: provide a 3-D massing simulation
with view studies if the proposed building is
taller than four stories to demonstrate that the
proposed design maintains the pedestrian scale
of the campus.
Building height
Building length
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d. Building Plan and Program
Distribution
New buildings are encouraged to establish pro-
gram elements that could take advantage of adja-
cent exterior spaces on the ground level.
Intent: to organize buildings and distribute program
spaces to maximize activity on campus and to
strengthen the relationship between interior spaces
on campus and the exterior campus environment.
n 1. Locate common public spaces and func-
tions near building entrances and along main
pedestrian walkways or adjacent to plazas,
quads, or patios (at the ground floor level).
n 2. Incorporate design solutions that maximize
natural day-lighting to improve visibility of the
entrance areas and common spaces from the
exterior.
n 3. Locate spaces with windows adjacent to
public open spaces (on all levels).
n 4. Locate those program spaces on the ground
level of the building that can take advantage of
or use the exterior spaces (examples: student
lounge, lunch area, art gallery, etc.).
Urban cafes and retail are examples of active
ground floor uses.
Ground floor access to day light, and pedestrian
visibility.
2 - 28 MAIN CAMPUS
e. Building Entrances
Building entrances are the active inteface between
the buildings and the campus landscape. The
interior lobby and associated outdoor spaces to
serve as meeting and gathering spaces that encour-
age and promote interaction between the building
users and visitors.
Intent: to situate building entrances so they are
visible, prominent and provide an opportunity for
visual transparency and connection between
interior and exterior.
n 1. Design building entrances to be clearly
visible, prominent, and contribute to the life
and activity of the pedestrian environment and
provide protection against extreme climate and
weather conditions through the use of vesti-
bules and overhangs.
n 2. Encourage visual access to academic
activities from the pedestrian environment
through window and lighting systems that
strengthen the connection between indoor and
outdoor spaces.
n 3. Use clear or lightly tinted glazing materials
around the entrance areas. Avoid using highly
reflective glazing.
n 4. Design building lighting or area lighting to
prevent glare and incorporate indirect lighting
and lighting by illuminating walls and other
surfaces.
o 5. When applicable, position lobby security
desks to allow security guards clear lines of
sight to the building and lobby entrances.
The lobby at Yates Hall is on the primary
pedestrian path.
Urban retail example of a clearly defined entry.
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f. Equipment and Utilities
Utility structures that serve the building are re-
quired to be accessible for maintenance but should
be sited out of the public view.
Intent: to minimize unsightly boxes from the cam-
pus landscape.
n 1. Locate equipment and other utility struc-
tures out of direct view from the main campus
spaces and the main pedestrian areas. Give
priority to solutions that incorporate mechani-
cal equipment in the building (vault, basement,
mechanical penthouse, etc.)
n 2. Screen service, utility, maintenance and
storage areas, including solid waste containers,
loading and unloading areas and heating,
ventilating and air-conditioning equipment,
from direct view (from public view and
adjacent buildings) with enclosing walls or
buffer planting. Design visual screening to be
of sufficient density to appear opaque and of
sufficient height to constitute an effective
screen.
n 3. Prohibit equipment or utility structures near
within 100 feet the main building entrance.
g. Service Access and Trash
Management
Service areas are fundamental to the daily function
of the building and campus.
Intent: to design service areas with the building
and landscape.
n 1. Locate service access areas away from the
main pedestrian entrance and circulation and
integrate them into the building design,
screened from direct public view.
This on-site building equipment is not well
screened from the public view.
Trash and equipment is behind the horizontal
screen.
n 2. Design screen walls to be consistent with
the building architecture or follow the site
design guidelines.
n 3. Provide service access out of direct view
of the main pedestrian entrance.
n 4. Incorporate trash collection and holding
areas into the building and screen them from
direct public view.
n 5. Integrate mechanical areas into the building
and design them to screen the area from direct
public view and to prevent trash odors from
entering building areas or the main outdoor
public areas.
2 - 30 MAIN CAMPUS
h. Architectural Character
These guidelines do not prescribe a singular style
for buildings or additions, but required that all new
buildings follow the historic building façade
organization and express the base, middle and top.
This can be accomplished by using architectural
elements, building materials, proportions of the
wall fenestration, or building massing (including
the roof form).
Intent: to create campus continuity and consistency
while communicating the institutional values of the
University and expressing the intended program or
mission of the building(s). The design teams are
encouraged to design team to develop an architec-
tural style that reflects their place in time, while
being respectful of the existing architectural texture
and fabric.
n 1. Incorporate stone and brick in all new
building projects.
o 2. Create architectural character that supports
the educational message of the particular
project or department (for example: a building
for the arts department should provide inte-
grated display opportunities for 3-dimensional
art at or near the entrance; a building for the
environmental sciences department should
incorporate sustainable site or building systems
such as photo-voltaic panels).
Murals on the Animal Sciences facade add to the
quality of Monfort Quad.
Spruce Hall
A building detail that supports education.
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C. Main Campus Materials
The careful selection and use of materials is
fundamental to creating a consistent campus char-
acter through many projects over time.
1. Building Materials
The use of materials new to the market will only be
considered if the designer can provide test data
sufficient to convince the University’s Facilities
Management staff of their durability and reliability.
Sustainable materials and systems should be given
special consideration whenever possible within
the parameters of these aesthetic design guidelines
and the University’s Building (Design) Construc-
tion Standards Manual.
a. Roofs and Eaves
For new buildings in or adjacent to the historic
district, follow the institutional character of the
historic architecture and incorporate sloped roofs
(with a slope greater than 4 in 12), compatible
with the existing buildings. For new buildings in
the academic core and in the residential district,
incorporate a combination of sloped and flat roof
designs to improve the visual connection between
these districts and the historic campus.
n 1. For flat or low-sloped roof areas, select
energy star roof compliant, high-reflectance
and low-emissivity roofing materials or select
green or vegetated roofs for all or a portion of
the roof area (especially when roof areas are
visible from taller adjacent buildings).
o 2. Select slate, artificial slate (recycled
roofing product), metal, and terra-cotta roof
materials for sloped roof areas.
n 3. Prohibit the use of asphalt-type or fiber-
glass roofing shingles.
Roofs and eaves
2 - 32 MAIN CAMPUS
b. Exterior Cladding Materials
The existing buildings at CSU’s main campus
exhibit a wide range of materials and colors,
although the predominant materials are natural
stone, light colored brick and pre-cast concrete. In
this context, exterior materials and colors should
be chosen to be compatible with the colors within
the particular campus district or neighborhood and
to be cost effective over the life of the structure.
Intent: to improve the visual unity on the campus
as a whole and by requiring integration of the
original and more institutional (and durable)
materials in all new buildings and structures.
n 1. Preferred primary materials (especially
near entrances, along the main pedestrian
routes and facing public streets): natural stone,
brick, or pre-cast concrete.
If alternate materials are selected for portions
of the exterior envelope, ensure that the key
campus materials are located close to building
entrances and close to the pedestrian environ-
ment, in order to maintain the feel of richness,
texture, durability and human scale close to
where people move and where people ap-
proach the building.
n 2. Use natural stone for the dominant building
material (>50% of the solid wall surface of the
exterior cladding) at and near building en-
trances.
n 3. Give preference to local sources or locally
manufactured materials during the selection
process. Use exterior materials with integral
colors to minimize maintenance and to ensure
durability.
n 4. Integrate metal panel systems and other
modular systems such as slate, etc. only as
‘secondary’ materials. Use these materials near
main entrances or along the main pedestrian
open areas is not permitted.
n 5. Prohibit the use of Exterior Insulation and
Finish Systems (EIFS) or residential scale
siding, such as vinyl or aluminum siding.
n 6. Create building openings that contribute to
the day-lighting of the interior spaces and that
strengthen the relationship between the indoor
and outdoor environments.
o 7. Integrate windows and window wall
systems, if compatible with the indoor pro-
grams. Avoid highly reflective or dark tinted
glass.
o 8. Integrate stone and/or brick materials (used
as part of the exterior cladding materials) in
selected interior spaces, such as the entrance
vestibule and lobby areas.
n 9. Eliminate the use of stucco as an exterior
material.
Stone marks the entrance to the Morgan Library
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c. Fenestration
Fenestration such as window and door openings in
building facades can be used to reflect the heritage
of the historic architecture on campus and innova-
tive technologies of new buildings.
Intent: to design detailing to exhibit permanence,
human scale, visual richness and proportions
sympathetic to the historic buildings.
o 1. In punched openings in masonry walls,
incorporate a stone of cast-stone lintel and sill
detail and feature masonry returns to emphasize
wall thickness and add depth by the resulting
shadows. Locate windows and other glazing
systems towards the interior side of the wall to
maximize this effect.
o 2. When walls are terminated to transition
into a different material or into a glazed curtain
wall, incorporate a masonry return should be
incorporated to emphasize the wall thickness.
o 3. Provide solar screens or roof overhangs on
the south side of the structure to manage direct
sunlight into building spaces.
d. Signage
Intent: to assist in way-finding in a manner that
compliments the functions and aesthetics of the
campus.
n 1. Provide building signage that includes the
building name and the departments, and the key
use(s) of the building.
n 2. Integrate this signage into the entrance
design of the building.
Overhangs provide shade at the residence halls.
Punched windows at the Morgan Library
n 3. Provide places in the main entrance vesti-
bule to incorporate donor recognition opportu-
nities (including signage). Incorporate signage
into the overall architectural design.
n 4. Provide location for a keystone indicating
the year of construction (completion). Accept-
able materials: natural stone or cast-stone.
2 - 34 MAIN CAMPUS
2. Landscape Materials
a. Pavement
Pavement on the Main Campus is important for
utilitarian and aesthetic value. Vehicular pavement,
roadways and driveways are typically asphalt and
consistent with city standards to facilitate emer-
gency services, delivery and community interface.
Pedestrian pavement should be seen as separate
and distinct from vehicular paving.
Intent: to establish a palette of basic materials that
complements buildings and for ease of mainte-
nance, extension or repair through the development
of the campus.
n 1. Use pavement materials in their elemental
form, such as concrete (plain, colored, scored
and/or with exposed aggregate), stone or
precast concrete pavers. Stamped concrete is
not permitted.
n 2. Use plain gray cast-in-place concrete with
a medium broom finish as the standard campus
paving for sidewalks and pedestrian areas,
except where special paving is designated in
gathering places.
o 3. Consider paving outdoor gathering places,
such as plazas, courts, and building entries,
with other materials following the hierarchy of
circulation corridors. Hierarchy of pavement
types:
a. Courtyard and patio pavement may be stone
or precast (concrete or brick) pavers to
complement the architecture.
b. Academic Spine – heavily exposed con-
crete, natural gray color.
c. Plazas – precast concrete pavers
n 4. Precast concrete pavers – rectangular form,
natural gray or beige tones to complement the
historic CSU blond brick.
n 5. Stone – Dakota stone may be rectangular or
flag.
o 6. Brick pavers may be red or blond brick
pavers where they relate to adjacent buildings.
n 7. For colored pavement, use earth tones
found in the region. Any deviation from the
campus standard gray must provide the specific
mix for future repair.
n 8. Design pedestrian pavement of designated
accessible routes to meet the Americans with
Disabilities Act (ADA) criteria for slopes,
width, and finish.
Stone pavement
Heavily exposed aggregate concrete and brick
pavers
Pre-cast concrete pavers in an ashler pattern
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b. Planting
The plant materials (trees, shrubs, groundcover,
grasses, vines and perennials) on the CSU Main
Campus are an important opportunity to present the
mission and values of the university. With strong
programs in agriculture, horticulture, forestry and
natural resources, the campus landscape should be
a place to actively showcase positive values in
management and aesthetics, and conduct relevant
forms of research.
Fort Collins native plants are now being valued by
the greater community. Many of the trees important
to Rocky Mountains forests are found on the
campus and could be further employed in meaning-
ful and beautiful compositions. Exotic species
have a place as part of what should be a campus-
wide arboretum and sacred cultural markers of
historic aesthetics.
Intent: to enhance the campus with healthy plants
appropriate to the setting, composed in a functional
and meaingful way.
n 1. Use color, texture, and form of plants in the
composition of landscape spaces.
n 2. Refer to the Campus Landscape Plant
Palette in this section.
o 3. Conduct soil testing in the site development
stages to obtain recommendations to improve
soil fertility and to determine if subsurface
drainage and aeration systems are required to
maintain the growth of trees.
n 4. Do not use nonnative plants that have been
identified as noxious and/or invasive.
n 5. Plant and maintain low-growing (1’ - 3’ in
height), drought-tolerant shrub species that
are visually appealing in their natural form
(unpruned). These will serve to meet objec-
tives of enhanced security, sustainability, and
low maintenance.
n 6. Create a simple ground plane of lawn in
areas of active use.
o 7. Screen undesirable views with larger
shrubs and vines on fences and/or trellis where
visibility for security is not an issue.
n 8. Use ADA appropriate tree grates (minimum
5 foot X 5 foot) in pedestrian pavement at
locations of high pedestrian traffic such as in
plazas, quads, and courtyards.
n 9. Provide and design tree grates that allow for
the increase of tree caliper and prevent the
accumulation of debris.
n 10. Fill the space between the finish grade of
the tree and the tree grate with gravel larger
than 1/4 inch to limit the accumulation of
debris under the grate while still allowing air
penetration.
n 11. Make planting areas a minimum of 5 feet by
8 feet for flower, groundcover, and shrub beds.
2 - 36 MAIN CAMPUS
Plant Palette
The Plant Palette is detailed in the following
matrices that define:
• Guidelines for locating and composition,
• Characteristics of form, color and habit; and
• Requirements for optimal growth.
Definitions
Bioswale – A planting area that filters pollutants
out of storm water.
Screen – Plants that form a visual and/or physical
barrier.
Pedestrian Barrier – Plants that form a physical
obstruction to pedestrian circulation.
In Lawn Area – Trees that function well in turf.
In Pedestrian Pavement – Trees that function well
in small planting areas surrounded by pavement
and/or in tree grates.
Landmark Planting – Prominent trees within a
landscape.
Showy Flowers/Seasonal Color – Plants that have
distinguishing flowers and/or seasonal color.
Evergreen – Plants that have green, persisting
foliage year-round.
Colorado Native – A member of a plant species
that inhabited Colorado prior to European contact.
Non-Invasive – Plants that will not proliferate and
overrun or displace native vegetation.
Historically Significant – Plants with a particular
importance in the history of the campus and/or the
state.
Small Shrub < 2’ Tall
Medium Shrub 2’-4’ Tall
Large Shrub >4’ Tall
Small Tree > 20’ Tall
Medium Tree 20’-40’ Tall
Large Tree > 40’ Tall
Full Sun >6 hours of direct sun per day.
Partial Shade 3-6 hours of sun per day.
Shade < 3 hours of direct sun per day.
Drought Tolerant – Plants that can tolerate arid
conditions with little or no supplemental water.
Tree identification on the Main Campus
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Plant Palette Campus Appropriate Growth
Approval Uses Characteristics Rqmts.
Trees
CSU Facilities Maintenance
Bioswale
In Lawn Area
In Pedestrian Pavement
Landmark Planting
Showy Flowers/Seasonal Color
Evergreen
Shade Canopy
Colorado Native
Historically Significant
Small Tree ( >20' Tall)
Medium Tree (20'-40' Tall)
Large Tree ( > 40' Tall)
Full Sun
Partial Shade
Shade Tolerant
ABIES CONCOLOR White Fir zz z z
ACER GLABRUM Rocky Mountain Maple zz z z z z
ACER GRANDIDENTATUM Bigtooth Maple zzz z zz z z
ACER PLATANOIDES Norway Maple zzz z z z z
ACER SACCHARINUM Sugar Maple zz zz z z
ACER TATARICUM Tatarian Maple zz z
ALNUS TENUIFOLIA Thinleaf Alder zz z z
AMELANCHIER SPP. Serviceberry zz z z
BETULA FONTINALIS Rocky Mountain Birch zz zzz z
BETULA PAPYRIFERA Paper Birch zz z z z z
CERCIS CANADENSIS Eastern Redbud zz z z z
FRAXINUS PENNSYLVANICA Green Ash z z zz zz z
GLEDITSIA TRIACANTHOS INERMIS Thornless Honeylocust zz z z z z
KOELREUTERIA PANICULATA Golden Raintree zzz z z z z
MALUS SPP. Crabapple zz z z
PICEA GLAUCA White Spruce zz z
PICEA PUNGENS Colorado Spruce zzz z z z
PICEA PUNGENS GLAUCA Colorado Blue Spruce zzz z z z
PINUS ARISTATA Bristlecone Pine zzz z z
PINUS EDULIS Pinyon Pine zzz z
PINUS FLEXILIS Limber Pine zzz zz z
PINUS PONDEROSA Ponderosa Pine zz z
PINUS STROBIFORMIS Southwestern White Pine zz z z
POPULUS TREMULOIDES Quaking Aspen zz z z zz z
PRUNUS CERASIFERA 'NEWPORT' Newport Plum zz z z z
PRUNUS MAACKII Amur Chokecherry zz z zzz
PSEUDOTSUGA MENZIESII Douglas Fir zzz z z
PYRUS CALLERYANA Callery Pear 'Redspire's zz z z
QUERCUS GAMBELII Gambel Oak zz z z
QUERCUS ROBUR English Oak zzz z z
SORBUS AUCUPARIA European Mountain Ash zz z z z
TILIA CORDATA Little Leaf Linden zz z z z z
ULMUS AMERICANA American Elm zzz z zz z z
2 - 38 MAIN CAMPUS
Plant Palette Campus Approp. Growth
Approval Uses Characteristics Rqmnts.
Shrubs
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Evergreen
Colorado Native
Pedestrian Barrier
Attractive to Wildlife
Small Shrub ( <2' Tall )
Medium Shrub ( 2'-4' Tall)
Tall Shrub ( > 4' Tall)
Full Sun
Partial Shade
Shade Tolerant
AMELANCHIER SPP. Serviceberry zz z z zz z
ARCTOSTAPHYLOS UVA-URSI Kinnikinnick zzz z z z
ARTEMISIA TRIDENTATA Big Sagebrush zzzz z z
CEANOTHUS FENDLERI Fendler Ceanothus zz z z z z
CERCOCARPUS LEDIFOLIUS Curl-leaf Mountain Mahogany zzz z zz
CERATOIDES LANATA Winterfat zzzzz z zz
CORNUS SERICEA Red Osier Dogwood z zzz z z
COWANIA MEXICANA Cliffrose zzzz z z
EUONYMUS ALATUS Burning Bush zz z z z
FALLUGIA PARADOXA Apache Plume zzzzz z z
FENDLERA RUPICOLA Cliff Fendler Bush zz z z
FORSYTHIA 'MEADOWLARK' Meadowlark Forsythia zz z z
HIBISCUS SYRIACUS Rose-of-Sharon zz z z z
HOLODISCUS DUMOSUS Rock Spirea zz z zz z
LIGUSTRUM VULGARE 'LODENSE' Lodense Privet zz z z z z
LONICERA X 'EMERALD MOUND' Emerald Mound Lonicera zz z z
POTENTILLA FRUTICOSA Shrubby Cinquefoil zzzz z zz
PHILADELPHIS MICROPHYLLUS Littleleaf Mock-Orange zz z z z
PRUNUS AMERICANA Wild Plum zz z z z zz z
PRUNUS BESSEYI Sand Cherry zz z z z z
PRUNUS X CISTENA Cistena Plum zz z z z
MAHOHIA REPENS Creeping Mahonia zzz z
RHUS AROMATICA 'GROW-LOW' Grow-Low Sumac zz z
RHUS GLABRA CISMONTANA Smooth Sumac zz z z z
RIBES AUREUM Golden Currant zzzzz z zz
RIBES CEREUM Wax Currant z zzz z zz
ROSA WOODSII Woods Rose/Wild Rose z zzz z zz
SHEPHERDIA CANADENSIS Russet Buffaloberry zzz z z
SYMPHORICARPOS ALBUS Snowberry zz z z
VIBURNUM TRILOBUM American Cranberrybush z zz z zz
YUCCA SPP. Yucca zz zz
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Plant Palette
Campus Approp. Growth
Approval Uses Characteristics Rqmnts.
Ground Covers and Vines
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Evergreen
Colorado Native
Full Sun
Partial Shade
Shade Tolerant
ANTENNARIA SPP. Pussytoes zz z
ARABIS SPP. Rockcress zz z
ARENARIA VERNA Moss Sandwort zz z
ARMERIA MARITIMA Thrift zz zz
ARTEMISIA SCHMIDTIANA 'SILVER MOUND' Silver Mound Sage zz
CALLIRHOE INVOLUCRATA Poppy Mallow zz
CAMPSIS RADICANS Trumpet Vine zz z
CONVALLARIA MAJALIS Lily-of-the-Valley zz z
DELOSPERMA COOPERI Purple Ice Plant zz
EUONYMUS FORTUNEI 'COLORATA' Purpleleaf Winter Creeper zz
HOSTA SPP. Plantain Lily zz
IBERIS SEMPERVIRENS Candytuft zz zz
LONICERA JAPONICA 'HALLIANA' Hall's Japanese Honeysuckle zz zz
MAHONIA REPENS Creeping Mahonia zz z
PARTHENOCISSUS TRICUSPIDATA Boston Ivy zz z
PENSTEMON PINIFOLIUS Pineleaf Penstemon zz z
POLYGONUM AUBERTII Silver Lace Vine zz
POTENTILLA NEPALENSIS 'WILLMOTTIAE' Willmott Cinquefoil zz z
SEDUM SPURIUM 'DRAGON'S BLOOD' Sedum zz z
THYMUS SERPYLLUM Mother-of-Thyme zz zz
TRUCRIUM CHAMAEDRYS Germander zz z
WALDSTEINIA FRAGARIOIDES Barren Strawberry zz zz
Grasses
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Colorado Native
Attractive to Wildlife
Small Grass ( <2' Tall )
Medium Grass ( 2'-4' Tall)
Tall Grass ( > 4' Tall)
Full Sun
Partial Shade
Shade Tolerant
AGROPYRON SPICATUM Bluebunch Wheatgrass zz z z
ANDROPOGON GERARDII Big Bluestem zz z z z z
ARISTIDA LONGISETA Red Three-awn zz z z
BOUTELOUA CURTIPENDULA Side Oats Grama zz z z
ELYMUS ELYMOIDES Bottlebrush Squirreltail zz z z
ORYZOPSIS HYMENOIDES Indian Ricegrass zzz z z
SORGHASTRUM NUTANS Indian Grass zzzzz
2 - 40 MAIN CAMPUS
3. Furnishings
Site furnishings are functional elements—such as
seating, trash receptacles, and bicycle racks—that
help establish and reinforce the image and charac-
ter of the campus. Standardizing these elements
unifies the campus visually, reduces maintenance,
and simplifies replacement.
Intent: to unify the campus landscape with a palette
of site furnishings.
n 1. Install a family of stock items that coordi-
nate with campus lighting and signage and that
are durable, attractive, and easy to maintain.
n 2. Coordinate colors and style of similar
materials to unify the campus. Avoid painted
materials when possible. Natural color of the
material is preferred to minimize long-term
maintenance and express the campus character.
Brushed aluminum is preferred where metal, is
used.
o 3. Use recycled materials when possible. In
place of wood, use recycled wood composite
in its natural color.
o 4. Over time, remove and replace site furni-
ture to coordinate with the evolving campus
image.
a. Seating
o 1. Provide seating throughout the campus to
promote collegiality, enjoyment of the outdoor
space, and enhance the pedestrian character of
the campus.
n 2. Locate seating in groups and individually at
building entrances, in gathering places, and
along streets and paths, in sight of campus
activity, and to capture distant views.
o 3. Make seating height between 14 and 18
inches above the pedestrian pavement and
level with the horizon. The depth of each seat
should also be between 14 and 18 inches.
o 4. Appropriate materials for seating include
low walls, large boulders, as well as benches.
Seating with back supports should conform to
the human body and contribute to a relaxing
place to sit.
o 5. Provide mixture of benches and picnic
tables for outdoor study.
n 6. Use one standard bench that is durable and
comfortable. Benches should be linear in
design, with a metal frame and recycled wood
composite slats. Benches may have back
supports as the composition of furnishings
allows. Benches without backs are useful
where seating is accessible from either side.
n 7. Locate or design seating in a way that
prevents inappropriate use by skateboards,
skates, or activities other than seating.
n 8. Use picnic tables that have a center post
permanently fixed to the pavement. A mix of
seating arrangements should be provided,
including tables with four seats, three seats
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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b. Trash and Recyclable
Material Receptacles
o 1. Use complementary receptacles for trash,
recyclable materials, and smoking that are
durable, require low maintenance, and can
sustain periodic power-washing.
n 2. Receptacles should be non-descript without
logos.
n 3. Receptacles for trash and recyclable
materials should have easily accessible lids
that keep out snow, rain and animals.
d. Walls, Fencing and barriers
o 1. Site retaining walls should be designed to
provide seating where appropriate. In such
cases walls should be 16-18 inches tall and
20-24 inches wide. Design walls to prevent
skateboard activity.
n 2. Construct site retaining walls using native
stone, cast-in-place concrete, or precast
concrete block.
o 3. Precast concrete block retaining walls
should be rectangular with a flat face. A mini-
mum of three sizes of blocks should be used
following an ashlar pattern. The color of
precast concrete blocks should match the
adjacent soil color, adjacent pavement, or
building.
n 4. Use forms and materials for fences and/or
site walls that complement the adjacent archi-
tecture and site design. Chain link fencing is
not appropriate on the Main Campus.
o 5. Avoid the use of bollards through compre-
hensive site design. Where required, install
removable bollards in emergency access
routes.
c. Bicycle Racks
Currently there is a variety of rack types used for
mass bicycle parking.
o 1. Use independent racks where only a few
are necessary.
Rack for
two
bicycles
Multiple bike rack
The retaining
wall at the
College Ave.
underpass is a
good example of
a rectangular,
flat face
concrete block
structure.
2 - 42 MAIN CAMPUS
e. Site Lighting
Each fall semester a “walk of lights” is conducted
by the campus police, Facilities Management and
other groups concerned with nighttime safety to
assess light levels throughout the campus. This is
an effective method to assess minimum require-
ments. To improve evening activity additional
lighting should be considered with new buildings,
renovation and enhanced pedestrian malls.
o 1. Encourage additional lighting where it
enhances the whole neighborhood.
n 2. Prohibit specially designed lighting of an
individual building that is out of character to
the neighborhood and/or adjacent buildings and
uses.
o 3. Include electrical outlets located throughout
the square and ample conduit providing for
temporary sound and lighting systems.
n 4. Use full cutoff fixtures for street and
Early campus lighting New poles and fixtures
will replace the older
lights.
parking lot lights.
o 5. Design the lighting of utilities, enclosures,
and service areas to complement adjacent land
uses, architectural lighting, and/or circulation
elements.
o 6. Refer to the Building (Design) Construction
Standards Manual, Division 16 and Appendix
Sole Source Products for standard equipment.
n 7. The use of Bollard Lighting Systems is not
permitted.
4. Main Campus Signage
This document initiates the update of graphics
(forms, colors, and materials) and signage in
coordination with the CSU Foundation Develop-
ment Office, Facilities Management, and the Sign
Shop.
A sign design manual should be contracted to
provide construction documents for specifications
of materials, typography, and costs for budgeting of
fabrication and installation. Intent: to contribute to
clear and inviting wayfinding for the campus
community and visitors. Signs are to be consistent
in character within a hierarchy of types for specific
purposes as applied to all the CSU, Fort Collins
campuses.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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The original monuments of blond brick with cast
concrete, stone base and cap.
n 1. Integrate signs into the system of open
space, circulation, and buildings, complement-
ing the styles and materials used in buildings
and furnishings.
o 2. Design all components to be economically
feasible for implementation, vandal resistance
and maintenance.
o 3. Build on the established character of the
historic signage monuments along College
Avenue.
o 4. Develop priorities for a phased approach
for replacing noncompliant signs on all cam-
puses.
n 5. Comply with City of Fort Collins, State and
Federal requirements to facilitate services and
community cooperation in the public right-of-
way and on campus.
o 6. Develop sign content, layout, and specific
site location with Administration and Facili-
ties.
Street signs on the main campus are being
updated across the campus. Light poles should
be used to hang banners and/or directional
signage.
Signage on the Main Campus is based on the
historic stone and brick entry monuments located
north of University along College Avenue. Consis-
tency amongst the Fort Collins campuses will be
achieved through the use of stone bases (on most
sign types), green as the primary sign color, typog-
raphy, and the placement of the CSU logo. The
sign system calls for the further use of the existing
street signs and adding banners on the existing
concrete light poles.
2 - 44 MAIN CAMPUS
Building identification follows the standards with
a stone base, or no base at all.
Signage to the School of the Arts on College
Avenue could be red brick to match the buildings.
A changeable sign can be electronic but not have
moving images that distract motorists and detract
from the historic character of the community.
Visitor orientation kiosks include detailed maps
of the campus for use by pedestrians.
Visitor information and directional signs are to
be designed for use by motorists.
Entry monuments are located on both sides of the
entry street
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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III. SOUTH CAMPUS
A. Campus Context
South Campus, located south of the Main Campus
between Prospect, Mason, West Drake and Re-
search Boulevard, is a specialized university
district including the Veterinary Medical Center
(VMC) in the southern sector and Federal Natural
Resources Research Center (NRRC) in the north-
ern sector. The Master Plan and VMC Long Range
Plan calls for the build-out of the 132 acres to
include new research buildings and the replace-
ment and removal of buildings and facilities.
In 2006, the NRRC is primarily built-out in terms
of development program. Most of the property
north of NRRC is within the 100 year floodplain
and not suitable for development. This area is
valuable not only for regional storm water manage-
ment but as part of the open space system and
recreational facilities. It provides the “rural” and
open character cherished by many at the institution,
as well as long-range views to the foothills and the
main campus.
3 - 2 SOUTH CAMPUS
An additional 50 acres west of Center Avenue is
owned by Colorado State University Research
Foundation / Colorado State University Foundation
(CSURF/CSUF). This property is intended to be
developed as Medium Density Mixed Use provid-
ing light industrial, research and development,
offices and institutions.
The design challenges of the South Campus in-
clude:
• Creating a pedestrian scaled campus that
serves the particular needs of the university.
• Providing links to Main Campus and Fort
Collins through transit, walking and bicycling
to reduce dependency on the car.
• Allowing new VMC facilities to correspond
with the CSU campus aesthetic for teaching and
research buildings
• Infilling in a logical and efficient manner
• Promoting the consistent use of quality materi-
als
• Increasing sustainable measures to limit long-
term operational costs
Outdoor eating areas are located within easy
access of the work areas.
Large lawn areas surround the facilities at the
South Campus
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
B. South Campus Composition
Improvements and development of the South
Campus is planned to develop in building clusters
surrounding pedestrian oriented quads of plazas.
These clusters are surrounded by surface parking
and a broad vegetated buffer at the community
edges. The clusters are linked by vehicular and
bicycle/pedestrian paths.
Figure 3.1 South Campus Framework Diagram
3 - 4 SOUTH CAMPUS
1. Open Space
This section guides the treatment of open spaces
including:
• Quads and Plazas
• Courtyards and Patios
• VMC Pond
• Spring Creek Floodplain park
• Animal Enclosures
• Parking Lots
• Building Site
All the spaces are actively used in all seasons and
must be attractive and functional through day and
evening for the full time use of the hospital facili-
ties.
Landscape materials composed within open spaces
include trees, site furnishings, and pavement.
Public Art, Gifts and Memorials
South Campus has a few figurative outdoor sculp-
tures memorializing the work of the VMC. While
these are meaningful to the campus community too
many could overwhelm the landscape and overbur-
den growth of the facilities. The Foundation
should carefully coordinate with the Arts Display
Committee (ADC) to understand the policy and
vision in order to respectfully optimize the gener-
ous gifts and memorials. Donors should be
encouraged to consider gifts for the dedication and
maintenance of open spaces, tree groves, and
furnishings.
a. Quads and Plazas
Quads are pedestrian oriented open space areas
spatially defined by buildings on all sides. They
have multiple entrances and are predominantly
lawn. Plazas are predominantly paved and serve
the more active portions of the campus. Quads and
plazas should provide interest, encourage interac-
tion, and facilitate movement between adjacent
buildings. These are spaces shared by the colleges
within the adjacent buildings as well as the whole
campus community.
Intent: to provide quads and plazas as major
gathering spaces throughout the campus.
n 1. Define quads and plazas with minimum
dimensions 150 square feet and maximum of
600 square feet.
n 2. Site lawns in large contiguous areas where
they will not be shaded by buildings, are
inviting to the community and easily accessible
to maintenance equipment.
n 3. Plant trees, shrubs, and groundcover in
areas between the lawn and building in re-
sponse to microclimate conditions, building
design and function.
n 4. Divide lawns and planting areas with a 6-
inch wide concrete mow strip.
n 5. Include storm water retention systems in the
lawns and planting areas.
n 6. Provide space for snow removal and
storage.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
site furnishings including seating, trash recep-
tacles, bicycle racks, lighting and signage.
n 9. Locate trash receptacles, as appropriate, in
all plazas and quads, at building entries; in high
traffic areas, gathering areas, outdoor smoking
areas, and seating areas; and adjacent to any
shuttle bus shelter. Avoid locations where they
interfere with pedestrian movement.
o 10. Locate ash urns in plazas and quads at
outdoor smoking areas. Continue to educate the
campus community about their appropriate use.
n 11. Move designated smoking areas at least 50
feet from main building entrances and/or air
handlers.
o 12. Locate bicycle parking near entrances
without compromising access, views, pedes-
trian activity and gathering opportunities.
n 13. Design utility access within paved areas.
Elements such as hatches and grates must be
flush with adjacent surfaces so as not to im-
pede access.
o 14. Provide electrical outlets for special
activities such as seasonal lighting, perfor-
mances, etc. Outlets should be located where
they are not susceptible to damage and can be
integrated into the adjacent landscape.
o 15. Provide conveniently located connections
to potable water for temporary use in the
preparation or clean-up of approved events.
o 16. Locate Wi-Fi equipment discreetly on
adjacent buildings for service in quads and
plazas.
n 17. Provide emergency phones in coordination
with campus police.
b. Courtyards and Patios
These are small outdoor spaces generally associ-
ated with one building.
Intent: to provide courtyards and/or patios as open
space resources associated with all major build-
ings. These spaces should also serve as gathering
places and respites.
n 1. Program the uses and facilities of court-
yards and patios with building occupants and
maintenance personnel.
n 2. Design spaces for flexible use over the life
of the building.
n 3. Provide seating and planting to complement
the seasonal patterns of sun and wind.
o 4. Provide access for services including
power and water for outdoor facilities, Wi-Fi.
n 5. Site on south or west sides where solar
access is available.
c. VMC Pond
o 1. Reconstruct the pond with a naturalistic
edge, planting areas for phytoremediation, and
native plant riparian species.
o 2. Define the boundary of the pond and
3 - 6 SOUTH CAMPUS
d. Parking Lots
Surface parking lots occupy a significant amount of
real estate on the South Campus. These should be
improved to enhance the quality and functionality
of the campus.
Intent: to provide parking lots that contribute to
both the parking space count as well as limit
environmental impact.
To better integrate them into the overall campus
character:
n 1. Require site improvements as part of the
design and construction of all new parking lots
to include areas for tree growth, capture storm
water and improved vehicular and pedestrian
function.
Bioswales and biosquares refer to planting
areas in the parking lots.
o 2. Develop a phased approach to reconstruct
existing parking lots. Reconstruction should
provide areas for tree growth, storm water
retention and improved vehicular and pedes-
trian function.
n 3. Plant groups of canopy trees as landscape
islands in parking lots to break up the expanse
of paving and cars.
o 4. Orient planting areas to complement
pedestrian desire lines. Where feasible, align
planting areas to assist in directing pedestrians
to destinations, such as transit stops, malls and
entries.
o 5. Select trees to allow 8 foot vertical clear-
ance (clear trunk height) above parking spaces
to avoid limb breakage. The shrub under story
should be naturally growing to a height less that
30" to maintain visibility.
Bioswales in parking lots collect stormwater
runoff allowing it some to soak into the ground,
slowing flood conditions and adding character to
the landscape.
Bioswales are configured to direct water linearly
as well as to let it soak into the soil.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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o 6. Plant shade trees in surface parking lots to
achieve 50% shade coverage of the paved area
within 5 years of installation.
o 7. Design and locate planting areas to collect,
retain, and direct snowmelt and stormwater
runoff. Use regional water quality standards to
determine the ratio of planting area to paved
parking; each parking lot is to achieve 25%
permeability within the vehicular area.
o 8. Consider use of permeable pavement for
further stormwater infiltration.
n 9. Wheel stops are required to protect plant-
ing areas with no curb. Keep plants and
irrigation heads 2 feet from the face of curb to
allow for vehicle overhang.
o 10. Provide for a minimum of 100 square feet
of planting area for each tree.
n 11. Irrigate all parking lot planting areas.
n 12. Lay out parking bays in efficient direction
to promote pedestrian circulation efficiencies.
Biosquares are openings in the pavement at low
points to capture storm water. They may be
configured to allow pedestrian circulation across
the parking lot in dry times.
The parking lot between Lory Student Center and
Rockwell Hall should be redesigned to include
planting areas for shade and stormwater
detention.
3 - 8 SOUTH CAMPUS
e. Bicycle Parking
Intent: to provide safe, accessible bicycle parking
at each building that does not interfere with pedes-
trian service or access.
o 1. Integrate bicycle parking into the composi-
tion of paths and planting near building en-
trances.
o 2. Install enough standard bicycle racks to
meet the university’s bicycle parking standards
according to the type and use of each building.
o 3. Provide a quantity of bicycle racks to serve
each facility based a current ratio of bicycle
parking spaces per building type and popula-
tion. Allow extra room for growth in ridership.
o 4. Consider shading large bicycle parking
areas (outside of view corridors) with trees.
o 5. Screen bicycle parking (where feasible)
with shrubs or walls at a maximum height of 36
inches.
f. Building Site
Site improvements are part of the planning and
design of a new building or a renovation associ-
ated with one or a group of existing buildings. The
landscape is key to creating an inviting and colle-
gial environment outside as well as inside the
building; to connecting the building with its larger
campus setting; and to clarifying circulation and
wayfinding.
Intent: to develop building envelopes to enhance
the campus experience.
n 1. Require site improvements to be included
in the design and construction of all new
buildings.
o 2. Use massed plantings of trees, shrubs, and
groundcover to integrate the building with its
site and the surrounding campus and to make
efficient use of irrigation water.
n 3. Coordinate the design of planting areas
with roof drains to collect runoff.
n 4. Direct storm water runoff away from
buildings and access routes.
n 5. Protect existing trees from damage during
construction.
o 6. Limit lawn to areas near building en-
trances, where they receive full sun and where
they can be efficiently maintained.
n 7. Provide a 12 inch wide concrete strip at the
base of buildings in planting areas.
n 8. Provide 12 inch wide concrete mow strips
under fences.
n 9. Divide lawns and planting areas with a 6
inch wide concrete mow strip.
o 10. Group site furniture, including benches,
trash receptacles and ash urns, at entries, to
enhance use and reduce clutter.
n 11. Screen views of loading areas, storage,
utilities and outdoor equipment from defined
open spaces and circulation corridors.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
2. Circulation Corridors
Streets and pedestrian paths linking the spaces and
facilities across the campus make up the circulation
corridors. They can frame views across the
campus and beyond, which is fundamental to
orientation and wayfinding.
Intent: to unify the campus character, accommodate
pedestrian, bicycle and vehicular traffic safely
with inviting places established along the way.
a. General
n 1. Plant trees consistent in species, spacing
and alignment at the edges of defined circula-
tion corridors, i.e. 30 feet on center.
n 2. Plant and maintain the understory of shrubs
naturally growing to a height of less than 36
inches where visibility across the planting area
is important for security.
n 3. Design routes for emergency access,
garbage, and snow removal to enhance the
pedestrian experience.
n 4. Integrate the design of pedestrian and
emergency access pavement to minimize the
visual impact of pavement. For example, use a
form of turfblock with low growing
groundcover.
o 5. Design areas off the primary pedestrian
paths for gathering.
o 6. Provide site furnishings at all pedestrian
gathering areas such as seating, trash recep-
tacles, lighting.
b. Edges and Entrances
The edges of the South Campus are important to the
standing of the university and the city of Fort
Collins.
1. West Drake Road
2. Mason Street Corridor
3. West Prospect
4. Research Road
5. Center Avenue
c. Campus Streets
Streets convey vehicular, bicycle and pedestrian
access as well as provide views across the cam-
pus. The design of streets is an opportunity to
unify the campus landscape.
Intent: Improve streets to a consistent level of
quality across the campus.
n 1. Require site improvements as part of the
design and construction of all new roadways
including sidewalks, lighting, and street trees.
3 - 10 SOUTH CAMPUS
d. Sidewalks
n 1. Provide a minimum clear zone of 5 feet in
horizontal width on each side of vehicular
street for pedestrians and ensure a minimum of
7 feet in vertical clearance for all sidewalks.
n 2. Make pedestrian paths that are also desig-
nated for use by authorized vehicles a minimum
of 10 feet wide with space for the 25 foot
turning radius of a typical maintenance vehicle.
Pavement and subsurface should be designed to
withstand the load of snow-removal and
cleaning equipment. Design routes of mainte-
nance vehicles should complement the pedes-
trian environment.
n 3. Design pedestrian paths designated as
emergency vehicular routes to meet the city of
Fort Collins’ standards and to complement the
pedestrian environment of the campus.
n 4. Direct snowmelt and storm water runoff
away from pedestrian paths.
n 5. Create bioswales to collect surface runoff
before it crosses pavement areas and to reduce
puddling and damage to walkways. Bioswales
may be grass-lined where adjacent to a lawn
area, or planted with low shrubs and grasses.
They should be graded to direct water away
from paved areas.
o 6. Provide pedestrian crossing aids such as
push buttons at all signalized street crossings.
e. Campus Bikeway
n 1. Establish a campus bikeway throughout the
Main Campus to facilitate safe and efficient
riding.
n 2. Develop connections to the city system of
bike paths, and regional transit.
f. Utility Corridors
Utility service of energy, technology, and water/
sewer are fundamental to the University. The
boxes, hatches and poles are generally unsightly
and distracting from the aesthetics of the campus.
Intent: to minimize negative aesthetic impacts of
the required utility structures and easements.
n 1. Locate all utilities in the street or pedes-
trian mall to avoid conflict with street trees.
n 2. Center all utility connections from the street
to buildings between street trees (or a minimum
of 20’ from the center of tree trunks).
n 3. Design and coordinate the location of all
above-ground utilities, enclosures, and service
areas as part of the adjacent building massing
and materials. Do not locate utility boxes,
vaults, poles, etc., above ground in the side-
walk. In no case shall a utility box limit the
sidewalk clear-zone to less than 5 feet.
n 4. Design hatches for below-ground utilities
to match the adjacent sidewalk. Locate hatches
away from snow removal path.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
3. Buildings
The architecture of the South campus buildings is
more of a commercial than of an institutional style.
The NRRC (Federal Natural Resources Research)
buildings are examples of contemporary 3-story
office buildings with flat roofs and with brick and
glazed storefront systems as the pre-dominant
façade materials. The VMC (Veterinary Medical
Center) buildings range from 2-story industrial
architecture (majority of the main medical center
building) with flat roofs to 1-story agricultural
buildings with sloped metal roofs.
Since this campus is almost complete (the NRRC
campus portion is largely built-out) these guide-
lines seek to create a campus quadrangle architec-
ture on the remaining development portions of the
South Campus.
a. Building Siting / Orientation
These guidelines seek to create a campus aesthetic
for the southern portion of the South Campus by
creating pedestrian quadrangles or courts. No
buildings should block the significant views to the
mountains. When the urban fabric allows, the
building footprint and building siting should take
advantage of the solar orientation to maximize
daylighting opportunities, minimize visual glare
issues, and to maximize the impact on building
climate control systems.
n 1. Position main building facades and en-
trances to face the major pedestrian drop-off.
n 2. Locate key building features, such as main
entrances and key interior common or program
spaces, at the terminus of visual axes of each
cluster.
o 3. When possible, locate new buildings or
additions to take advantage of solar orientation.
Locate the majority of building spaces facing
South or North. Provide passive or active
controls to manage direct sunlight on the South
side. Minimize the exposure to the East and
West. Provide passive or active controls to
manage low sun angles on these sides.
Federal Natural Resources Research Buildings
Solar orientation of buildings.
3 - 12 SOUTH CAMPUS
b. Building Massing and Scale
In 2006 the overall massing of the majority of
campus buildings is of one to three story structures.
To ensure harmony, new buildings should follow
existing patterns in relation to height and massing
and maintain the current scale of the campus.
Development should be designed to create new
pedestrian scale quadrangle spaces. One-story
buildings should be discouraged. Limit the per-
ceived overall building scale and/or massing (limit
the size of singular structures or interconnected
buildings):
n 1. Limit building length/depth to 300 feet.
Restrict the number of attached buildings to
three, provided further that the façade of any
attached building be visibly offset from the
adjoining building at an angle of approximately
90 degrees.
n 2. Require a minimum distance of 45 feet
between any two groups of attached buildings,
including accessory buildings, and a minimum
offset of 30 feet.
n 3. Prohibit buildings taller that four stories in
order to maintain the current human scale on
the campus and to relate well to existing
campus structures. Design and program new
buildings to maximize a site’s potential, pro-
vided that the structures are consistent with the
height guideline.
Exception: allow mechanical penthouses, etc.
or projects to exceed the height limit.
Additional review and approval requirements:
n If part of the building or structure serves as an
orientation point or gateway on campus, a 3-D
massing simulation with view studies will be
required to demonstrate that it serves to pro-
vide visual connections on campus.
Veterinary Medical Center
Building height
Building length
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
Exception: if the building is proposed to be
taller than four stories, a 3-D massing simula-
tion with view studies will be required to
demonstrate that the proposed design maintains
the desired scale of the campus and does not
block the major views from the main public
approaches (vehicular).
c. Building Plan and Program
Distribution
The general organization of the building plans and
the distribution of the program spaces should be
designed to increase the perceived level of activity
on campus and to strengthen the relationship
between the interior spaces and the exterior cam-
pus environment. Public and common type spaces
such as lobbies, lounges, instructional spaces,
conference and meeting spaces should be located
adjacent to the main public open spaces. Program
elements that could take advantage of exterior
spaces should be located on the ground level.
n 1. Locate common public spaces and func-
tions near building entrances and near the main
vehicular drop-off (at the ground floor level).
n 2. Incorporate design solutions that maximize
natural day-lighting to improve visibility of the
entrance areas and common spaces from the
exterior.
n 3. Locate spaces with windows adjacent to
public open spaces (on all levels).
n 4. Locate those program spaces on the ground
level of the building that can take advantage of
or use the exterior spaces (examples: lounge,
lunch area, etc.).
d. Building Entrance
Building entrances should be visible and prominent
and provide an opportunity for visual transparency
and connection between interior and exterior. The
interior lobby and associated outdoor spaces
should be pedestrian-friendly spaces and should
encourage and promote interaction between the
building users and visitors.
n 1. Design building entrances to be clearly
visible, prominent, and contribute to the life
and activity of the pedestrian environment and
provide protection against extreme climate and
weather conditions through the use of vesti-
bules and overhangs.
n 2. Encourage visual access to academic
activities from the pedestrian environment
through window and lighting systems that
strengthen the connection between indoor and
outdoor spaces.
n 3. Use clear or lightly tinted glazing materials
around the entrance areas. Avoid using highly
reflective glazing.
n 4. Design building lighting or area lighting to
prevent glare and incorporate indirect lighting
3 - 14 SOUTH CAMPUS
e. Location of Equipment and
Utility Structures
Utility structures that serve the building are re-
quired to be accessible for maintenance but should
be sited out of the public view.
Intent: to minimize unsightly boxes from the cam-
pus landscape.
n 1. Locate equipment and other utility struc-
tures out of direct view from the main campus
spaces and the main pedestrian areas. Give
priority to solutions that incorporate mechani-
cal equipment in the building (vault, basement,
mechanical penthouse, etc.)
n 2. Screen service, utility, maintenance and
storage areas, including solid waste containers,
loading and unloading areas and heating,
ventilating and air-conditioning equipment,
from direct view (from public view and
adjacent buildings) with enclosing walls or
buffer planting. Design visual screening to be
of sufficient density to appear opaque and of
sufficient height to constitute an effective
screen.
n 3. Prohibit equipment or utility structures near
within 100 feet the main building entrance.
f. Service Access and Trash
Management
Provide service access areas away from the main
pedestrian entrance and circulation and integrate
them into the building design, screened from direct
public view. Design screen walls to be consistent
with the building architecture or follow the site
design guidelines.
n 1. Provide service access out of direct view
of the main pedestrian entrance.
n 2. Incorporate trash collection and holding
areas into the building and screen them from
direct public view.
n 3. Integrate mechanical areas into the building
and design them to screen the area from direct
public view and to prevent trash odors from
entering building areas or the main outdoor
public areas.
g. Architectural Character and
Building Materials
These guidelines do not prescribe a singular style
for new buildings or additions. The architectural
character of new structures should be sympathetic
to the existing neighboring structures, convey a
human scale and reinforce a quadrangle layout.
Stone, as found on CSU’s main campus, shall be
incorporated in the entrance façade / public en-
trance lobby of all new building projects. The
intent is to create campus continuity and consis-
tency while communicating the institutional values
of the University and expressing the intended
program or mission of the building(s).
o 1. Create architectural character that commu-
nicates the educational or research mission of
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
b. Exterior Cladding Materials
The existing buildings at CSU’s South Campus are
predominantly brick with flat roofs. In this context,
exterior materials and colors should be chosen to
be compatible with the colors within the particular
campus neighborhood and to be cost effective over
the life of the structure. The intent of this guideline
is to improve the visual unity on the campus as a
whole and by requiring integration of more institu-
tional (and durable) materials in all new buildings
and structures. If alternate materials are selected
for portions of the exterior envelope, care should
be taken that the key campus materials are located
close to building entrances and close to the pedes-
trian environment, in order to maintain the feel of
richness, texture, durability and human scale close
to where people move and where people approach
the building. Stone is required at and near main
building entrances to provide some visual connec-
tion with the main campus.
In order to achieve a greater level of architectural
continuity the following material recommendations
are to be followed:
n 1. Preferred primary materials: Brick.
n 2. Use natural stone at/near building en-
trances.
n 3. Locally sources or manufactured materials
should be given preference during the selection
process. Exterior materials with integral colors
are encouraged to minimize maintenance and to
ensure durability.
n 4. Integrate metal panel systems and other
modular systems such as slate, etc. only as
‘secondary’ materials. Use of these materials
near main entrances is not permitted.
n 5. The use of Exterior Insulation and Finish
Systems (EIFS) or residential scale siding such
as vinyl or aluminum siding is not permitted.
C. South Campus Materials
1. Building Materials
Materials / General note:
The use of materials new to the market will only be
considered if the designer can provide test data
sufficient to convince the University’s Facilities
Management staff of their durability and reliability.
Sustainable materials and systems should be given
special consideration whenever possible within
the parameters of these aesthetic design guidelines
and the University’s Building (Design) Construc-
tion Standards Manual.
a. Roofs and Eaves
Intent: New buildings shall incorporate sloped
roofs to respond to the region’s agricultural heri-
tage and to improve the visual connection between
the various clusters and districts.
n 1. For flat or low-sloped roof areas, select
energy star roof compliant, high-reflectance
3 - 16 SOUTH CAMPUS
n 6. Create building openings that contribute to
the day-lighting of the interior spaces and that
strengthen the relationship between the indoor
and outdoor environments.
o 7. Integrate window and window wall sys-
tems, if compatible with the indoor programs.
Avoid highly reflective or dark tinted glass.
o 8. Integrate stone and/or brick materials (used
as part of the exterior cladding materials) in
selected interior spaces, such as the entrance
vestibule and lobby areas.
c. Fenestration
Fenestration, such as window and door openings in
building facades, should reflect the solar orienta-
tion and should focus on creating a sense of activ-
ity on the public side of the buildings. Detailing
should exhibit permanence, human scale, and
visual richness.
o 1. In punched openings in masonry walls,
incorporate a stone of cast-stone lintel and sill
detail and feature masonry returns to emphasize
wall thickness and add depth by the resulting
shadows. Locate windows and other glazing
systems towards the interior side of the wall to
maximize this effect.
o 2. When walls are terminated to transition
into a different material or into a glazed curtain
wall, incorporate a masonry return should be
incorporated to emphasize the wall thickness.
o 3. Provide solar screens or roof overhangs on
the south side of the structure to manage direct
sunlight into building spaces.
d. Building Signage
n 1. Provide building signage that includes the
building name and the departments, and the key
use(s) of the building.
n 2. Integrate this signage into the entrance
design of the building.
n 3. Provide places in the main entrance vesti-
bule to incorporate donor recognition opportu-
nities (including signage). Incorporate signage
into the overall architectural design.
n 4. Provide location for a keystone indicating
the year of construction (completion). Accept-
able materials: natural stone or cast-stone.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
2. Landscape Materials
a. Pavement
Vehicular pavement, roadways, driveways are
typically asphalt and consistent with the city to
facilitate emergency services, delivery and com-
munity interface.
Pedestrian pavement on the South Campus is
important for utilitarian and aesthetic value. It
should be a basic material for ease of maintenance
and adaptation/change through the development of
the campus.
n 1. Use pavement materials in their elemental
form, such as concrete (plain, colored, scored
and/or with exposed aggregate), stone or
precast concrete pavers. Stamped concrete is
not permitted.
n 2. Use plain gray cast-in-place concrete with
a medium broom finish as the standard campus
paving for sidewalks and pedestrian areas,
except where special paving is designated in
gathering places.
o 3. Consider paving outdoor gathering places,
such as plazas, courts, and building entries,
with other materials following the hierarchy of
circulation corridors. Hierarchy of pavement
types:
a. Courtyard and patio pavement may be stone
or precast (brick or concrete) pavers to
complement the architecture.
b. Plazas – heavily exposed concrete, natural
gray color.
n 4. Precast concrete pavers – rectangular form,
natural gray or beige tones to complement the
building materials.
n 5. Stone – Dakota stone may be rectangular or
flag.
o 6. Brick pavers may be red or blond brick
pavers where they relate to adjacent buildings.
n 7. For colored pavement, use earth tones
found in the region. Any deviation from the
campus standard gray must provide the specific
mix for future repair.
n 8. Design pedestrian pavement of designated
accessible routes to meet the Americans with
Disabilities Act (ADA) criteria for slopes,
width, and finish.
Stone pavement
Heavily exposed aggregate concrete and brick
pavers
Pre-cast concrete pavers in an ashler pattern
3 - 18 SOUTH CAMPUS
b. Planting
The plant materials (trees, shrubs, groundcover,
grasses, vines and perennials) on the CSU South
Campus should relate to the native riparian habitat
of the region.
n 1. Use color, texture, and form of plants in the
composition of landscape spaces.
n 2. Refer to the Campus Landscape Plant
Palette in this section.
o 3. Conduct soil testing in the site development
stages to obtain recommendations to improve
soil fertility and to determine if subsurface
drainage and aeration systems are required to
maintain the growth of trees.
n 4. Do not use nonnative plants that have been
identified as noxious and/or invasive.
n 5. Plant and maintain low-growing (1’ - 3’ in
height), drought-tolerant shrub species that
are visually appealing in their natural form
(unpruned). These will serve to meet objec-
tives of enhanced security, sustainability, and
low maintenance.
n 6. Create a simple ground plane of lawn in
areas of active use.
o 7. Screen undesirable views with larger
shrubs and vines on fences and/or trellis where
visibility for security is not an issue.
n 8. Use ADA appropriate tree grates (minimum
5 foot X 5 foot) in pedestrian pavement at
locations of high pedestrian traffic such as in
plazas, quads, and courtyards.
n 9. Provide and design tree grates that allow for
the increase of tree caliper and prevent the
accumulation of debris.
n 10. Fill the space between the finish grade of
the tree and the tree grate with gravel larger
than 1/4 inch to limit the accumulation of
debris under the grate while still allowing air
penetration.
n 11. Make planting areas a minimum of 5 feet by
8 feet for flower, groundcover, and shrub beds.
o 12. Provide 40 square feet of water and air-
permeable planting area at the base of each
tree, within the drip zone, using either a tree
grate (in highly used pedestrian areas) or
groundcover or shrubs and mulch (in low-use
areas).
n 13. For security, mass trees to allow sight lines
and not obscure lighting.
n 14. Maintain trees along sidewalks and in
parking lots with a clear-zone (between the top
of pavement and bottom limb) of 7 feet above
the sidewalk and 13 feet 6 inches above the
street.
n 15. Irrigation - Refer to the Building (Design)
Construction Standards Manual, Division 2 and
Appendix Sole Source Products for standard
equipment.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Plant Palette
The Plant Palette is detailed in the following
matrices that define:
• Guidelines for locating and composition,
• Characteristics of form, color and habit; and
• Requirements for optimal growth
Definitions.
Bioswale:
A planting area that filters pollutants out of storm
water.
Screen:
Plants that form a visual and/or physical barrier.
Pedestrian Barrier:
Plants that form a physical obstruction to pedes-
trian circulation.
In Lawn Area:
Trees that function well in turf.
In Planting Area:
Trees that function well in planting areas with
shrubs and/or groundcovers.
In Pedestrian Pavement:
Trees that function well in small planting areas
surrounded by pavement and/or in tree grates.
Shade Canopy:
The crown of a tree, including branches and
foliage.
Landmark Planting:
Prominent trees within a landscape.
Showy Flowers/Seasonal Color:
Plants that have distinguishing flowers and/or
seasonal color.
Evergreen:
Plants that have green, persisting foliage year-
round.
Colorado Native:
A member of a plant species that inhabited Colo-
rado prior to European contact.
Non-Invasive:
Plants that will not proliferate and overrun or
displace native vegetation.
Attractive to Wildlife:
Plants that provide nutrition for wildlife.
Riparian Vegetation:
Plants that grow in freshwater ecosystems.
Historically Significant:
Plants with a particular importance in the history of
the campus and/or the state.
3 - 20 SOUTH CAMPUS
Plant Palette Campus Appropriate Growth
Approval Uses Characteristics Rqmts.
Trees
CSU Facilities Maintenance
Bioswale
In Lawn Area
In Pedestrian Pavement
Landmark Planting
Showy Flowers/Seasonal Color
Evergreen
Shade Canopy
Colorado Native
Historically Significant
Small Tree ( >20' Tall)
Medium Tree (20'-40' Tall)
Large Tree ( > 40' Tall)
Full Sun
Partial Shade
Shade Tolerant
ABIES CONCOLOR White Fir zz z z
ACER GLABRUM Rocky Mountain Maple zz z z z z
ACER GRANDIDENTATUM Bigtooth Maple zzz z zz z z
ACER PLATANOIDES Norway Maple zzz z z z z
ACER SACCHARINUM Sugar Maple zz zz z z
ACER TATARICUM Tatarian Maple zz z
ALNUS TENUIFOLIA Thinleaf Alder zz z z
AMELANCHIER SPP. Serviceberry zz z z
BETULA FONTINALIS Rocky Mountain Birch zz zzz z
BETULA PAPYRIFERA Paper Birch zz z z z z
CERCIS CANADENSIS Eastern Redbud zz z z z
FRAXINUS PENNSYLVANICA Green Ash z z zz zz z
GLEDITSIA TRIACANTHOS INERMIS Thornless Honeylocust zz z z z z
KOELREUTERIA PANICULATA Golden Raintree zzz z z z z
MALUS SPP. Crabapple zz z z
PICEA GLAUCA White Spruce zz z
PICEA PUNGENS Colorado Spruce zzz z z z
PICEA PUNGENS GLAUCA Colorado Blue Spruce zzz z z z
PINUS ARISTATA Bristlecone Pine zzz z z
PINUS EDULIS Pinyon Pine zzz z
PINUS FLEXILIS Limber Pine zzz zz z
PINUS PONDEROSA Ponderosa Pine zz z
PINUS STROBIFORMIS Southwestern White Pine zz z z
POPULUS TREMULOIDES Quaking Aspen zz z z zz z
PRUNUS CERASIFERA 'NEWPORT' Newport Plum zz z z z
PRUNUS MAACKII Amur Chokecherry zz z zzz
PSEUDOTSUGA MENZIESII Douglas Fir zzz z z
PYRUS CALLERYANA Callery Pear 'Redspire's zz z z
QUERCUS GAMBELII Gambel Oak zz z z
QUERCUS ROBUR English Oak zzz z z
SORBUS AUCUPARIA European Mountain Ash zz z z z
TILIA CORDATA Little Leaf Linden zz z z z z
ULMUS AMERICANA American Elm zzz z zz z z
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Plant Palette Campus Approp. Growth
Approval Uses Characteristics Rqmnts.
Shrubs
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Evergreen
Colorado Native
Pedestrian Barrier
Attractive to Wildlife
Small Shrub ( <2' Tall )
Medium Shrub ( 2'-4' Tall)
Tall Shrub ( > 4' Tall)
Full Sun
Partial Shade
Shade Tolerant
AMELANCHIER SPP. Serviceberry zz z z zz z
ARCTOSTAPHYLOS UVA-URSI Kinnikinnick zzz z z z
ARTEMISIA TRIDENTATA Big Sagebrush zzzz z z
CEANOTHUS FENDLERI Fendler Ceanothus zz z z z z
CERCOCARPUS LEDIFOLIUS Curl-leaf Mountain Mahogany zzz z zz
CERATOIDES LANATA Winterfat zzzzz z zz
CORNUS SERICEA Red Osier Dogwood z zzz z z
COWANIA MEXICANA Cliffrose zzzz z z
EUONYMUS ALATUS Burning Bush zz z z z
FALLUGIA PARADOXA Apache Plume zzzzz z z
FENDLERA RUPICOLA Cliff Fendler Bush zz z z
FORSYTHIA 'MEADOWLARK' Meadowlark Forsythia zz z z
HIBISCUS SYRIACUS Rose-of-Sharon zz z z z
HOLODISCUS DUMOSUS Rock Spirea zz z zz z
LIGUSTRUM VULGARE 'LODENSE' Lodense Privet zz z z z z
LONICERA X 'EMERALD MOUND' Emerald Mound Lonicera zz z z
POTENTILLA FRUTICOSA Shrubby Cinquefoil zzzz z zz
PHILADELPHIS MICROPHYLLUS Littleleaf Mock-Orange zz z z z
PRUNUS AMERICANA Wild Plum zz z z z zz z
PRUNUS BESSEYI Sand Cherry zz z z z z
PRUNUS X CISTENA Cistena Plum zz z z z
MAHOHIA REPENS Creeping Mahonia zzz z
RHUS AROMATICA 'GROW-LOW' Grow-Low Sumac zz z
RHUS GLABRA CISMONTANA Smooth Sumac zz z z z
RIBES AUREUM Golden Currant zzzzz z zz
RIBES CEREUM Wax Currant z zzz z zz
ROSA WOODSII Woods Rose/Wild Rose z zzz z zz
SHEPHERDIA CANADENSIS Russet Buffaloberry zzz z z
SYMPHORICARPOS ALBUS Snowberry zz z z
VIBURNUM TRILOBUM American Cranberrybush z zz z zz
YUCCA SPP. Yucca zz zz
3 - 22 SOUTH CAMPUS
Plant Palette
Campus Approp. Growth
Approval Uses Characteristics Rqmnts.
Ground Covers and Vines
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Evergreen
Colorado Native
Full Sun
Partial Shade
Shade Tolerant
ANTENNARIA SPP. Pussytoes zz z
ARABIS SPP. Rockcress zz z
ARENARIA VERNA Moss Sandwort zz z
ARMERIA MARITIMA Thrift zz zz
ARTEMISIA SCHMIDTIANA 'SILVER MOUND' Silver Mound Sage zz
CALLIRHOE INVOLUCRATA Poppy Mallow zz
CAMPSIS RADICANS Trumpet Vine zz z
CONVALLARIA MAJALIS Lily-of-the-Valley zz z
DELOSPERMA COOPERI Purple Ice Plant zz
EUONYMUS FORTUNEI 'COLORATA' Purpleleaf Winter Creeper zz
HOSTA SPP. Plantain Lily zz
IBERIS SEMPERVIRENS Candytuft zz zz
LONICERA JAPONICA 'HALLIANA' Hall's Japanese Honeysuckle zz zz
MAHONIA REPENS Creeping Mahonia zz z
PARTHENOCISSUS TRICUSPIDATA Boston Ivy zz z
PENSTEMON PINIFOLIUS Pineleaf Penstemon zz z
POLYGONUM AUBERTII Silver Lace Vine zz
POTENTILLA NEPALENSIS 'WILLMOTTIAE' Willmott Cinquefoil zz z
SEDUM SPURIUM 'DRAGON'S BLOOD' Sedum zz z
THYMUS SERPYLLUM Mother-of-Thyme zz zz
TRUCRIUM CHAMAEDRYS Germander zz z
WALDSTEINIA FRAGARIOIDES Barren Strawberry zz zz
Grasses
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Colorado Native
Attractive to Wildlife
Small Grass ( <2' Tall )
Medium Grass ( 2'-4' Tall)
Tall Grass ( > 4' Tall)
Full Sun
Partial Shade
Shade Tolerant
AGROPYRON SPICATUM Bluebunch Wheatgrass zz z z
ANDROPOGON GERARDII Big Bluestem zz z z z z
ARISTIDA LONGISETA Red Three-awn zz z z
BOUTELOUA CURTIPENDULA Side Oats Grama zz z z
ELYMUS ELYMOIDES Bottlebrush Squirreltail zz z z
ORYZOPSIS HYMENOIDES Indian Ricegrass zzz z z
SORGHASTRUM NUTANS Indian Grass zzzzz
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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3. Furnishings
Site furnishings are functional elements—such as
seating, trash receptacles, and bicycle racks—that
help establish and reinforce the image and charac-
ter of the campus. Standardizing these elements
unifies the campus visually, reduces maintenance,
and simplifies replacement.
Intent: to unify the campus landscape with a palette
of site furnishings.
n 1. Install a family of stock items that coordi-
nate with campus lighting and signage and that
are durable, attractive, and easy to maintain.
n 2. Coordinate colors and style of similar
materials to unify the campus. Avoid painted
materials when possible. Natural color of the
material is preferred to minimize long-term
maintenance and express the campus character.
Brushed aluminum is preferred where metal, is
used.
o 3. Use recycled materials when possible. In
place of wood, use recycled wood composite
in its natural color.
o 4. Over time, remove and replace site furni-
ture to coordinate with the evolving campus
image.
a. Seating
o 1. Provide seating throughout the campus to
promote collegiality, enjoyment of the outdoor
space, and enhance the pedestrian character of
the campus.
n 2. Locate seating in groups and individually at
building entrances, in gathering places, and
along streets and paths, in sight of campus
activity, and to capture distant views.
o 3. Make seating height between 14 and 18
inches above the pedestrian pavement and
level with the horizon. The depth of each seat
should also be between 14 and 18 inches.
o 4. Appropriate materials for seating include
low walls, large boulders, as well as benches.
Seating with back supports should conform to
the human body and contribute to a relaxing
place to sit.
o 5. Provide mixture of benches and picnic
tables for outdoor study.
n 6. Use one standard bench that is durable and
comfortable. Benches should be linear in
design, with a metal frame and recycled wood
composite slats. Benches may have back
supports as the composition of furnishings
allows. Benches without backs are useful
where seating is accessible from either side.
n 7. Locate or design seating in a way that
prevents inappropriate use by skateboards,
skates, or activities other than seating.
n 8. Use picnic tables that have a center post
permanently fixed to the pavement. A mix of
3 - 24 SOUTH CAMPUS
b. Trash and Recyclable
Material Receptacles
o 1. Use complementary receptacles for trash,
recyclable materials, and smoking that are
durable, require low maintenance, and can
sustain periodic power-washing.
n 2. Receptacles should be non-descript without
logos.
n 3. Receptacles for trash and recyclable
materials should have easily accessible lids
that keep out snow, rain and animals.
d. Walls, Fencing and barriers
o 1. Site retaining walls should be designed to
provide seating where appropriate. In such
cases walls should be 16-18 inches tall and
20-24 inches wide. Design walls to prevent
skateboard activity.
n 2. Construct site retaining walls using native
stone, cast-in-place concrete, or precast
concrete block.
o 3. Precast concrete block retaining walls
should be rectangular with a flat face. A mini-
mum of three sizes of blocks should be used
following an ashlar pattern. The color of
precast concrete blocks should match the
adjacent soil color, adjacent pavement, or
building.
n 4. Use forms and materials for fences and/or
site walls that complement the adjacent archi-
tecture and site design.
o 5. Avoid the use of bollards through compre-
hensive site design. Where required, install
removable bollards in emergency access
routes.
Rack for
two
bicycles
Multiple bike rack
c. Bicycle Racks
Currently there is a variety of rack types used for
mass bicycle parking.
o 1. Use independent racks where only a few
are necessary.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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e. Site Lighting
Night lighting is critical for campus safety and
visitor orientation. Light poles are an important
element in the landscape
Intent: to improve evening activity and enhance the
character of the South Campus with the correct
placement of outdoor lights.
o 1. Encourage additional lighting where it
enhances the whole neighborhood.
n 2. Prohibit specially designed lighting of an
individual building that is out of character to
the neighborhood and/or adjacent buildings and
uses.
o 3. Include electrical outlets located throughout
the square and ample conduit providing for
temporary sound and lighting systems.
n 4. Use full cutoff fixtures for street and
parking lot lights.
o 5. Design the lighting of utilities, enclosures,
and service areas to complement adjacent land
uses, architectural lighting, and/or circulation
elements.
o 6. Refer to the Building (Design) Construction
Standards Manual, Division 16 and Appendix
Sole Source Products for standard equipment.
n 7. The use of Bollard Lighting Systems is not
permitted.
New light poles and
fixtures used on the
Main Campus should
be used at the South
Campus.
3 - 26 SOUTH CAMPUS
4. South Campus Signage
The intent of the campus signage system is to
contribute to clear and inviting wayfinding for the
campus community and visitors. Signs are to be
consistent in character within a hierarchy of types
for specific purposes as applied to all the CSU,
Fort Collins campuses.
This document initiates the update of graphics
(forms, colors, and materials) and signage with the
in coordination with the CSU Foundation
Development Office, Facilities Management, and
the Sign Shop. A sign design manual should be
contracted to provide construction documents for
specifications of materials, typography, and costs
for budgeting of fabrication and installation.
n 1. Integrate signs into the system of open
space, circulation, and buildings – complement
the styles and materials.
o 2. Design all components to be economically
feasible for implementation and maintenance.
o 3. Build on the established character of the
historic monuments along College Avenue.
o 4. Develop priorities for a phased approach
for replacing noncompliant signs on all cam-
puses.
n 5. Comply with City of Fort Collins, State and
Federal requirements to facilitate services and
community cooperation in the public right-of-
way and on campus.
o 6. Develop sign content, layout, and specific
site location with Administration and Facili-
ties.
n 7. Use red brick for the signage of the South
Campus.
Street signs on the South Campus should match
those of the Main Campus. Light poles should be
used to hang banners and/or directional signage.
Building identification follows the standards with
a stone base, or no base at all.
Signage on the South Campus is based on the
historic stone and brick entry monuments located
on the Main Campus. Consistency amongst the
Fort Collins campuses will be achieved through
the use of stone bases (on most sign types), green
as the primary sign color, typography, and the
placement of the CSU logo. Additionally the sign
system calls for the further use of the existing street
signs, and adding banners on the existing concrete
light poles.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Visitor orientation kiosks include detailed maps
of the campus for use by pedestrians.
Visitor information and directional signs are to
be designed for use by motorists.
Entry monuments are to be on both sides of the road.
3 - 28 SOUTH CAMPUS
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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IV. FOOTHILLS CAMPUS
A. Campus Context
The 1,544-acre Foothills Research Campus is
located two miles west of the Main Campus at the
edge of the urban development and at the base of
the Horsetooth Reservoir. The northern portions
are relatively undeveloped, but used for animal
holding and an airstrip, while the southern half
supports a wide variety of highly specialized and
independent research facilities, many which are
secured.
The Foothills campus is neither contiguous with,
nor similar to, the Main or South campus. It does
not follow the street grid that the Main and South
campus employ, but are accessed through three
primary county roads. The developed areas of the
research facilities are often separated by vast open
spaces restricted to animal research, growing
fields and security buffers. This vast separation of
building clusters does not promote the congeniality
and interaction of the Main campus. Buildings
have been constructed over the last 90 years and
each of the 159 structures represents an indepen-
dent and somewhat eclectic architectural style.
Because of the research demands and outside
funding (many buildings are constructed with
Federal programs), the Foothills Campus is not
expected to be similar in character to the Main or
even South campuses. However, signage, fencing
and streetscape improvements can contribute to the
sense of unity while allowing independent expan-
sion of research that is both land intensive and
secure.
Figure 4.1 Foothills Campus Master Plan
View from the foothills over College Lake and the campus
4 - 2 FOOTHILLS CAMPUS
B. Foothills Campus Composition
Improvements and development of the Foothills
Campus is planned to develop in building clusters
surrounding pedestrian oriented quads of plazas.
These clusters are surrounded by surface parking
and the open landscape of research growing and
animal enclosures. The clusters are linked by
vehicular and bicycle/pedestrian paths.
It is the framework open spaces and connections
that link the districts and provide the opportunity to
strengthen character and activity of the campus.
Buildings house much of the business of the Uni-
versity and are fundamental to the character and
image of the Foothills Campus.
1. Open Space
The tradition of American university campuses is a
composition of open spaces defined by buildings.
As a land grant institution CSU has further opportu-
nity for addressing the variety of open spaces.
Every square foot of the campus is valuable, not
only in the composition of aesthetics, but also in
the stewardship of resources in maintaining them.
The Aesthetic Guidelines intends to include all the
areas - formal and remnant. Formal spaces such as
the quads, circulation corridors and utility yards,
and remnants which are to contribute to the whole.
This section guides the treatment of open spaces
including:
a. Quads and Plazas
b. Courtyards and patios
c. College Lake
d. Parking Lots
e. Bicycle Parking
f. Animal Enclosure
g. Building Site
All the spaces are actively used in all seasons and
must be attractive and functional through day and
Figure 4.2 Facilities at the Foothills Campus
Recreational trail through the vast open space.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Figure 4.3 Framework Diagram
4 - 4 FOOTHILLS CAMPUS
evening for the university and Fort Collins commu-
nities. Landscape materials composed within open
spaces include trees, site furnishings, and pave-
ment.
Public Art, Gifts and Memorials
The Foothills Campus has a one sculpture outside
the Equine Center. Memorials to deceased ani-
mals have been located on the campus. While
these are meaningful to the campus community too
many could overwhelm the landscape and overbur-
den growth of the facilities. The Foundation
should carefully coordinate with the Arts Display
Committee (ADC) to understand the policy and
vision in order to respectfully optimize the gener-
ous gifts and memorials. Donors should be
encouraged to consider gifts for the dedication and
maintenance of open spaces, tree groves, and
furnishings.
a. Quads and Plazas
Quads are pedestrian oriented open space areas
spatially defined by buildings on all sides. They
have multiple entrances and are predominantly
lawn. Plazas are predominantly paved and serve
the more active portions of the campus. Quads and
plazas should provide interest, encourage interac-
tion, and facilitate movement between adjacent
buildings. These are spaces shared by the colleges
within the adjacent buildings as well as the whole
campus community.
Intent: to provide quads and plazas as major
gathering spaces throughout the campus.
n 1. Define quads and plazas with minimum
dimensions 150 square feet and maximum of
600 square feet.
n 2. Site lawns in large contiguous areas where
they will not be shaded by buildings, are
inviting to the community and easily accessible
to maintenance equipment.
n 3. Plant trees, shrubs, and groundcover in
areas between the lawn and building in re-
sponse to microclimate conditions, building
design and function.
n 4. Divide lawns and planting areas with a 6-
inch wide concrete mow strip.
n 5. Include storm water retention systems in the
lawns and planting areas.
n 6. Provide space for snow removal and
storage.
n 7. Provide a variety of seating arrangements
in sun and shade to allow for study, conversa-
tion, people watching, or quiet contemplation.
n 8. Design building entrances to be accessed
from the quad or plaza and be supported with
site furnishings including seating, trash recep-
tacles, bicycle racks, lighting and signage.
n 9. Locate trash receptacles, as appropriate, in
all plazas and quads, at building entries; in high
traffic areas, gathering areas, outdoor smoking
areas, and seating areas; and adjacent to any
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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o 10. Locate ash urns in plazas and quads at
outdoor smoking areas. Continue to educate the
campus community about their appropriate use.
n 11. Move designated smoking areas at least 50
feet from main building entrances and/or air
handlers.
o 12. Locate bicycle parking near entrances
without compromising access, views, pedes-
trian activity and gathering opportunities.
n 13. Design utility access within paved areas.
Elements such as hatches and grates must be
flush with adjacent surfaces so as not to im-
pede access.
o 14. Provide electrical outlets for special
activities such as seasonal lighting, perfor-
mances, etc. Outlets should be located where
they are not susceptible to damage and can be
integrated into the adjacent landscape.
o 15. Provide conveniently located connections
to potable water for temporary use in the
preparation or clean-up of approved events.
o 16. Locate Wi-Fi equipment discreetly on
adjacent buildings for service in quads and
plazas.
n 17. Provide emergency phones in coordination
with campus police.
b. Courtyards and Patios
These are small outdoor spaces generally associ-
ated with one building.
Intent: to provide courtyards and/or patios as open
space resources associated with all major build-
ings. These spaces should also serve as gathering
places and respites.
n 1. Program the uses and facilities of court-
yards and patios with building occupants and
maintenance personnel.
n 2. Design spaces for flexible use over the life
of the building.
n 3. Provide seating and planting to complement
the seasonal patterns of sun and wind.
o 4. Provide access for services including
power and water for outdoor facilities, Wi-Fi.
n 5. Site on south or west sides where solar
access is available.
c. College Lake
o 1. Add seating and improve the pedestrian
trail where security is not a limitation.
College Lake
4 - 6 FOOTHILLS CAMPUS
d. Parking Lots
As the Foothills campus grows surface parking lots
will occupy a significant amount of real estate on
the Foothills Campus. These should be improved
to enhance the quality and functionality of the
campus.
Intent: to provide parking lots that contribute to
both the parking space count as well as limit
environmental impact.
To better integrate them into the overall campus
character:
n 1. Require site improvements as part of the
design and construction of all new parking lots
to include areas for tree growth, capture storm
water and improved vehicular and pedestrian
function.
Bioswales and biosquares refer to planting
areas in the parking lots.
o 2. Develop a phased approach to reconstruct
existing parking lots. Reconstruction should
provide areas for tree growth, storm water
retention and improved vehicular and pedes-
trian function.
n 3. Plant groups of canopy trees as landscape
islands in parking lots to break up the expanse
of paving and cars.
o 4. Orient planting areas to complement
pedestrian desire lines. Where feasible, align
planting areas to assist in directing pedestrians
to destinations, such as transit stops, malls and
entries.
o 5. Select trees to allow 8 foot vertical clear-
ance (clear trunk height) above parking spaces
to avoid limb breakage. The shrub under story
should be naturally growing to a height less that
30" to maintain visibility.
Biosquares are openings in the pavement at low
points to capture storm water. They may be
configured to allow pedestrian circulation across
the parking lot in dry times.
Bioswales in parking lots collect stormwater
runoff allowing it some to soak into the ground,
slowing flood conditions and adding character to
the landscape.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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o 6. Plant shade trees in surface parking lots to
achieve 50% shade coverage of the paved area
within 5 years of installation.
o 7. Design and locate planting areas to collect,
retain, and direct snowmelt and stormwater
runoff. Use regional water quality standards to
determine the ratio of planting area to paved
parking; each parking lot is to achieve 25%
permeability within the vehicular area.
o 8. Consider use of permeable pavement for
further stormwater infiltration.
n 9. Wheel stops are required to protect plant-
ing areas with no curb. Keep plants and
irrigation heads 2 feet from the face of curb to
allow for vehicle overhang.
Bioswales are configured to direct water linearly
as well as to let it soak into the soil.
o 10. Provide for a minimum of 100 square feet
of planting area for each tree.
n 11. Irrigate all parking lot planting areas.
n 12. Lay out parking bays in efficient direction
to promote pedestrian circulation efficiencies.
e. Bicycle Parking
Intent: to provide safe, accessible bicycle parking
at each building that does not interfere with pedes-
trian service or access.
o 1. Integrate bicycle parking into the composi-
tion of paths and planting near building en-
trances.
o 2. Install enough standard bicycle racks to
meet the university’s bicycle parking standards
according to the type and use of each building.
o 3. Provide a quantity of bicycle racks to serve
each facility based a current ratio of bicycle
parking spaces per building type and popula-
tion. Allow extra room for growth in ridership.
o 4. Consider shading large bicycle parking
areas (outside of view corridors) with trees.
o 5. Screen bicycle parking (where feasible)
with shrubs or walls at a maximum height of 36
inches.
4 - 8 FOOTHILLS CAMPUS
f. Animal Enclosure
Large areas are required to contain the campus’
variety of animals. Their siting and maintenance
Intent: unify the campus landscape with fencing that
meets security needs.
n 1. Locate animal enclosures where
stormwater drainage can be contained and
treated on-site.
o 2. Fence enclosures with a singular type of
material, see Section C. Materials.
g. Building Site
Site improvements are part of the planning and
design of a new building or a renovation associ-
ated with one or a group of existing buildings. The
landscape is key to creating an inviting and colle-
gial environment outside as well as inside the
building; to connecting the building with its larger
campus setting; and to clarifying circulation and
wayfinding.
Intent: to develop building envelopes to enhance
the campus experience.
n 1. Require site improvements to be included
in the design and construction of all new
buildings.
o 2. Use massed plantings of trees, shrubs, and
groundcover to integrate the building with its
site and the surrounding campus and to make
efficient use of irrigation water.
n 3. Coordinate the design of planting areas
with roof drains to collect runoff.
n 4. Direct storm water runoff away from
buildings and access routes.
n 5. Protect existing trees from damage during
construction.
o 6. Limit lawn to areas near building en-
trances, where they receive full sun and where
they can be efficiently maintained.
n 7. Provide a 12 inch wide concrete strip at the
base of buildings in planting areas.
n 8. Provide 12 inch wide concrete mow strips
under fences.
n 9. Divide lawns and planting areas with a 6
inch wide concrete mow strip.
o 10. Group site furniture, including benches,
trash receptacles and ash urns, at entries, to
enhance use and reduce clutter.
n 11. Screen views of loading areas, storage,
utilities and outdoor equipment from defined
open spaces and circulation corridors.
Pipe rail fence and gate structure enclose animal
area.
Site improvements are minimal at the
Engineering Research Center.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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2. Circulation Corridors
Streets and pedestrian paths linking the spaces and
facilities across the campus make up the circula-
tion corridors. They can frame views across the
campus and beyond, which is fundamental to
orientation and wayfinding.
Intent: to unify the campus character, accommodate
pedestrian, bicycle and vehicular traffic safely
with inviting places established along the way.
a. General
n 1. Plant trees consistent in species, spacing
and alignment at the edges of defined circula-
tion corridors, i.e. 30 feet on center.
n 2. Plant and maintain the understory of shrubs
naturally growing to a height of less than 36
inches where visibility across the planting area
is important for security.
n 3. Design routes for emergency access,
garbage, and snow removal to enhance the
pedestrian experience.
n 4. Integrate the design of pedestrian and
emergency access pavement to minimize the
visual impact of pavement. For example, use a
form of turfblock with low growing
groundcover.
o 5. Design areas off the primary pedestrian
paths for gathering.
o 6. Provide site furnishings at all pedestrian
gathering areas such as seating, trash recep-
tacles, lighting.
b. Edges and Entrances
The edges of the Foothills Campus are important to
the standing of the university and the city of Fort
Collins.
• Overland Trail
• La Porte
• Michaud Lane
• West Elizabeth Street
n 1. Add University signage should on Overland
Trail at Rampart Avenue and Elizabeth Street.
See section C.4. Signage.
o 2. Plant trees along Overland Trail where
screening improves the public view across the
campus.
o 3. Partner with the City in the improvement of
the Overland Trail with bicycle lanes.
Trees along Overland Trail screen views of the
campus and the mountains.
4 - 10 FOOTHILLS CAMPUS
c. Campus Streets
Streets convey vehicular, bicycle and pedestrian
access as well as provide views across the cam-
pus. The design of streets is an opportunity to unify
the campus landscape.
Intent: Improve streets to a consistent level of
quality across the campus.
n 1. Require site improvements as part of the
design and construction of all new roadways
including sidewalks, lighting, and street trees.
o 2. Phase the construction of streets from a
two-lane road to a four-lane parkway. This
requires planning for the ultimate alignment
with future grading, utility easements, etc. and
allows an inviting landscape of maturing trees
and active trails.
Phased construction of campus roads
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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d. Sidewalks
n 1. Provide a minimum clear zone of 5 feet in
horizontal width on each side of vehicular
street for pedestrians and ensure a minimum of
7 feet in vertical clearance for all sidewalks.
n 2. Make pedestrian paths that are also desig-
nated for use by authorized vehicles a minimum
of 10 feet wide with space for the 25 foot
turning radius of a typical maintenance vehicle.
Pavement and subsurface should be designed to
withstand the load of snow-removal and
cleaning equipment. Design routes of mainte-
nance vehicles should complement the pedes-
trian environment.
n 3. Design pedestrian paths designated as
emergency vehicular routes to meet the city of
Fort Collins’ standards and to complement the
pedestrian environment of the campus.
n 4. Direct snowmelt and storm water runoff
away from pedestrian paths.
n 5. Create bioswales to collect surface runoff
before it crosses pavement areas and to reduce
puddling and damage to walkways. Bioswales
may be grass-lined where adjacent to a lawn
area, or planted with low shrubs and grasses.
They should be graded to direct water away
from paved areas.
o 6. Provide pedestrian crossing aids such as
push buttons at all signalized street crossings.
e. Campus Bikeway
n 1. Establish a bicycle route throughout the
Foothills Campus to facilitate safe and efficient
riding.
n 2. Develop connections to the city system of
bike paths, and regional transit.
n 3. Group bicycle racks along the Campus
Bikeway.
f. Multi-use Trail
n 1. Establish a trail system suitable for pedes-
trians, joggers, and equestrians on the Foothills
Campus to as a recreational amenity.
n 2. Develop connections to the city and county
system of trails.
g. Utility Corridors
Utility service of energy, technology, and water/
sewer are fundamental to the University. The
boxes, hatches and poles are generally unsightly
and distracting from the aesthetics of the campus.
Intent: to minimize negative aesthetic impacts of
the required utility structures and easements.
n 1. Locate all utilities in the street or pedes-
trian mall to avoid conflict with street trees.
n 2. Center all utility connections from the street
to buildings between street trees (or a minimum
of 20’ from the center of tree trunks).
n 3. Design and coordinate the location of all
above-ground utilities, enclosures, and service
4 - 12 FOOTHILLS CAMPUS
3. Buildings
The Foothills Campus today feels less like a
campus (compared to the Main Campus) and more
like an industrial or research park. Larger dis-
tances between individual buildings and building
clusters, limited pedestrian traffic between build-
ings (sometimes because of the limited program-
matic connection between buildings), the lack of
designed landscapes and structures that define
spaces, the lack of transparency of some of the
building functions, and the lack of a consistent set
of building materials palette, contribute to this
difference in architectural character.
These guidelines apply to those building projects
undertaken by the University. For projects under-
taken and controlled by other Government Agen-
cies and projects where CSU has limited or no
design control, these guidelines will represent
CSU’s recommended design guidelines.
a. Building Siting / Orientation
These guidelines seek to create more of a campus
aesthetic by creating mini campuses (groups or
clusters of complimentary buildings), separated
and connected by a circulation system with a set of
consistent design and landscape elements and by
the natural landscape. No buildings should block
the significant views to the mountains. When the
urban fabric allows, the building footprint and
building siting should take advantage of the solar
orientation to maximize daylighting opportunities,
minimize visual glare issues, and to maximize the
impact on building climate control systems.
n 1. Position building facades and entrances to
face the major pedestrian drop-off.
n 2. Locate key building features, such as main
entrances and key interior common or program
spaces, at the terminus of visual axes of each
cluster.
o 3. When possible, locate new buildings or
additions to take advantage of solar orientation.
Locate the majority of building spaces facing
South or North. Provide passive or active
controls to manage direct sunlight on the South
side. Minimize the exposure to the East and
West. Provide passive or active controls to
manage low sun angles on these sides.
The Engineering Research Center
Solar orientation of buildings.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Campus Framework Plan of building clusters and circulation corridors
4 - 14 FOOTHILLS CAMPUS
b. Building Massing and Scale
In 2006 the overall massing of the majority of
campus buildings is of one to three story structures.
To ensure harmony, new buildings should follow
existing patterns in relation to height and massing.
Development should be designed to create mini
campuses or clusters. One-story buildings should
be discouraged. Limit the perceived overall
building scale and/or massing (limit the size of
singular structures or interconnected buildings):
n 1. Limit building length to 300 feet. Restrict
the number of attached buildings to three,
provided further that the façade of any building
attached to another building be visibly offset
from the adjoining building at an angle ap-
proximately 90 degrees.
n 2. Require a minimum distance of 45 feet
between any two groups of attached buildings,
including accessory buildings, and a minimum
offset of 30 feet.
n 3. Prohibit buildings taller than four stories in
order to maintain the current human scale on
the campus and to relate well to existing
campus structures. Design and program new
buildings to maximize a site’s potential, pro-
vided that the structures are consistent with the
height guidelines.
Exception: allow mechanical penthouses, etc.
or projects are allowed to exceed the height
limit.
Additional review and approval requirements:
n If part of the building or structure serves as an
orientation point or gateway on campus,
provide a 3-D massing simulation with view
studies to demonstrate that it provides visual
connections on campus.
Exception: provide a 3-D massing simulation
Building height
Building length
Building heights vary across the campus
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
with view studies if the proposed building is
taller than four stories to demonstrate that the
proposed design maintains the desired scale of
the campus and does not block the major views
from the main public approaches (vehicular).
c. Building Plan and Program
Distribution
Organize buildings and distribute program spaces
to maximize activity on campus and to strengthen
the relationship between interior spaces on campus
and the exterior campus environment. Situate
public and common spaces, such as lobbies,
lounges, instructional spaces, conference and
meeting spaces, adjacent to the main public open
spaces. Establish program elements that could take
advantage of exterior spaces on the ground level.
n 1. Locate common public spaces and func-
tions near building entrances and near the main
vehicular drop-off (at the ground floor level).
n 2. Incorporate design solutions that maximize
natural day-lighting to improve visibility of the
entrance areas and common spaces from the
exterior.
n 3. Locate spaces with windows adjacent to
public open spaces (on all levels).
n 4. Locate those program spaces on the ground
level of the building that can take advantage of
or use the exterior spaces (examples: lounge,
lunch area, etc.).
d. Building Entrances
Situate building entrances so they are visible,
prominent and provide an opportunity for visual
transparency and connection between interior and
exterior. Design the interior lobby and associated
outdoor spaces to serve as meeting and gathering
spaces that encourage and promote interaction
between the building users and visitors.
n 1. Design building entrances to be clearly
visible, prominent, and contribute to the life
and activity of the pedestrian environment and
provide protection against extreme climate and
weather conditions through the use of vesti-
bules and overhangs.
n 2. Encourage visual access to academic
activities from the pedestrian environment
through window and lighting systems that
strengthen the connection between indoor and
outdoor spaces.
n 3. Use clear or lightly tinted glazing materials
around the entrance areas. Avoid using highly
reflective glazing.
n 4. Design building lighting or area lighting to
prevent glare and incorporate indirect lighting
and lighting by illuminating walls and other
surfaces.
o 5. When applicable, position lobby security
desks to allow security guards clear lines of
4 - 16 FOOTHILLS CAMPUS
e. Location of Equipment and
Utility Structures
Utility structures that serve the building are re-
quired to be accessible for maintenance but should
be sited out of the public view.
Intent: to minimize unsightly boxes from the cam-
pus landscape.
n 1. Locate equipment and other utility struc-
tures out of direct view from the main campus
spaces and the main pedestrian areas. Give
priority to solutions that incorporate mechani-
cal equipment in the building (vault, basement,
mechanical penthouse, etc.)
n 2. Screen service, utility, maintenance and
storage areas, including solid waste containers,
loading and unloading areas and heating,
ventilating and air-conditioning equipment,
from direct view (from public view and
adjacent buildings) with enclosing walls or
buffer planting. Design visual screening to be
of sufficient density to appear opaque and of
sufficient height to constitute an effective
screen.
Storage and access requirements have been added
since the completion of facilities which detracts
from the campus character.
n 3. Prohibit equipment or utility structures near
within 100 feet the main building entrance.
f. Service Access and Trash
Management
Provide service access areas away from the main
pedestrian entrance and circulation and integrate
them into the building design, screened from direct
public view. Design screen walls to be consistent
with the building architecture or follow the site
design guidelines.
n 1. Provide service access out of direct view
of the main pedestrian entrance.
n 2. Incorporate trash collection and holding
areas into the building and screen them from
direct public view.
n 3. Integrate mechanical areas into the building
and design them to screen the area from direct
public view and to prevent trash odors from
entering building areas or the main outdoor
public areas.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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g. Architectural Character and
Building Materials
These guidelines do not prescribe a singular style
for building additions. The architectural character
of new structures should be sympathetic to the
existing neighboring structures, convey a human
scale and reinforce the mini campus or building
cluster it is part of. Stone, as found on CSU’s main
campus, shall be incorporated in the entrance
façade/public entrance lobby of all new building
projects. The intent is to create campus continuity
and consistency while communicating the institu-
tional values of the University and expressing the
intended program or mission of the building(s).
o 1. Create architectural character that supports
the educational message of the particular
project or department (for example: a building
for the arts department should provide inte-
grated display opportunities for 3-dimensional
art at or near the entrance; a building for the
environmental sciences department should
incorporate sustainable site or building systems
such as photo-voltaic panels).
New State Forestry building
The new Center for Disease Control
The architectural character of the Environmental
Toxicology and Technology speaks of the time it
was designed.
4 - 18 FOOTHILLS CAMPUS
C. Foothills Campus Materials
1. Building Materials
Materials / General note
The use of materials new to the market will only be
considered if the designer can provide test data
sufficient to convince the University’s Facilities
Management staff of their durability and reliability.
Sustainable materials and systems should be given
special consideration whenever possible within
the parameters of these aesthetic design guidelines
and the University’s Building (Design) Construc-
tion Standards Manual.
a. Roofs and Eaves
New buildings shall incorporate sloped roofs to
respond to the topography of the foothills and to
improve the visual connection between the various
clusters and districts.
n 1. For flat or low-sloped roof areas, select
energy star roof compliant, high-reflectance
and low-emissivity roofing materials or select
green or vegetated roofs for all or a portion of
the roof area (especially when roof areas are
visible from taller adjacent buildings).
o 2. Select slate, artificial slate (recycled
roofing product), metal, and terra-cotta roof
materials for sloped roof areas.
n 3. Prohibit the use of asphalt-type or fiber-
glass roofing shingles.
b. Exterior Cladding Materials
The existing buildings at CSU’s Foothills exhibit a
wide range of materials and colors. In this context,
exterior materials and colors should be chosen to
be compatible with the colors within the particular
campus district or neighborhood and to be cost
effective over the life of the structure. The intent of
this guideline is to improve the visual unity on the
campus as a whole and by requiring integration of
the original and more institutional (and durable)
materials in all new buildings and structures. If
alternate materials are selected for portions of the
exterior envelope, ensure that the key campus
materials are located close to building entrances
and close to the pedestrian environment, in order to
maintain the feel of richness, texture, durability and
human scale close to where people move and
where people approach the building. Stone is
required at/near building entrances to provide
some visual connection with the main campus.
In order to achieve a greater level of architectural
continuity the following material recommendations
are to be followed:
n 1. Preferred primary materials: Brick, or pre-
cast.
n 2. Natural stone shall be incorporated at and
near building entrances.
n 3. Give preference to local sources or locally
manufactured materials during the selection
process. Use exterior materials with integral
colors to minimize maintenance and to ensure
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
4 - 19
Draft
siding such as vinyl or aluminum siding.
n 6. Create building openings that contribute to
the day-lighting of the interior spaces, and that
strengthen the relationship between the indoor
and outdoor environments.
o 7. Integrate windows and window wall
systems, if compatible with indoor programs.
Avoid highly reflective or dark tinted glass.
o 8. Integrate stone and/or brick materials (used
as part of the exterior cladding materials) in
selected interior spaces, such as the entrance
vestibule and lobby areas.
c. Fenestration
Use fenestration such as window and door open-
ings in building facades to reflect the solar orienta-
tion and should focus on creating a sense of activ-
ity on the public side of the buildings. Design
detailing to exhibit permanence, human scale, and
visual richness.
o 1. In punched openings in masonry wall,
incorporate a stone of cast-stone lintel and sill
detail and should feature masonry returns to
emphasize wall thickness and add depth by the
resulting shadows. Windows and other glazing
systems should be located towards the interior
side of the wall to maximize this effect.
o 2. When walls are terminated to transition
into a different material or into a glazed curtain
wall, incorporate a masonry wall to emphasize
the wall thickness.
o 3. Encourage the use of solar screens or roof
overhangs on the south side of the structure to
manage direct sunlight into building spaces.
d. Signage
n 1. Provide building signage that includes the
building name and the departments, and the key
use(s) of the building.
n 2. This signage should be integrated into the
entrance design of the building.
n 3. Provide places in the main entrance vesti-
bule to incorporate donor recognition opportu-
nities (including signage). The signage should
be integrated in the overall architectural
design.
n 4. Provide location for a keystone indicating
the year of construction (completion). Accept-
able materials: natural stone or cast-stone
4 - 20 FOOTHILLS CAMPUS
2. Landscape Materials
a. Pavement
Vehicular pavement, roadways, driveways are
typically asphalt and consistent with the city to
facilitate emergency services, delivery and com-
munity interface.
Pedestrian pavement on the South Campus is
important for utilitarian and aesthetic value. It
should be a basic material for ease of maintenance
and adaptation/change through the development of
the campus.
n 1. Use pavement materials in their elemental
form, such as concrete (plain, colored, scored
and/or with exposed aggregate), stone or
precast concrete pavers. Stamped concrete is
not permitted.
n 2. Use plain gray cast-in-place concrete with
a medium broom finish as the standard campus
paving for sidewalks and pedestrian areas,
except where special paving is designated in
gathering places.
o 3. Consider paving outdoor gathering places,
such as plazas, courts, and building entries,
with other materials following the hierarchy of
circulation corridors. Hierarchy of pavement
types:
a. Courtyard and patio pavement may be stone
or precast (concrete or brick) pavers to
complement the architecture.
b. Plazas – heavily exposed concrete, natural
gray color.
n 4. Precast concrete pavers – rectangular form,
natural gray or beige tones to complement the
building materials.
n 5. Stone – Dakota stone may be rectangular or
flag.
o 6. Brick pavers may be red or blond brick
pavers where they relate to adjacent buildings.
n 7. For colored pavement, use earth tones
found in the region. Any deviation from the
campus standard gray must provide the specific
mix for future repair.
n 8. Design pedestrian pavement of designated
accessible routes to meet the Americans with
Disabilities Act (ADA) criteria for slopes,
width, and finish.
Stone pavement
Heavily exposed aggregate concrete and brick
pavers
Pre-cast concrete pavers in an ashler pattern
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
b. Planting
The plant materials (trees, shrubs, groundcover,
grasses, vines and perennials) on the CSU Foot-
hills Campus are an important opportunity to
present the mission and values of the university.
With strong programs in agriculture, horticulture,
forestry and natural resources the campus land-
scape should be a place to actively showcase
positive values in management and aesthetics,
conduct relevant forms of research. Time has
come where the plants native to Fort Collins are
being valued by the greater community. Many of
the trees important to the forests of the Rocky
Mountains are found on the campus and could be
further employed in meaningful and beautiful
composition.
n 1. Use color, texture, and form of plants in the
composition of landscape spaces.
n 2. Refer to the Campus Landscape Plant
Palette in this section.
o 3. Conduct soil testing in the site development
stages to obtain recommendations to improve
soil fertility and to determine if subsurface
drainage and aeration systems are required to
maintain the growth of trees.
n 4. Do not use nonnative plants that have been
identified as noxious and/or invasive.
n 5. Plant and maintain low-growing (1’ - 3’ in
height), drought-tolerant shrub species that
are visually appealing in their natural form
(unpruned). These will serve to meet objec-
tives of enhanced security, sustainability, and
low maintenance.
n 6. Create a simple ground plane of lawn in
areas of active use.
o 7. Screen undesirable views with larger
shrubs and vines on fences and/or trellis where
visibility for security is not an issue.
n 8. Use ADA appropriate tree grates (minimum
5 foot X 5 foot) in pedestrian pavement at
locations of high pedestrian traffic such as in
plazas, quads, and courtyards.
n 9. Provide and design tree grates that allow for
the increase of tree caliper and prevent the
accumulation of debris.
n 10. Fill the space between the finish grade of
the tree and the tree grate with gravel larger
than 1/4 inch to limit the accumulation of
debris under the grate while still allowing air
penetration.
n 11. Make planting areas a minimum of 5 feet by
8 feet for flower, groundcover, and shrub beds.
o 12. Provide 40 square feet of water and air-
permeable planting area at the base of each
tree, within the drip zone, using either a tree
grate (in highly used pedestrian areas) or
groundcover or shrubs and mulch (in low-use
4 - 22 FOOTHILLS CAMPUS
Plant Palette
• Guidelines for locating and composition,
• Characteristics of form, color and habit; and
• Requirements for optimal growth.
Definitions
Bioswale – A planting area that filters pollutants
out of storm water.
Screen – Plants that form a visual and/or physical
barrier.
Pedestrian Barrier – Plants that form a physical
obstruction to pedestrian circulation.
In Lawn Area – Trees that function well in turf.
In Pedestrian Pavement – Trees that function well
in small planting areas surrounded by pavement
and/or in tree grates.
Landmark Planting – Prominent trees within a
landscape.
Showy Flowers/Seasonal Color – Plants that have
distinguishing flowers and/or seasonal color.
Evergreen – Plants that have green, persisting
foliage year-round.
Colorado Native – A member of a plant species
that inhabited Colorado prior to European contact.
Non-Invasive – Plants that will not proliferate and
overrun or displace native vegetation.
Historically Significant – Plants with a particular
importance in the history of the campus and/or the
state.
Small Shrub < 2’ Tall
Medium Shrub 2’-4’ Tall
Large Shrub >4’ Tall
Small Tree > 20’ Tall
Medium Tree 20’-40’ Tall
Large Tree > 40’ Tall
Full Sun >6 hours of direct sun per day.
Partial Shade 3-6 hours of sun per day.
Shade < 3 hours of direct sun per day.
Drought Tolerant – Plants that can tolerate arid
conditions with little or no supplemental water.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
4 - 23
Draft
Plant Palette Campus Appropriate Growth
Approval Uses Characteristics Rqmts.
Trees
CSU Facilities Maintenance
Bioswale
In Lawn Area
In Pedestrian Pavement
Landmark Planting
Showy Flowers/Seasonal Color
Evergreen
Shade Canopy
Colorado Native
Historically Significant
Small Tree ( >20' Tall)
Medium Tree (20'-40' Tall)
Large Tree ( > 40' Tall)
Full Sun
Partial Shade
Shade Tolerant
ABIES CONCOLOR White Fir zz z z
ACER GLABRUM Rocky Mountain Maple zz z z z z
ACER GRANDIDENTATUM Bigtooth Maple zzz z zz z z
ACER PLATANOIDES Norway Maple zzz z z z z
ACER SACCHARINUM Sugar Maple zz zz z z
ACER TATARICUM Tatarian Maple zz z
ALNUS TENUIFOLIA Thinleaf Alder zz z z
AMELANCHIER SPP. Serviceberry zz z z
BETULA FONTINALIS Rocky Mountain Birch zz zzz z
BETULA PAPYRIFERA Paper Birch zz z z z z
CERCIS CANADENSIS Eastern Redbud zz z z z
FRAXINUS PENNSYLVANICA Green Ash z z zz zz z
GLEDITSIA TRIACANTHOS INERMIS Thornless Honeylocust zz z z z z
KOELREUTERIA PANICULATA Golden Raintree zzz z z z z
MALUS SPP. Crabapple zz z z
PICEA GLAUCA White Spruce zz z
PICEA PUNGENS Colorado Spruce zzz z z z
PICEA PUNGENS GLAUCA Colorado Blue Spruce zzz z z z
PINUS ARISTATA Bristlecone Pine zzz z z
PINUS EDULIS Pinyon Pine zzz z
PINUS FLEXILIS Limber Pine zzz zz z
PINUS PONDEROSA Ponderosa Pine zz z
PINUS STROBIFORMIS Southwestern White Pine zz z z
POPULUS TREMULOIDES Quaking Aspen zz z z zz z
PRUNUS CERASIFERA 'NEWPORT' Newport Plum zz z z z
PRUNUS MAACKII Amur Chokecherry zz z zzz
PSEUDOTSUGA MENZIESII Douglas Fir zzz z z
PYRUS CALLERYANA Callery Pear 'Redspire's zz z z
QUERCUS GAMBELII Gambel Oak zz z z
QUERCUS ROBUR English Oak zzz z z
SORBUS AUCUPARIA European Mountain Ash zz z z z
TILIA CORDATA Little Leaf Linden zz z z z z
ULMUS AMERICANA American Elm zzz z zz z z
4 - 24 FOOTHILLS CAMPUS
Plant Palette Campus Approp. Growth
Approval Uses Characteristics Rqmnts.
Shrubs
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Evergreen
Colorado Native
Pedestrian Barrier
Attractive to Wildlife
Small Shrub ( <2' Tall )
Medium Shrub ( 2'-4' Tall)
Tall Shrub ( > 4' Tall)
Full Sun
Partial Shade
Shade Tolerant
AMELANCHIER SPP. Serviceberry zz z z zz z
ARCTOSTAPHYLOS UVA-URSI Kinnikinnick zzz z z z
ARTEMISIA TRIDENTATA Big Sagebrush zzzz z z
CEANOTHUS FENDLERI Fendler Ceanothus zz z z z z
CERCOCARPUS LEDIFOLIUS Curl-leaf Mountain Mahogany zzz z zz
CERATOIDES LANATA Winterfat zzzzz z zz
CORNUS SERICEA Red Osier Dogwood z zzz z z
COWANIA MEXICANA Cliffrose zzzz z z
EUONYMUS ALATUS Burning Bush zz z z z
FALLUGIA PARADOXA Apache Plume zzzzz z z
FENDLERA RUPICOLA Cliff Fendler Bush zz z z
FORSYTHIA 'MEADOWLARK' Meadowlark Forsythia zz z z
HIBISCUS SYRIACUS Rose-of-Sharon zz z z z
HOLODISCUS DUMOSUS Rock Spirea zz z zz z
LIGUSTRUM VULGARE 'LODENSE' Lodense Privet zz z z z z
LONICERA X 'EMERALD MOUND' Emerald Mound Lonicera zz z z
POTENTILLA FRUTICOSA Shrubby Cinquefoil zzzz z zz
PHILADELPHIS MICROPHYLLUS Littleleaf Mock-Orange zz z z z
PRUNUS AMERICANA Wild Plum zz z z z zz z
PRUNUS BESSEYI Sand Cherry zz z z z z
PRUNUS X CISTENA Cistena Plum zz z z z
MAHOHIA REPENS Creeping Mahonia zzz z
RHUS AROMATICA 'GROW-LOW' Grow-Low Sumac zz z
RHUS GLABRA CISMONTANA Smooth Sumac zz z z z
RIBES AUREUM Golden Currant zzzzz z zz
RIBES CEREUM Wax Currant z zzz z zz
ROSA WOODSII Woods Rose/Wild Rose z zzz z zz
SHEPHERDIA CANADENSIS Russet Buffaloberry zzz z z
SYMPHORICARPOS ALBUS Snowberry zz z z
VIBURNUM TRILOBUM American Cranberrybush z zz z zz
YUCCA SPP. Yucca zz zz
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
4 - 25
Draft
Plant Palette
Campus Approp. Growth
Approval Uses Characteristics Rqmnts.
Ground Covers and Vines
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Evergreen
Colorado Native
Full Sun
Partial Shade
Shade Tolerant
ANTENNARIA SPP. Pussytoes zz z
ARABIS SPP. Rockcress zz z
ARENARIA VERNA Moss Sandwort zz z
ARMERIA MARITIMA Thrift zz zz
ARTEMISIA SCHMIDTIANA 'SILVER MOUND' Silver Mound Sage zz
CALLIRHOE INVOLUCRATA Poppy Mallow zz
CAMPSIS RADICANS Trumpet Vine zz z
CONVALLARIA MAJALIS Lily-of-the-Valley zz z
DELOSPERMA COOPERI Purple Ice Plant zz
EUONYMUS FORTUNEI 'COLORATA' Purpleleaf Winter Creeper zz
HOSTA SPP. Plantain Lily zz
IBERIS SEMPERVIRENS Candytuft zz zz
LONICERA JAPONICA 'HALLIANA' Hall's Japanese Honeysuckle zz zz
MAHONIA REPENS Creeping Mahonia zz z
PARTHENOCISSUS TRICUSPIDATA Boston Ivy zz z
PENSTEMON PINIFOLIUS Pineleaf Penstemon zz z
POLYGONUM AUBERTII Silver Lace Vine zz
POTENTILLA NEPALENSIS 'WILLMOTTIAE' Willmott Cinquefoil zz z
SEDUM SPURIUM 'DRAGON'S BLOOD' Sedum zz z
THYMUS SERPYLLUM Mother-of-Thyme zz zz
TRUCRIUM CHAMAEDRYS Germander zz z
WALDSTEINIA FRAGARIOIDES Barren Strawberry zz zz
Grasses
CSU Maintenance
Bioswale
Showy Flowers/ Seasonal Color
Colorado Native
Attractive to Wildlife
Small Grass ( <2' Tall )
Medium Grass ( 2'-4' Tall)
Tall Grass ( > 4' Tall)
Full Sun
Partial Shade
Shade Tolerant
AGROPYRON SPICATUM Bluebunch Wheatgrass zz z z
ANDROPOGON GERARDII Big Bluestem zz z z z z
ARISTIDA LONGISETA Red Three-awn zz z z
BOUTELOUA CURTIPENDULA Side Oats Grama zz z z
ELYMUS ELYMOIDES Bottlebrush Squirreltail zz z z
ORYZOPSIS HYMENOIDES Indian Ricegrass zzz z z
SORGHASTRUM NUTANS Indian Grass zzzzz
4 - 26 FOOTHILLS CAMPUS
3. Furnishings
Site furnishings are functional elements—such as
seating, trash receptacles, and bicycle racks—that
help establish and reinforce the image and charac-
ter of the campus. Standardizing these elements
unifies the campus visually, reduces maintenance,
and simplifies replacement.
Intent: to unify the campus landscape with a palette
of site furnishings.
n 1. Install a family of stock items that coordi-
nate with campus lighting and signage and that
are durable, attractive, and easy to maintain.
n 2. Coordinate colors and style of similar
materials to unify the campus. Avoid painted
materials when possible. Natural color of the
material is preferred to minimize long-term
maintenance and express the campus character.
Brushed aluminum is preferred where metal, is
used.
o 3. Use recycled materials when possible. In
place of wood, use recycled wood composite
in its natural color.
o 4. Over time, remove and replace site furni-
ture to coordinate with the evolving campus
image.
a. Seating
o 1. Provide seating throughout the campus to
promote collegiality, enjoyment of the outdoor
space, and enhance the pedestrian character of
the campus.
n 2. Locate seating in groups and individually at
building entrances, in gathering places, and
along streets and paths, in sight of campus
activity, and to capture distant views.
o 3. Make seating height between 14 and 18
inches above the pedestrian pavement and
level with the horizon. The depth of each seat
should also be between 14 and 18 inches.
o 4. Appropriate materials for seating include
low walls, large boulders, as well as benches.
Seating with back supports should conform to
the human body and contribute to a relaxing
place to sit.
o 5. Provide mixture of benches and picnic
tables for outdoor study.
n 6. Use one standard bench that is durable and
comfortable. Benches should be linear in
design, with a metal frame and recycled wood
composite slats. Benches may have back
supports as the composition of furnishings
allows. Benches without backs are useful
where seating is accessible from either side.
n 7. Locate or design seating in a way that
prevents inappropriate use by skateboards,
skates, or activities other than seating.
n 8. Use picnic tables that have a center post
permanently fixed to the pavement. A mix of
seating arrangements should be provided,
including tables with four seats, three seats
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Draft
Rack for
two
bicycles
Multiple bike rack
b. Trash and Recyclable
Material Receptacles
o 1. Use complementary receptacles for trash,
recyclable materials, and smoking that are
durable, require low maintenance, and can
sustain periodic power-washing.
n 2. Receptacles should be non-descript without
logos.
n 3. Receptacles for trash and recyclable
materials should have easily accessible lids
that keep out snow, rain and animals.
c. Bicycle Racks
Currently there is a variety of rack types used for
mass bicycle parking.
o 1. Use independent racks where only a few
are necessary.
d. Walls, Fencing and barriers
Fencing is a character defining feature of the
Fooothills Campus. It is critical to security of the
various facilities and safety of the many animals
housed on campus.
Intent: unify the campus landscape with fencing that
meets security needs.
o 1. Site retaining walls should be designed to
provide seating where appropriate. In such
cases walls should be 16-18 inches tall and
20-24 inches wide. Design walls to prevent
skateboard activity.
n 2. Construct site retaining walls using native
stone, cast-in-place concrete, or precast
concrete block.
o 3. Precast concrete block retaining walls
The retaining
wall at the
College Ave.
underpass is a
good example of
a rectangular,
flat face
concrete block
structure
4 - 28 FOOTHILLS CAMPUS
should be rectangular with a flat face. A mini-
mum of three sizes of blocks should be used
following an ashlar pattern. The color of
precast concrete blocks should match the
adjacent soil color, adjacent pavement, or
building.
n 4. Use forms and materials for fences and/or
site walls that complement the adjacent archi-
tecture and site design.
o 5. Consider use of cor-tin steel in fencing,
gates, bridges and other outdoor structures.
o 6. Avoid the use of bollards through compre-
hensive site design. Where required, install
removable bollards in emergency access
routes.
e. Site Lighting
Night lighting is critical for campus safety and
visitor orientation. Light poles are an important
element in the landscape
Intent: to improve evening activity and enhance the
character of the Foothills Campus with the correct
placement of outdoor lights.
New light poles and
fixtures used on the
Main Campus should
be used at Foothills.
Cor-tin steel fits well into the Colorado Front
Range landscape.
o 1. Encourage additional lighting where it
enhances the whole neighborhood.
n 2. Prohibit specially designed lighting of an
individual building that is out of character to
the neighborhood and/or adjacent buildings and
uses.
o 3. Include electrical outlets located throughout
the square and ample conduit providing for
temporary sound and lighting systems.
n 4. Use full cutoff fixtures for street and
parking lot lights.
o 5. Design the lighting of utilities, enclosures,
and service areas to complement adjacent land
uses, architectural lighting, and/or circulation
elements.
o 6. Refer to the Building (Design) Construction
Standards Manual, Division 16 and Appendix
Sole Source Products for standard equipment.
n 7. The use of Bollard Lighting Systems is not
permitted.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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4. Foothills Campus Signage
The intent of the campus signage system is to
contribute to clear and inviting wayfinding for the
campus community and visitors. Signs are to be
consistent in character within a hierarchy of types
for specific purposes as applied to all the CSU,
Fort Collins campuses.
This document initiates the update of graphics
(forms, colors, and materials) and signage with the
in coordination with the CSU Foundation
Development Office, Facilities Management, and
the Sign Shop. A sign design manual should be
contracted to provide construction documents for
specifications of materials, typography, and costs
for budgeting of fabrication and installation.
n 1. Integrate signs into the system of open
space, circulation, and buildings – complement
the styles and materials.
o 2. Design all components to be economically
feasible for implementation and maintenance.
o 3. Build on the established character of the
historic monuments along College Avenue.
o 4. Develop priorities for a phased approach
for replacing noncompliant signs on all cam-
puses.
n 5. Comply with City of Fort Collins, State and
Federal requirements to facilitate services and
community cooperation in the public right-of-
way and on campus.
o 6. Develop sign content, layout, and specific
site location with Administration and Facili-
ties.
n 7. Use cast concrete for the signage of the
Foothills Campus. Color should be a warm
natural gray with sandblast finish.
Signage on the Foothills Campus is based on the
historic stone and brick entry monuments located
on the Main Campus. Consistency amongst the
Fort Collins campuses will be achieved through
the use of stone bases (on most sign types), green
as the primary sign color, typography, and the
placement of the CSU logo. Additionally the sign
system calls for the further use of the existing street
signs, and adding banners on the existing concrete
light poles.
Entry monuments are to be on both sides of the road.
4 - 30 FOOTHILLS CAMPUS
Street signs on the South Campus should match
those of the Main Campus. Light poles should be
used to hang banners and/or directional signage.
Building identification follows the standards with
a stone base, or no base at all.
Visitor orientation kiosks include detailed maps
of the campus for use by pedestrians.
Visitor information and directional signs are to
be designed for use by motorists.
The original monuments of blond brick with cast
concrete, stone base and cap.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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V. IMPLEMENTATION
A. Implementing Design Review at
Colorado State University
Campus character and environment is increasingly
recognized as one of the primary reasons students
and faculty choose their academic institutions. A
strong campus image promotes a positive feeling
towards the academic institution that is reflected in
academic ideals, donations, alumni participation
and attracting the best and the brightest. As a
campus grows and changes – a given at most every
academic institution – that character and environ-
ment tends to shift and change. Change must be
recognized as short-term decisions that do not
compromise the long term institutional ambition.
1. Background
Corresponding to a trend in city design, many
rapidly developing campuses have had Design
Review Boards (DRB) or, Design Review Com-
mittees (DRC) since the mid 1980’s to control
campus aesthetics. In 1994, SCUP (Society of
College & University Planners) recognized a
growing campus trend to correlate design direction
with campus change. SCUP sponsored an educa-
tional session that addressed how one would set in
place and sustain campus planning and architec-
tural design standards to allow flexibility in
accommodating change of all kinds. They identi-
fied the necessary ingredients as “a committed
administration, a long-term external design review
board, an established master plan, watchful over-
sight by a host of interested professional designers
and ordinary citizens, and a guiding document that
describes campus style, standards, and future
aspirations.” In 1999, the organization again
revisited Design Review to address the benefits
and pitfalls. While no conclusive evidence was
gathered on the effectiveness of a DRC the gener-
ally held perspective was one of benefit to the
aesthetic campus composition and long term
planning strategies.
As a response to implementing incremental change,
many other campuses have since instigated a series
of review panels to be the watchdog of physical
change. Panels have included Campus Planning
Committees, which review master plans or devel-
opment programs (much like a City’s Planning
Commission or Zoning Board); Design Review
Boards, which review particular project design
responses; or Facilities Committees, which review
operations as well as new facilities. Often a
campus will consider one such Committee or
Board to serve all functions.
Colorado State University has, to date, not utilized
a Design Review Committee to maintain aesthetic
direction. The campus’ Facilities Development
Committee has served to provide informal recom-
5 - 2 IMPLEMENTATION
representatives, or solely “community participa-
tion” when composed of faculty, staff and students.
Other models combine professional peers, admin-
istrators and campus community members and
combine peer, administrative and community
review.
a. DRC Responsibilities
The typical responsibilities of a Design Review
Committee include:
• Implement the goals of the strategic plan as
they relate to land use and design.
• Implement the direction of the campus master
plan or development plan.
• Enforce design guidelines; translate design
guidelines to specific situations.
• Review projects and programs for design
quality and consistency.
• Make findings as to when and why to allow
deviations or variances.
• Make recommendations as to design improve-
ments.
• Make recommendations as to Value Engineer-
ing decisions that effect design quality and
consistency.
• Make recommendations as to selection of
architect/landscape architect/planner.
• Promote campus design vision to the President
or Administration.
• Be proactive to administrators when tools or
direction are not available, suggesting the need
for guidelines, detailed planning studies or
other physical improvements.
b. Benefit
The benefits of a Design Review Committee have
varied based upon the charge, role and responsi-
bilities at different campuses. However, observa-
tion and participation in a few Campus Design
Review Committees has revealed potential ben-
efits for Colorado State University.
• Often a designer needs assistance to understand
the larger campus environment outside their
building or site program. The Design Review
Committee can clarify campus wide direction
and translate design guidelines in these particu-
lar situations.
• A designer could potentially receive conflict-
ing or inconsistent direction. This is increas-
ingly evident when there is a Building Commit-
tee, with multiple ‘clients’ as is typical in the
university setting. A Design Review Commit-
tee could provide direction and make findings
as to why a particular direction should be
pursued.
• Recognizing that design and beauty are not
always black and white decisions, Design
Review Committees often translate the “gray”
and provide a well thought out direction to both
the building/site designers as well as the
administrators and building committee.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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c. Design Review Committee
Procedures
Design Review Committee presentations are
typically comprised of open and closed sessions.
The open session will include the presentation by
the Executive Architect, questions from the Board,
and the Board’s recommendations. The DRC
considers comments from the related University
project management team prior to each DRC
presentation. The closed session allows the DRC
candid discussions to arrive at a consensus posi-
tion for its recommendations.
A standard packet of information is provided to the
DRC members in adequate time for their thorough
review. Written summaries of board discussions
and recommendations are maintained, and should
be distributed to all concerned parties.
d. CSU Decisions &
Recommendations
To embark on a Design Review Committee pro-
cess, the CSU Administration must decide on the
appropriate charge (advisory or regulatory), role
(peer review, administrative and/or community
participation), and process. The following recom-
mendations are the author’s counsel based upon
serving on the UC Riverside DRB for three years
as a professional member and presenting to numer-
ous other design review boards, both at academic
institutions and for agencies.
Advisory: It is recommended that CSU inaugurate
an advisory Design Review Committee with the
charge of providing recommendations to the
President and Vice President of Administrative
Services on campus planning (Master Plan) and
design project implementation. The Master Plan
and the new Aesthetic Guidelines will be the
decision makers’ tools for determining compli-
ance. Rather than multiple boards, one DRC
should represent the Main Campus, Foothills and
South Campus. This will serve to promote unity
and cohesion amongst the separate campuses.
Combined Role: It is recommended that the CSU
DRC have a combined role, with peer review,
administrative review and community participa-
tion. A suggested committee of 7 members would
be composed of three peer professionals (peer
review) from off campus – an architect, a land-
scape architect and a planner; up to three campus
representatives (community participation) that
could be chosen from the Faculty Council, mem-
bers of key departments, or ASCSU members; and
one representative from the Facilities Management
Department (administrative) responsible for
design and construction. Planning & Real Estate
Services and Design & Construction Staff would
be resources to the voting committee.
(Note: peer professionals should be noted Colo-
5 - 4 IMPLEMENTATION
3. Next Steps
Should the CSU Administration determine the
value of a Design Review Committee, the follow-
ing work program could be implemented:
1. Allocate budget and resources for DRC assis-
tance and reimbursement.
2. Establish responsibilities for appointing both
outside and on campus members.
3. Determine conflict of interest requirements
(such as, can a professional member hold a
design contract with CSU for a particular
project; is there a monetary limit to annual
design contracts?).
4. Invite candidates and select appropriate DRC
members.
5. Determine design submission requirements and
presentation formats for DRC .
6. Determine and manage calendar of DRC
review.
7. Follow up DRB meetings with minutes and
recommendations to Administration.
4. Comparison with Select Peer
Institutions:
A limited review of other western educational
institutions shows the diversity of design review
composition, role and processes.
a. Arizona State University,
Tempe
ASU has a Campus Public Art & Design Review
Council that is advisory to the executive vice
president and provost. The Council develops the
vision and guidelines for campus planning, includ-
ing public art, participates in the selection of
consultant architects, landscape architects and
planners, and reviews projects during the design
process. It recommends the procurement or com-
missioning of works of public art and their siting
on the campus, and it explores the sources of
funding of public art for existing facilities, beyond
those funded by the percent for art levy on new
construction. It is composed of 16 members on
staggered three-year terms. All members, with the
exception of one from the City of Tempe, are with
the University. ASU has a School of Architecture
and an Art program, so peer expertise is available
on campus. (See footnote 1)
b. University of California
Riverside
The UCR Design Review Board (DRB) is charged
with the review of major planning initiatives (e.g.
area studies, master plans), and facilities siting,
facilities design and landscaping for major
projects to ensure that they are consistent with the
Long Range Development Plan and UCR’s plan-
ning principles as specified in the Campus Design
and Landscape Guidelines. The Board is advisory
to the Chancellor via the joint recommendations of
the Vice Chancellor, Academic Planning & Budget
and Vice Chancellor, Administration. The joint
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Membership is composed of nine persons: two
external consulting architects, one external consult-
ing Landscape Architect, Assistant Vice Chancel-
lor, Capital & Physical Planning, Assistant Vice
Chancellor, Design & Construction, Chair (or
designee) Academic Senate Physical Resources
Committee and three faculty-at-large, on rotating
three year terms. The term for the external archi-
tects and landscape architect is three years. Ap-
pointments are staggered so that one new appoint-
ment is made each year. Appointments are made by
the Executive Vice Chancellor on the joint recom-
mendation of the Vice Chancellor, Academic
Planning & Budget, and Vice Chancellor, Adminis-
tration. The joint recommendation is the result of
consultation with the DRB.
Each major planning initiative and/or project is
presented to the Board at the following milestones:
Detailed Project Program (DPP)/pre-design;
Schematic Design preceding Office of the Presi-
dent review and Regents Design Approval; and
additional reviews on an as needed basis, as
appropriate. (See footnote 2)
c. University of California San
Diego
The UCSD Design Review Board (DRB), an
advisory board to the Chancellor, is charged with
the review of facilities design and major landscape
projects to ensure such projects are architecturally
appropriate and consistent with the Long Range
Development Plan and the UCSD Master Plan.
Projects that have significant visual impact on the
Campus, regardless of the size of the project, are
also reviewed by the DRB. The DRB is composed
of eight members: four private sector architects,
who serve four-year staggered terms, and four
campus representatives. The external architects are
selected by the Vice Chancellor-Resource Manage-
ment and Planning on the recommendation of the
Assistant Vice Chancellor-Facilities Design and
Construction and the external architects currently
serving, on the DRB, on the basis of professional
design experience. The four campus members are:
the administrative Co-Chair, C/CPC-1 the faculty
Co-Chair, C/CPC (who is also chair of the Aca-
demic Senate CCCE); the at-large faculty member
selected by the Academic Senate; and the Vice
Chancellor-Resource Management and Planning.
Staffs from Facilities Design & Construction and
Physical Planning Departments serve as consult-
ants to the DRB.
Typically, major projects are reviewed by the
DRB three times before being submitted for design
approval. The three reviews by the DRB are: pre-
design, concept presentation, and final schematic
design. On occasion, additional reviews may be
required; specifically, a review of the proposed
5 - 6 IMPLEMENTATION
budgeting. The DRB reviews Conceptual Design,
and occasionally program plans where the plan
involves major campus land development issues.
They take formal action at Schematic Design and
Design Development phases. (See footnote 4)
Footnotes
1 Arizona State University Website
www.asu.edu
2 University of California Riverside, Mr.
Timothy Ralston, Assistant Vice Capital &
Physical Planning
3 University of California San Diego Website
www.ucsd.edu
4 University of Colorado at Boulder website
http://www.colorado.edu
B. CSU Design Review Committee
Submittals
Consultant teams must review the University
Building (Design) Construction Standards Manual.
This Manual also outlines who reviews projects
and who serves as the University representative.
CSU may need to revise their Construction Stan-
dards Manual after this document is adopted.
In addition to the design submittals outlined in the
University Building (Design) Construction Stan-
dards Manual, every project team that is involved
with a project that includes new construction, or
additions or modifications to the exterior of an
existing buildings will be required to present the
proposed project design at a conceptual level (pre-
schematic). At this presentation, the appropriate
representation method(s) shall be used to help the
reviewing committee understand the impact of the
proposed project on the existing campus environ-
ment and evaluate the conceptual design for its
compliance with these aesthetic guidelines. The
following products are examples of acceptable
presentation tools: computer generated 3-D model
with sun study and key eye-level views to analyze
the impact of new building massing on campus
open space and buildings; computer generated
animations of an eye-level walk-thru simulation of
the project area; hand drawn perspective sketches
of the proposed project (eye-level views); photo
montages of the existing campus environment with
an overlay of the proposed project (eye-level
views); etc. The project team shall outline the
proposed presentation (products, tools, and method
appropriate for the project) of the conceptual
design(s) for review and approval by the Univer-
sity representative. The development of alternative
project solutions is encouraged at this stage of the
project.
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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Project Review Schedule / Consultant Submittal
Requirements
Submit the following for DRC review two weeks
prior to the DRC meeting presentation. Submittals
should be in electronic form in .pdf file format. It
is expected that each of the items will advance
through the design process. The lists for each
submittal states if specific detail is required in
addition to that previously addressed.
Presentations to the DRC will be made by the
Architect/Engineer Design Team (A/E). The
presentations should be electronic projection with
handouts for the committee members. Models of
the project are generally appreciated but not
necessarily required.
1. Conceptual Design Phase
The intent of the Conceptual Design Phase is to fit
the program to the site. Alternative schemes are
encouraged to study how to best achieve the
project goals.
a. Project program, tabulation of square footage
of uses inside and outside the building within
the project area
b. Project budget
c. Campus context plan as it fits within the related
objectives of the campus master plan and
Aesthetic Guidelines, indicating existing and
proposed development
d. Site concept plan illustrating building footprint,
access (project area and edges of surrounding
‘sites’ on a scaled current survey of utilities,
horizontal and vertical elements and condi-
tions, project boundaries and setbacks.)
e. Conceptual floor plans
f. Conceptual massing diagram (always include
massing of adjacent buildings and structures).
-dimensional massing simulation with view
studies are required when the structure serves
as a gateway or orientation point on campus,
shadow simulation at noon March 21, June 21
and December 21.
g. Conceptual elevations (ideally in perspective;
always include elevations of adjacent build-
ings), indicating all major materials
h. Landscape concept plan delineating paved and
planted areas
i. Sustainability goals
j. Written design statement (could be illustrated
with diagrams)
2. Schematic Design Phase
a. Summary of any deviations to the previously
approved Conceptual Design Phase submittal
b. Project program
c. Project budget including allocation for build-
ing, site and landscape
d. Context Plan – illustrating adjacent buildings,
circulation and open space
5 - 8 IMPLEMENTATION
j. Building elevations – colored, ideally in
perspective; always include elevations of
adjacent buildings, indicating all major materi-
als
k. Information on any building mounted or site
mounted equipment / utilities (example: cut
sheets / illustrations for proposed equipment,
building / site sections indicating equipment
sizes and screening systems indicating view
lines from adjacent public spaces, etc.)
l. Written design statement
3. Design Development Phase
a. Summary of any deviations to the previously
approved Schematic Design Phase submittal
b. Project program
c. Project budget.
d. Context Plan – illustrating adjacent buildings,
circulation and open space
e. Site Plan– indicating finish floor elevations,
utilities and access to the building, project
boundary and limit of work
f. Landscape Plan – including but not limited to
grading, drainage, signage, lighting, furnish-
ings, plant species, installation size, and
pavement materials.
g. Floor Plans– including roof plan and associ-
ated mechanical equipment
h. Massing – multiple views of the 3 dimensional
model including but not limited to pedestrian
level
i. Shadow studies, 10 AM, 2:00, and sunset,
March 21, June 21 and December 21
j. Building elevations – colored, ideally in
perspective; always include elevations of
adjacent buildings
k. Exterior materials (site and building) and
exterior colors (sample mock-up board)
l. Materials and colors for transitional spaces
(entrance vestibules, lobbies, etc.)
m. Exterior building lighting and lighting of
transitional spaces (overhangs, vestibules,
entrances, lobbies)
n. Written design statement
o. Summary of changes due to Value Engineering
4. Construction Document
Phase
No review by the DRC unless design changes are
made that affect building exterior, site design, etc.
5. Construction Phase
No review by the DRC unless design changes are
made that affect building exterior, site design, etc.
DRC Site Visit(s)
a. Review of sample wall / sample panel / etc.
(note: require Contractor / A/E team to coordi-
nate timing of the various mock-ups, etc. so that
the DRC can perform review of all relevant
materials during one visit)
b. Final walk-thru during punch-listing period
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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VI. APPENDIX
A. Glossary of Terms
Sustainability
“Sustainability” implies that the critical activities
of a higher education institution are (at a minimum)
ecologically sound, socially just and economically
viable, and that they will continue to be so for
future generations. A truly sustainable college or
university would emphasize these concepts in its
curriculum and research, preparing students to
contribute as working citizens to an environmen-
tally sound and socially just society. The institution
would function as a sustainable community, em-
bodying responsible consumption of food and
energy, treating its diverse members with respect,
and supporting these values in the surrounding
community.
Association of University Leaders for a
Sustainable Future (ULSF)
http://www.ulsf.org/about.html
Metrics Terminology
To clarify how the terms are used in this project, a
list of terms related to performance metrics are
defined with examples and comments at the end of
this document. The definitions are derived from
common practice and the Merriam-Webster Dictio-
nary.
Benchmark — a standardized problem or test case
that serves as a basis for evaluation or comparison
The terms Benchmark and Baseline are often used
interchangeably.
Benchmarking — the act of comparing a perfor-
mance metric to a benchmark or baseline
Consistent and repeatable benchmarking requires
clearly defined performance metrics and
protocols for developing the reference case to
serve as the baseline.
Building Performance Index — A high level
indicator of the performance of a building
BPI is often used to refer to the energy use
intensity
There is no standard definition of this term. It is
sometimes used to refer to the energy use
intensity and sometimes used to account for many
different factors (energy, environmental,
economic, etc.) into one term. This term is not
used in this project at this time because it is not
specific and can lead to confusion.
Design Guideline — a set of rules and strategies
to help building designers meet certain perfor-
mance criteria such as energy efficiency or
sustainability. Although LEED and BREEAM are
technically rating systems for new construction,
they are often used as design guidelines for new
buildings.
Energy Audit — a systemized approach to mea-
suring, recording, and evaluating the operating
6 - 2 APPENDIX
Measurement and Verification — refers to the
process of examining and proving the results of
implementing energy and water conservation
measures
Metric — a standard of measurement
A performance metric is a metric of some
performance characteristic; however, not all
metrics are performance metrics. For example,
area is a metric but it is not a performance
metric.
Performance Goal — a specific statement of a
desired level of achievement.
Performance metrics should be carefully chosen
to measure progress toward performance goals.
Performance Index — a number (as a ratio)
derived from a series of observations and used as
an indicator or measure.
A performance index is a secondary level
performance metric. Performance index is not
used in this project to avoid introducing more
terms than are necessary.
Performance Indicator — a high-level perfor-
mance metric that is used to simplify complex
information and point to the general state of a
phenomenon.
Performance indicators are used to communicate
general trends and are often used on a program
planning level to show progress toward goals. See
the definition of indicator for more discussion.
Performance Metric — a standard of measure-
ment of a function or operation
Performance Metrics should measure and
communicate progress toward achieving
Performance Goals. There are different levels of
performance metrics. The Performance Metrics
Project is generally concerned with the primary
level, which is the lowest level. The primary level
performance metrics are applicable to a specific
project, such as the BEUI and end use energy
break down. Secondary performance metrics are
often combinations of lower level performance
metrics and other data, and they are used to show
performance of a group of buildings or across an
entire building category. An example of a
secondary performance metric would be the gross
energy intensity of a group of office buildings.
Performance Objective — a general statement of
desired achievement
Reduce building energy consumption, reduce
emissions related to building operation
Procedure — a standard method or set of methods
for determining one or more performance metrics
Protocol — a detailed plan of a scientific or
medical experiment, treatment, or procedure
Protocol is often used interchangeably with
procedure; however, protocol usually infers
something that is officially recognized as a
standard.
Rating System — a system of rules for comparing
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
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References
Flanders, L. (2000). Assistant Director (UN
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Molly_Macgregor/Extra%20Pages/
References.htm#1
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· Stanford University and the Environmental
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https://www.usgbc.org/FileHandling/
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accessed January 2006.
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accessed January 2006.
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Master Plan,” http://www.colorado.edu/
masterplan/plan/plan.cgi, accessed January
2006.
• University of Illinois at Urbana-Champaign,
Design Guidelines, 1999.
• University of Massachusetts, Amherst Facili-
ties & Campus Planning, “Design Guidelines
COLORADO STATE UNIVERSITY AESTHETIC GUIDELINES
6 - 5
Draft
• Wallace Roberts & Todd, LLC, Georgia
Institute of Technology Campus Design Guide-
lines. Coral Gables: Wallace Roberts and
Todd, LLC, 2000.
• Wallace Roberts & Todd, University of Cali-
fornia, San Diego, University Center Sixth
College Neighborhoods Planning Study, Octo-
ber 2004
• Wallace Roberts and Todd, LLC and Leo A.
Daly HNTB Corporation, Georgia Institute of
Technology Campus Master Plan. 1998.
• Yale University, Yale University: A Framework
for Campus Planning.
D. Acknowledgements
Keith Ickes, Vice President for Administrative Services
Brian Chase, Director Facilities Management
Tommy Moss, Construction and Design Manager, Facilities Management
Fred Haberecht, Landscape Architect, Facilities Management
Tyler Kiggins, Intern Landscape Architect, Facilities Management
Joshua Culwell, Intern Landscape Architect, Facilities Management
Tyrel Strugeon, Intern Landscape Architect, Facilities Management
Wallace Roberts & Todd, LLC
Kathleen A. Garcia, FASLA, Partner in Charge
Maarten Pesch, AIA, Architectural Principal
Laura Burnett, ASLA, Project Director,
Minden Ten Eyck, Landscape Designer
6 - 6 APPENDIX
.
UMass Amherst,” http://www.umass.edu/fp/
pdf_documents/Design_Guidelines.pdf, ac-
cessed January 2006.
• University of Nebraska, Lincoln, Campus
Design Guidelines: University of Nebraska –
Lincoln City and East Campuses. Lincoln, NE:
University of Nebraska, 2002.
• University of Pennsylvania, “Design Guide-
lines and Review of Campus Projects,” http://
www.facilities.upenn.edu/uop/
BldgDesignGuidelines.pdf, accessed January
2006.
Publication Service, 1994.
• Downing/Thorpe/James & Associates, “Uni-
versity of Colorado at Boulder Research Park
Design Guidelines.” http://fm.colorado.edu/
researchpark/designguidelines/, accessed
January 2006
• Harvard University, Harvard University
Allston Campus Institutional Master Plan.
• James E. Hansen II., Democracy’s College in
the Centennial State: A History of Colorado
State University. Salt Lake City: Publisher’s
Press, 1977.
the performance of a whole building or building
system to benchmarks
Some rating systems, such as EnergyStar, are
designed to rate the measured energy
performance of existing buildings, and some,
such as LEED, are designed to rate the expected
performance during the design stage. In addition,
LEED and BREEAM are environmental rating
systems and energy is only one part of the rating.
One point of confusion is that LEED is often used
as a design guide.
performance of a building or building system with
the intention of improving the performance
Index — a number (as a ratio) derived from a
series of observations and used as an indicator or
measure (Merriam-Webster 2004)
An index is usually taken as a percentage.
Indicator — a parameter, or a value derived from
a set of parameters, that points to, provides infor-
mation about and/or describes the state of a phe-
nomenon. It has significance beyond that directly
associated with the parameter value. (Flanders
2000)
“Indicators are one of many tools for simplifying,
quantifying, and communicating vast amounts of
information in ways that are more easily
understood. They are also useful for alerting us
to what areas that need more attention, as well as
areas that see improvement.”
e. Site Plan– indicating finish floor elevations,
utilities and access (entrances and service) to
the building
f. Landscape Plan – including but not limited to
grading, drainage
g. Floor Plans– including roof plan
h. Massing – multiple views of the 3 dimensional
model including but not limited to pedestrian
level views
i. Shadow studies, 10 AM, 2:00, and sunset,
March 21, June 21 and December 21
exterior materials and color or when a project has
been previously approved by the DRB but later
modified by value engineering or for some other
reason. In all cases, however, the DRB review
process must be completed prior to submission for
Regental design approval. (See footnote 3)
d. University of Colorado
Design Review Board
The CU DRB is a six member board that reports to
the President on matters of campus facilities, land-
use development and concerns for the aesthetic and
physical characteristics for all University of
Colorado properties. Their role is to advise and
counsel on matters of good planning and design
practice only. The DRB is advisory to the Presi-
dent. It generally works cooperatively with design
architects and landscape architects to satisfy all
concerns. Since its inception in the mid-1960s,
only a handful of projects have been referred to the
Office of the President for resolution when the
design architect and the DRB could not agree. In
each case, the President has supported the DRB’s
position. They do not regulate, rule or determine
policies of the university with respect to land use,
facilities planning, campus design or capital
recommendation is the result of consultation with
the DRB.
rado professional leaders with a strong portfolio of
campus work, and are usually reimbursed on a time
and materials basis for their service).
Process: The primary responsibilities of a CSU
Design Review Board would be to review projects
during the planning and design process and to
participate in the selection of consultant architects,
landscape architects and planners for major cam-
pus projects. The DRB should meet regularly
(possibly quarterly) based upon the needed project
reviews.
• Budgets have increasingly tightened and the
cost of construction has and will most likely
escalate. Decisions regarding materials,
quality and cost should be thoroughly discussed
by an independent body, rather than only at a
Value Engineering session or Cost Reduction
session. A Design Review Committee could be
tasked with weighing the recommended cost
reductions against the quality and contribution
to the campus as a whole.
mendations. But, as there are yet no adopted
overall Design Guidelines, the DRC is only fol-
lowing the Master Plan for project review.
The role, responsibilities and potential composi-
tion of a CSU Design Review Committee are
discussed herein.
2. Design Review Committee
Charge
The Design Review Committee’s role is typically
to review development proposals against an
established set of criteria and provide input into
how best to meet the campus objectives with the
building and site program on hand. DRCs have
been advisory, providing direction to a President,
the Administration or at least a building committee,
or regulatory, providing direct recommendations
for change to a designer.
DRC roles have been solely peer review, when
composed of architects, planners and landscape
architects; solely administrative, when composed
of Facility Directors, Campus Architects, Campus
Planner, or Building and Planning department
(allowing a wheelchair user to sit at the table),
and two seats. Locate tables out of the mainte-
nance vehicle path.
o 9. Provide moveable recycled wood compos-
ite lumber picnic tables.
Example of related site furnishings
areas).
n 13. For security, mass trees to allow sight lines
and not obscure lighting.
n 14. Maintain trees along sidewalks and in
parking lots with a clear-zone (between the top
of pavement and bottom limb) of 7 feet above
the sidewalk and 13 feet 6 inches above the
street.
n 15. Irrigation - Refer to the Building (Design)
Construction Standards Manual, Division 2 and
Appendix Sole Source Products for standard
equipment.
durability.
n 4. Integrate metal panel systems and other
modular systems such as slate, etc. only as
‘secondary’ materials. Prohibit the use of these
materials near main entrances.
n 5. Prohibit the use of Exterior Insulation and
Finish Systems (EIFS) or residential scale
sight to the building and lobby entrances.
areas as part of the adjacent building massing
and materials. Do not locate utility boxes,
vaults, poles, etc., above ground in the side-
walk. In no case shall a utility box limit the
sidewalk clear-zone to less than 5 feet.
n 4. Design hatches for below-ground utilities
to match the adjacent sidewalk. Locate hatches
away from snow removal path.
shuttle bus shelter. Avoid locations where they
interfere with pedestrian movement.
Figurative sculpture at the B.W. Pickett Equine
Center
seating arrangements should be provided,
including tables with four seats, three seats
(allowing a wheelchair user to sit at the table),
and two seats. Locate tables out of the mainte-
nance vehicle path.
o 9. Provide moveable recycled wood compos-
ite lumber picnic tables.
Example of related site furnishings
and low-emissivity roofing materials or select
green or vegetated roofs for all or a portion of
the roof area.
o 2. Select slate, artificial slate (recycled
roofing product) and metal for sloped roof
materials.
n 3. Prohibit the use of asphalt-type or fiber-
glass roofing shingles.
the particular project or department (for
example: a building for the environmental
sciences department should incorporate sus-
tainable site or building systems such as photo-
voltaic panels).
and lighting by illuminating walls and other
surfaces.
o 5. When applicable, position lobby security
desks to allow security guards clear lines of
sight to the building and lobby entrances.
expand the planting of trees to define views
and contribute to the campus.
n 7. Provide a variety of seating arrangements
in sun and shade to allow for study, conversa-
tion, people watching, or quiet contemplation.
n 8. Design building entrances to be accessed
from the quad or plaza and be supported with
(allowing a wheelchair user to sit at the table),
and two seats. Locate tables out of the mainte-
nance vehicle path.
o 9. Provide moveable recycled wood compos-
ite lumber picnic tables.
Example of related site furnishings
o 12. Provide 40 square feet of water and air-
permeable planting area at the base of each
tree, within the drip zone, using either a tree
grate (in highly used pedestrian areas) or
groundcover or shrubs and mulch (in low-use
areas).
n 13. For security, mass trees to allow sight lines
and not obscure lighting.
n 14. Maintain trees along sidewalks and in
parking lots with a clear-zone (between the top
of pavement and bottom limb) of 7 feet above
the sidewalk and 13 feet 6 inches above the
street.
n 15. Irrigation - Refer to the Building (Design)
Construction Standards Manual, Division 2 and
Appendix Sole Source Products for standard
equipment.
qualitative terms that indicate an intended design
character that will achieve a necessary addition to
the campus’ social space. The guidelines leave
room for the inventive interpretation by the campus
in consultation with planners, designers, architects
and landscape architects. The purpose of these
guidelines is not to limit the creativity but to ensure
that creativity is working in a desired direction and
within a range of acceptable choices focused on
achieving the goals and objectives of the Strategic
and Master Plans.
or streets flanked by buildings of similar mass and
scale. The campus’ stylistic variety indicates its
progression over time. It has become a metropoli-
tan campus and its future development must
recognize this evolution while promoting quality
and sustainability.
The purpose of these Aesthetic Guidelines is to
celebrate CSU’s role as a University Community,
improve the overall aesthetic character and visual
unity, and create a more cohesive, quality environ-
ment. These guidelines form the direction to
designers, reviewers and administrators who will
oversee the campus evolution.