campus landscape master plan - rio hondo college...2-2 landscape framework plan once within the core...

August 2006 August 2006

RIO HONDO COLLEGE

Wallace Roberts & Todd, LLC

CAMPUS LANDSCAPE MASTER PLAN

Appendix D

August 2006

CAMPUS LANDSCAPE MASTER PLANRIO HONDO COLLEGE


March 10, 2006

Appendix D

August 2006

Executive Summary

I. IntroductionA. Purpose ................................................. 1-1B. Planning Process ................................... 1-2C. Campus Landscape Principles .............. 1-2

II. Landscape PlanA. Introduction .......................................... 2-1B. Site Opportunities and Constraints ........ 2-1C. Landscape Framework ......................... 2-4D. Pedestrian Circulation ........................... 2-6E. Focused Studies .................................... 2-8

Workman Mill Road Entry .................... 2-8Rio Hondo Parkway ........................... 2-10College Drive Entry .............................2-11Transit Court ....................................... 2-12Campus Quad ..................................... 2-14Technology Court ............................... 2-18Native Plant Garden ........................... 2-19Northwest Terrace .............................. 2-20

III. Design Standards &GuidelinesA. How to Use This Document ................. 3-1

B. Site Design ............................................ 3-21. Buildings ........................................... 3-22. Circulation ........................................ 3-43. Open Space ...................................... 3-6

C. Landscape Components ........................ 3-81. Grading and Drainage ....................... 3-82. Pedestrian Pavement ........................ 3-93. Planting ........................................... 3-104. Irrigation ......................................... 3-145. Site Furnishings .............................. 3-14

IV. Implementation &PhasingA. Introduction .......................................... 4-1B. Short-term Improvement Projects ........ 4-1C. Landscape Phasing ............................... 4-2

CONTENTS

Figures and Tables2.1 Opportunities and Constraints Diagram ....... 2-32.2 Landscape Framework Diagram .................. 2-52.3 Pedestrian Circulation Diagram ................... 2-72.4 Focus Study Areas ....................................... 2-92.5 Transit Court Diagram ............................... 2-132.6 Existing Upper and Lower Quads .............. 2-152.7 Emergency vehicle access diagram ............ 2-162.8 Recommended Campus Quad ................... 2-172.9 Technology Court Diagram ....................... 2-182.10 Native Plant Garden Phase 1 .................... 2-192.11 Northwest Terrace ..................................... 2-20

3.1 Tree Palette ................................................3-113.2 Shrub and Groundcover Palette ................ 3-12

4.1 Campus Landscape Phasing Diagram.......... 4-3

5.1 Tabulation Matrix ........................................ 5-8

V. Tree PlanA. Executive Summary .............................. 5-1B. Introduction .......................................... 5-1C. Establishment of Construction Zones ... 5-2D. Determination of Treatment .................. 5-2E. Evaluation Criteria ................................ 5-4F. Weighting Factors ................................. 5-7G. Tabulation Matrix .................................. 5-7

VI. AppendixA. Glossary ................................................ 6-1B. Acknowledgments ................................. 6-2

RIO HONDO COLLEGE CAMPUS LANDSCAPE MASTER PLAN

1-1August 2006

A. PurposeThe purpose of the campus landscape plan is toguide the preservation, enhancement, and careof the Rio Hondo College landscape. The planwill serve the college for many years to come. Itis specifically addressed to campus decision-makers, project designers, maintenance staff, aswell as the community of faculty and students.The intent is to provide an overall frameworkand set of design guidelines for the entirecampus to ensure that all future decisionsaffecting the landscape—regardless of scale—contribute to a unified vision of the campusand support to overall goals of the college.

The landscape plan is consistent with the 2005Rio Hondo College Facilities Master Plan.

The plan defines landscape to include all themajor elements of outdoor space—circulationroutes (roads and pedestrian walks), parkinglots, outdoor gathering areas (plazas, malls,courtyards, open space), site furnishings (seat-ing, trash receptacles, lighting), walls, andplants (trees, shrubs, groundcover, grasses,annual and perennial flowers).

The physical environment of the campus—andthe landscape, in particular—makes a powerfulfirst, and lasting, impression and can play a keyrole in recruiting and retaining students, fac-ulty, and staff. A study funded by the CarnegieFoundation for the Advancement of Teachingfound that for 62 percent of prospective stu-dents, “the appearance of the grounds andbuildings was the most influential factor duringa campus visit”—a result borne out by subse-quent studies. In undertaking the landscapemaster plan, Rio Hondo College confirms itscommitment to creating a collegial and attrac-tive environment that supports the university’smission, and acknowledges the importance ofthe landscape in giving order and continuity tothe campus.

I. INTRODUCTION

1-2 INTRODUCTION

B. ProcessThe approach in preparing the plan was led bythe Steering Committee and included multiplemeetings with the campus community of fac-ulty, students, and staff. Venues included theAnnual Retreat, Campus Input Meeting, FlexDay, and State of the College. Topics of discus-sion included:

• Campus precedents;

• Existing characteristics including strengthsand areas in need of improvement;

• Numerous strategies for building onstrengths and addressing deficiencies;

• Alternatives for specific aspects of thecampus landscape including: planting,walkways, gathering spaces paving, furni-ture, lighting, and signage.

The process continues with the phased imple-mentation of growth. The document is a toolintended for active use by project designers(architects, landscape architects, engineers),decision makers, and facilities managers whomaintain the campus. Chapter 2 introduces theoverriding concepts while Chapter 3 delineatesspecific recommendations. Chapter 4 presentssteps toward completing the campus landscapeimprovements.

C. Campus LandscapePrinciples

The following summarizes the Vision Plan’sOverriding Guiding Principles as they apply tothe development of the campus landscape.

A. Strengthen the unique Sense-of-Place ofRio Hondo College through the design andmaintenance of the campus.

• Support the educational and communitywith the provision of meaningful andinviting outdoor settings.

• Use landscape materials (plants, pavementand site furnishings) specified in the designstandards and design guidelines to unifythe campus character.

• Restore native habitat vegetation toward aviable ecosystem.

• Develop an interpretive program to edu-cate the community about the built andnatural campus environment.

• Provide directional and informationalsignage throughout the campus.

• Improve lighting for safe, inviting eveningaccess.


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B. Define the campus’ Open Space Frame-work as an interdependent system of gatheringplaces and linked by a network of circulationroutes.

• Protect and enhance existing open spaces.

• Improve existing courtyards and create newplazas and courtyards for the campuscommunity. Courtyards and plazas toaccommodate tranquil solitude, largeperformances, outdoor classrooms, studygroups, staff gatherings, and larger campusevents.

• Define the campus core with rectilinearforms and refined materials in contrast tothe curved forms and rustic materials of thesurrounding hillsides.

• Enhance views to surrounding hillsides.

• Make campus access and circulation barrierfree and inviting.

• Design a sequence of entry experiences tothe campus, at open spaces and buildings.

• Provide seating at resting and gatheringplaces.

• Develop alternative paths for a range ofabilities and interests.

C. Make the campus a model ofSustainability through design, construction andmaintenance of the campus to optimize lim-ited resources.

• Plant native and/or non-invasive, droughttolerant trees, shrubs, vines andgroundcover.

• Design site forms to minimize groundsmaintenance.

• Use construction materials made fromrecycled and locally produced materials.

• Encourage transit use to campus withimproved stations and schedule.

• Coordinate and improve on-campus shuttlesystem with proposed new access circula-tion system.

• Pursue national standards for measuringsustainability in construction and operation.

• Develop a strategy for funding and phasingof landscape improvements and mainte-nance in balance with the specific buildingand utilities projects.

1-4 INTRODUCTION

Overall Guiding Principles of theVision Plan:

While all the following principles indirectlyapply to the landscape those in bold type havea direct or significance influence on the campuslandscape.

1. All segments of the College communityshould be allowed opportunity for mean-ingful input in the development of theCampus Master Plan

2. The Campus Master Plan shall be reviewedannually by the Planning/Fiscal Council

3. The impact of construction on the instruc-tional program shall be minimized

4. Buildings, infrastructure and landscapeshould be environmentally sound andreflect principles of sustainability

5. All technology systems should be integratedand efficient

6. Related academic programs should beclustered together

7. Spatial isolation of programs should beminimized except where appropriate, e.g.Public Service

8. The campus should be accessible to allstudents and employees

9. There should be efficient and safe ways tonavigate the campus

10. Parking should be sufficient and convenientto major sites

11. There should be convenient and safe drop-off locations

12. Appropriate lighting and signage should beprovided throughout the campus

13. Open spaces shall be maintained andenhanced

14. There should be a unified campus design

15. The campus should have a recognizableentrance

16. The natural environment, including theview, shall be maintained

17. The campus should have attractive gather-ing places both indoors and outdoors

18. Student Services should be combined into aone-stop facility

19. Centers should be conveniently located forlocal residents


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A. IntroductionThe framework for the campus landscapemaster plan is built upon the site’s uniqueconditions to meet the vision and goals of theCampus Vision Plan. This chapter introducesthe broader ideas and illustrates their applica-tion in five focused study areas.

B. Site Opportunities &Constraints

Rio Hondo College, established on a hilltop, is aunique setting for a community college. Itssteep topography offers views to the west,south and southeast across the surroundinghillsides.

However, many of the off-site views are ob-structed by overgrown vegetation that shouldbe thinned out to enhance views. Likewise, thecampus is seen by multitudes passing along theI-605 freeway. Views into the campus can beenhanced with landscape, signage and lightingimprovements along Workman Mill Road.

II. LANDSCAPE FRAMEWORK PLAN

Unofficial drop-offs within the central part ofthe campus create unsafe traffic situations,including an unsafe left-turn into Lower Lot 3to access the parking booth. One of the goalsof the master plan is to organize student drop-off areas whereby students can be safely un-loaded from vehicles near the center of thecampus.

In addition, there are several instances ofstudents walking in the roads because nosidewalk exists. This is evident on the WestRoad and also on North Drive as students walkfrom the lower lots to the campus core. Like-wise, there is considerable foot traffic from LotA towards the Science Building and the campuscore. This creates an unsafe pedestrian crossingat Circle Drive and North Drive, below theScience Building. A proposed pedestrian bridgefrom Lot A to the Tech Quad will alleviate thiscondition.

Access to the campus core requires climbingthrough several steep but thickly vegetatedhillside roads. Once in the heart of the campus,the noise and distractions from the surroundingfreeways and communities disappears and afeeling of calm and solitude pervade. Maintain-ing and enhancing the thickly forested hillsideis an important component of the landscapemaster plan.

The presence of a vast open space system thatseemingly tumbles down to the fringes of thecampus, especially on the northern edges,enhances the unique setting of the campus.These unique areas that are rich in plant andwildlife should be protected and enhanced.

2-2 LANDSCAPE FRAMEWORK PLAN

Once within the core of the campus however, alack of seating, shade and spatial variety cre-ates a vastness that belies the personal andhumanistic nature of the students, faculty andstaff. One of the main challenges of the campuslandscape master plan improvements is torecreate a variety of spaces, each sized fordifferent gatherings, accentuated by seating,shade, and new plant materials.

Multiple entrances to the campus and buildingsrequire an intimate familiarity of the campus.However, the signage master plan has estab-lished a direction that will solve issues ofwayfinding and information gathering. Therecommendations within the landscape masterplan will also contribute to the ease ofwayfinding, from the point at which one entersthe campus either by car or bus, to their pointof destination.

Likewise, campus lighting is insufficient todaybut is being addressed in the lighting masterplan. This is special concern since there is alarge nighttime population of students oncampus. Similar to the proposed signage im-provements, the lighting improvements will beclosely coordinated with the proposed land-scape improvements.

See Figure 2.1 Opportunities and ConstraintsDiagram.

Opportunities:• The Campus Entry along Workman Mill

Road could be a stronger landscape feature.

• The Hillside Tree area is a buffer betweenthe campus core ant adjacent off-site uses.

• Distant views are of the Los Angles basin tothe west and the Puente Hills to the east.

• The edge between the open space slopesand the campus adds to the unique setting.

Constraints:• Vehicular access to the parking booth is not

direct or clearly visible.

• Hillsides are eroding due to unauthorizedfoot paths.

• Incomplete direct access from the lowerparking lots to the campus core.

• Issues with the Upper and Lower Quadsinclude: Lack of shade, seating, outdoorteaching spaces, and the landscape requiresa high degree of maintenance.

• Vehicular and pedestrian conflicts occur atintersections

• The unauthorized drop-off area north ofthe Administration building is dangerousand restricts efficient circulation.

• The lack of sidewalks along roads is danger-ous.


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Figure 2.1 Opportunites and Constraints Diagram


C. Landscape FrameworkThe framework diagram (figure 2.2) illustratesthe key recommended improvements that willdefine and enhance the sequence of openspaces linked through pedestrian circulationthrough the composition of plants, pavementand site furnishings.

The campus includes two broad landscapetypes- the campus core and the thickly veg-etated hillsides that extend down to WorkmanMill Road. Within these two areas are definedplaces including entries, courts, quads, andcirculation routes. A third area comprises thesurrounding hillsides above the campus. Thereare no improvements proposed for these upperhillside areas other than in conjunction withimprovements specifically related to the Admin-istration of Justice (AJ) facility.

Campus CoreThe campus core is where the primary outdooractivity occurs (with exception of the athleticfields). Today, the campus core, comprised ofthe upper and lower quads, is marked by largeopen areas without extensive shade or seating.A few smaller intimate spaces are found on theedges of the campus core, such as the lawnarea with palm trees between the Library andBusiness Buildings, the plaza between the WrayTheater and Campus Inn, and the outdoordining areas on the east and south sides of theCampus Inn.

However, the open areas of the upper andlower quads lend themselves to the frequentlarger campus gatherings. Open lawns areenjoyed most in the upper quad, the meadowsouthwest of the Learning Resource Center(LRC), and the athletic fields. A critical compo-nent of the campus landscape master plan isreducing the amount of lawn area (to conserveresources and minimize maintenance), butretaining enough lawn in the campus core forpassive relaxation.

As a result of the compact campus core, certainareas offer undesirable views to passing stu-dents, faculty and staff. Such areas include theWray Theater service dock on the east side ofthe Wray Theater, the mechanical equipmentfound below the Tech Quad, east of the ScienceBuilding, and the views into the FacilitiesBuildings east of Lots B and C. Tall dense plantswill screen undesirable views.

Tall hedges can also buffer views throughoutthe campus.

HillsidesImmediately upon entering the Rio HondoCollege campus, from either the existing entriesat Central and North Drives, or the future RioHondo Parkway to the south, everyone willclimb through thickly forested roads beforereaching the campus core.

Over time, the vegetation of the campus hill-sides, including the terraced parking lots,should be replanted as trees reach the end oftheir life cycle, pose hazards or create excessivemaintenance. New plantings should be phasedso that the overall affect upon the appearanceand function of the hillsides are minimal. Plantmaterials should be selected for their appropri-ateness to the topography and solar exposure,as well as supporting wildlife.

In addition to new walkways proposed on theeast side of West Drive, a primary improvementto pedestrian circulation between the lowerlots and the campus core, is the proposedcentral walk, including stairs and ramps, thatwill allow students to more directly and safelywalk from the lower lots to the campus core.The central walk will begin on the lower park-ing lot, near the existing bus stop on WorkmanMill Road and extend to Central Drive.

To aid in easily understanding the pedestrianand vehicular circulation routes, a series ofcourtyards and spaces will serve as arrival and


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Figure 2.2 Landscape Framework Diagram


drop-off areas between the parking lots andthe campus core. These areas begin at Work-man Mill Road, and continue through the entryroads to the edges of the campus core.

These areas include the existing bus stop on theeast side of Workman Mill Road. proposedrelocation of the parking and informationbooth to the Rio Hondo Parkway, a new drop-off on West Drive just south of Central Drive, anew drop-off on South Drive immediately westof the Child Development Center, and what willbe the primary drop-off, the proposed TransitCourt at the terminus of Rio Hondo Parkway.

Complementing the landscape improvements inthese arrival and drop-off areas will be newlighting and signage.

D. Pedestrian Circulation

Paths into and through the Rio Hondo Campuswill be improved with the implementation ofthe Master Plan’s buildings and road improve-ments. In certain situations today, pedestriansand vehicles share the roads in an unsafemanner. This includes the West Drive and NorthDrive where sidewalks do not exist. Improve-ments included within the campus landscapeplan, include a new walkway on the east side ofWest Drive, and on the south side of NorthDrive. These improvements will allow pedestri-ans to walk safely on designated sidewalks.

In addition, fitness circuits including sidewalksand hillside trails are proposed. Hillside trailscan be constructed with bark mulch as theprimary surfacing. The campus landscapemaster plan has identified three differentfitness courses, each of different length, whichwould allow fitness training at any time of theday. Lighting should be included along thehillside trails. Each walk would offer differentchallenges of length and elevation change andwould connect to the athletic facility.

Complementing the new walkways and trailsare new pedestrian bridges will connect park-ing lots upper levels to the campus core. Twopedestrian bridges are proposed from Lot A tothe Tech Quad and from Lot C to the east sideof the Wray Theater/Campus Inn. Both bridgeswill allow safe access from parking lots directlyto the campus core, above busy roads.

A proposed third pedestrian bridge will allowdirect access from the athletic facility to theathletic fields across the proposed Rio HondoParkway.

Public transit buses which currently pick up anddrop off at the base of the campus on bothsides of Workman Mill Road in the future willbe able to pick up and drop off riders at theTransit Court at the terminus of Rio HondoParkway. This will hopefully increase ridershipand decrease the amount of students, staff andfaculty driving to and parking on campus.

Today the college operates a shuttle van be-tween Lot A at the northeast corner of thecampus to the lower terraced parking lots. Twoshuttle vans are generally running at the sametime, affording students a 15 to 20-minute ridefrom the lower lot to the campus core. As thecollege builds new buildings and roads as partof the overall master plan, the shuttle vansystem route should be reviewed. Considerationshould be given to a system that loops thecampus core with possibly an additional loopwithin the lower terraced parking lots. If pos-sible, additional vans should be added duringpeak periods to decrease the headway betweenvans and minimize wait times for vans.


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Figure 2.3 Pedestrian Circulation Diagram


Proposed planting of California Sycamores along Workman Mill Road

E. Focused StudiesKey areas of the campus are addressed indetail.

Workman Mill Road EntryThe new campus entrance road is both a func-tional and ceremonial route. It is an importantopportunity to redefine and unify the RioHondo campus. Proposed is an intense plantingof distinctive trees along Workman Mill Roadand the new entry road, known as Rio HondoParkway. This will link the core of the campuswith the public face.

The California sycamore trees (Platanusracemosa) are recommended for their dramaticwhite trunks, quickly growing large canopy andminimal requirements of maintenance. Thelawn along Workman Mill should be replacedwith evergreen, drought tolerant groundcoverto reduce maintenance and use of irrigationwater.

Suggested groundcover plants for WorkmanMill Road Entry:o Baccharis pilularis, Coyote Bush

o Muhlenbergia rigens, Deer Grass

o Ribes viburnifolium, Evergreen Currant


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Wo

rkm

an M

ill E

ntr

y College Drive

TechnologyCourt

Rio Hondo Parkway

Native Plant Garden

Transit Court

Campus Quad

Northwest Terrace

Figure 2.4 Focus Study Areas


The Rio Hondo Parkway bio-swale median

Rio Hondo ParkwayThe median on the new entry road will be 8’wide and engineered to collect and cleansestormwater runoff. The recommended mediantrees, low shrubs and groundcover are native tothe region’s streambeds and will help cleansethe stormwater.

Suggested plants for the Rio Hondo Parkway:o Platnus racemosa, California Sycamore

o Baccharis pilularis, Coyote Bush

o Ceanothus ‘Joyce Coulter’, California Liliac

o Diplacus spp., Monkey Flower

o Elymus condensatus, Giant Wild Rye



o Sisyrinchium bellum, Blue-eye Grass


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College Drive EntryPalm trees will mark the existing entrance fromWorkman Mill Road as a functional access tothe parking terraces. The medians may besuitable for additional palm trees transplantedfrom campus building development sites if theymeet the criteria of the Tree Plan. The existingpine trees in the median should remain.

Plants for College Drive Entry:o Anigozanthyos spp., Kangroo Paw

o Dietes bicolor, African Iris

o Helianthemum nummularium, Sunrose

o Salvia leucantha, Mexican Bush Sage

o Washingtonia robusta, Mexican Fan Palm

Palm trees from College Drive are envisioned to extend up the slope to the Library/LRC

College Drive median today.


Figure 2.5 Transit Court Diagram

Transit CourtThe Transit Court will be the vehicular terminuson the proposed Rio Hondo Parkway. In addi-tion to serving as the new “entry lobby” to thecampus, the Transit Court will serve as theprimary drop-off and pick up point for stu-dents, faculty and staff. Public city-operatedbuses will establish bus stops in the TransitCourt. Access to the parking structures will bedirectly from the Transit Court.

Once completed, the Transit Court and theproposed Student Services building will framethis new front door to the campus core. Acentral promenade will afford direct pedestrianaccess from the Transit Court to the centralareas of the campus quad.

The Transit Court should be designed primarilyas a pedestrian plaza that allows cars and busesto move efficiently through the space. Siteelements such as lighting, signage, seating andplanting areas should be designed to accommo-date pedestrians and define the vehicularroutes. Pedestrian paving should be givencareful consideration and attention to detail,and should flow seamlessly into the centralpromenade and campus quad. In addition, thevehicular pavement within the Transit Courtshould reflect the richness of the pedestrianareas. Removable bollards will be necessary atemergency vehicle access points.

The Transit Court will be planted with uprightshade and evergreen trees on the perimeter toscreen the future parking structures and theFacilities Buildings including the proposedcentral plant. The circle within the central courtis anticipated to be planted with Coast LiveOaks and California Sycamores forming anotable terminus to the Rio Hondo Parkwaymedian planted with riparian oriented plants.

The Transit Court landscape will include thefollowing plant materials:

o Platnus racemosa, California Sycamore

o Quercus agrifolia, Coast Live Oak

o Ceanothus ‘Joyce Coulter’, California Liliac

o Mimulus spp., Monkey Flower



o Sisyrinchium bellum, Blue-eye Grass


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Trees and shrubs to screen the Wray Theater loading area. Seatwalls invite students to relax along the promary pedestrianpromenade between the Transit Court and the Campus Quad.

The parking/loading area southeast of the WrayTheater should be screened with dense verticalplanting along the new pedestrian allee, andalong the southeast slope.

Suggested trees to define the Transit Court andscreen adjacent facilities:

o Aesculcus californica, California Buckeye

o Calocedrus decurrens, Incense Cedar

o Cupressus sempervirens, Italian Cypress

o Lyonthamunus floribundus, Catalina Iron-wood


Campus QuadThe Campus Quad is envisioned to be thecentral open space to host large and smallgatherings, provide places for individual study,and barrier free circulation between facilities.

The upper quad contains an actively used paved areaand open lawn.

The ramp bridges the road and provides access for all.

The road and steep slopes divide the central campusopen space.

It is currently two spaces divided by a road,trees and a 16 foot elevation change. The newentry road eliminates the need for this route.The change in elevation is seen as an opportu-nity to create a unique space that is bothwelcoming and useful.

The Campus Landscape Master Plan recom-mends creating one central open space bysculpting the landform into a grand set of stepsterraced down the slope.

The center of the quad can be seen from almostthe entire space for large gatherings. TheCentral Plaza (see figure 2.8) should accommo-date 250 to 300 people.


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Figure 2.6 Existing Upper and Lower Quads


Figure 2.7 Emergency vehicle access diagram

Central walk slopes up from the Transit Courton the east and from the parking terraces onthe west. A plaza is defined east of buildingone along the central walk. It is intended fortables and chairs, a water feature, and thecampus flags.

The new Student Services building should beaccessible from multiple levels of the Quad.The 17 foot change in elevation is divided intofour 4.25 foot tall sets of stairs (6” risers X 15”treads). This ‘Student Square’ steps downthrough a grove of flowering trees. A series oframps connect each level from the central plazato the Student Service terrace and up to the topof the square.

The exterior facade of the Way Theater can beused as a large projection screen with viewingfrom the terrace steps. An outdoor stage onthe north side of the theater would be anotheropportunity for public performances withseating on the steps.

The Learning Resource Center (LRC) will drawstudents to the southwest. An open lawninvites informal use under canopy trees. Thepaved plaza will be useful in the many fairs andevents programmed throughout the yearbetween the cafe and the LRC.

The Arts Court is a small space off the CampusQuad is at an entrance from the parking lots. Itshould offer tables and seating.

Mature trees will remain south of the adminis-tration building as a buffer from the quad. Thenew Student Services building, planned at thesouth east will be a gateway into the quad anda campus destination.

Suggested plants for the Campus Quad:o Ginkgo biloba, Maidenhair Tree

o Jacaranda mimosafolia, Jacaranda

o Koelreuteria bipinnata, Chinese Flame Tree

o Platanus racemosa, California Sycamore

o Quercus englemannii, Engleman Oak

o Tipuna tipu, Tipu Tree

o Ulmus parvifolia, Evergreen Elm

o Dietes bicolor, African Lily

o Parthenocissus tricuspidata, Boston Ivy

o Ribes indecorum, White-flowered Currant

o Rosa Bankasiae, Lady Bank’s Rose

o Wisteria sinensis, Chinese Wisteria

Emergency vehicle access to the lower level willbe from the southeast, between the WrayTheater and the new Student Services building,and from the fire lane south of the LRC. Accessto the upper level will be from the existingpassageway between the Science and Adminis-tration buildings.


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Figure 2.8 Recommended Campus Quad


Technology CourtThe Technology Court is between Science andApplied Technology buildings. It is heavily usedby a variety of groups and individuals. Origi-nally it was designed with organic forms in thepavement as a counterpoint to the surroundingbuilding’s rectangular geometry. Over timelawn areas have been worn by pedestriancirculation. Additionally, a new pedestrianbridge is planned to access parking lot A.

This courtyard will be redesigned in conjunctionwith the refurbishment of the Applied Technol-ogy buildings. Seatwalls should be installed toinvite the campus community to enjoy thespace, and protect the adjacent planting areasfrom pedestrian traffic. Lawn should be re-placed with drought tolerant groundcover in afew of the planting areas. Existing trees andpedestrian pavement should be replaced. Thenorth facade of the Science building should bescreened with tall vegetation. New picnictables with umbrellas and relocated vendingmachines should be located in the court. Im-provements should be coordinated with thephased renovation of the surrounding build-ings.

Suggested plants for Technology Court:o Koelreuteria bipinnata, Chinese Flame Tree

o Lyonthamnus floribundus, Catalina Iron-wood

Low concrete walls will direct pedestrian traffic and provide seating for small groups. New trees will screen the Sciencebuilding stairway.

Figure 2.9 Technology Court Diagram

Technology Court with tree canopy


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o Alyogyne huegelii, Blue Hibiscus

o Tracheleospermum jasminoides, Star Jasmine

Native Plant GardenThe native plant garden should be establishedon the slope southeast of the Science building.This close proximity will encourage use in thescience curriculum and will serve as an educa-tional introduction to hillside planting for thewider campus community.

The native plant garden should be imple-mented in two phases. Initially, a detailed planshould be documented to define the phasedgrading, pavement, irrigation and types andlocations of plants. In the area north of thepath, non-native plants should be removed andreplaced with native erosion controllinghydroseed and shrubs. The irrigation systemneeds to be adjusted for the new planting.

The second phase extends south and should beimplemented with the construction of theStudent Services Building. The existing asphaltpath and retaining wall units should be re-placed with stairs. A ramp through the gardenis not feasible as it the space is too small toaccommodate the amount of ramping and aviable collection of plants. If stairs are deter-

Native Plant Garden Phase 1 Figure 2.10 Native Plant Garden Phase 1

1

2

mined to be a valuable circulation route thenADA access might be achieved via the elevatorsin the Science building, Student Services andParking Structure B. It may be determined thatbecause ADA access is not feasible through thesite that access stairs should not be installed,which would allow a larger native plant gar-den. The area north of the Science buildingelevator should be considered as a possiblethird phase the Native Plant Garden.

Suggested plants for the Native Plant Garden:o Arctostaphylos spp, Manzanita

o Cistus spp. Rockrose

o Eriogonum giganteum, St. Catherine’s Lace

o Heteromeles arbutifolia, Toyon

o Rhus integrifolia, Lemonade Berry

o Rosa californica, California Rose

o Salvia spathacea, Hummingbird Sage


Northwest TerraceThe edge of the campus core at the interface ofthe outlying landscape provides numerousplaces for study and gathering with breezesand grand views. These spaces must be care-fully crafted to ensure safe comfortable set-tings.

The long narrow lawn terrace on the northwestedge of the campus core buildings (old libraryand Academic Commons #2) is a quiet areaoutside the activity of the Campus Quad. It isbisected with the ‘goat path’ to the parkingterraces below. Palm trees serve to frameviews.

The lawn should remain as a campus oasis. It isrecommended that the English ivy on the flatportions of the lawn are removed to expandthe lawn. Replace English ivy on the slope withflowering native low growing shrubs andgroundcover in rectilinear beds.

Small trees and shrubs should be planted westof the terrace to screen the Workman Mill Roadwarehouses. Foreground trees should becarefully laced to frame views of the distanthills.

Suggested plants for the Northwest Terrace:

o Cercis occidentalis, Western Redbud

o Pinus torryana, Torrey Pine

o Quercus douglasii, Blue Oak

o Carpenteria californica, Bush Anemone

o Ceanothus griseus horizontalis, CarmelCreeper

o Dendromecon rigida, Bush Poppy

o Rhus ovata, Sugar Bush

o Salvia clevelandii, Cleveland Sage

Figure 2.11 Northwest Terrace


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A. How to Use This Document

Like the landscape framework plan described inChapter 2, the design standards and guidelinesdescribed in this chapter build upon the RioHondo College Campus Master Plan.

For ease of use, the design standards andguidelines are presented in two sections,addressing development in 1) site design, and2) landscape components.

Site design standards and guidelines identi-fies the minimum landscape improvementsassociated with each type of constructionproject — new building, road or utilityroute, and outdoor gathering area.

Landscape components are the parts —pavement, plant materials, etc. in detail.

It is the interrelationship between the campus’framework of open space, circulation, andbuildings that creates the urban form andphysical environment . Campus development istypically focused on building projects but thequality and functionality of open spaces arecritical to the public realm and life of thecampus. The use and treatment of open spacesserve to create an understandable, attractive,and cohesive environment of unifying socialspaces. Consistent lines of street trees,pedestrian pavement, and distinct courtyardsand plazas all help build these spaces.

While each project must contribute to thecharacter of the campus in a coordinatedmanner, there are many different ways that anappropriate contribution is realized in detaileddesign. The guidelines, therefore, are generallyexpressed in descriptive, qualitative terms thatindicate an intended design character that willachieve a necessary addition to the campus’social space. The guidelines leave room for theinventive interpretation by the campus inconsultation with planners, designers, architectsand landscape architects. The purpose of theseguidelines is not to limit the creativity but to

3. DESIGN STANDARDS & GUIDELINES

ensure that creativity is working in a desireddirection and within a range of acceptablechoices focused on achieving the goals andobjectives of the master plan.

Together with the landscape framework planthe design standards and guidelines make upthe design requirements for projects campusfrom the planning vision to detailed projectdesign. A designer or project reviewer shouldbe familiar with both levels of direction,starting with the landscape framework plan(see Chapter 2). Both levels are critical tounderstanding the context from which thedesign standards and guidelines were framed,and the significance of these to the intendedlandscape character of the campus.

As projects are implemented, design or reviewof a specific proposal requires decisions on thearchitectural and landscape details of theproject in relation to the design standards andguidelines. In using this chapter, greateremphasis should be placed on effectiveinterpretation of the statements of intentrather than the particular examples used toillustrate how the intentions can be realized.

The items identified with a box n arestandards—either required by prescriptivecontrols that must be met or recommendationsthat are firm in principle, but nonspecific indetail. Those identified with a bullet o areguidelines—concepts that present anopportunity that contributes to the character ofthe campus, but is not required.

To begin, the first standard is:

n Require all professional teams, Rio Hondoproject managers, and members of eachcommittee to be familiar with the campuslandscape master plan including the land-scape framework plan and design standardsand guidelines prior to the planning and/orapproval of a campus development project .

3-2 DESIGN STANDARDS & GUIDELINES

B. Site DesignSite design addresses typical situations antici-pated for the Rio Hondo College campus im-provements. The campus improvements in-clude the planning, design, and construction ofnew buildings, roads, infrastructure and thecampus landscape as well as renovation toexisting elements.

Rio Hondo College’s goals toward environmen-tal sustainability are addressed with referencesto the U. S. Green Building Council’s Leadershipin Energy and Environmental Design (LEED)Green Building Rating System. This is a pro-gram that assesses specific criteria in the design,construction and maintenance of buildingprojects. It is recommended that the Rio HondoCollege strives for LEED Certification. LEEDcredits are referenced where applicable in thedesign standards and guidelines. The LEEDNew Construction On Campus Building Projects,October 2005 offers further details of theUSGBC’s intent and strategies. LEED credits forspecific items are not required.

1. BuildingsWhile buildings shelter the primary learningand support spaces, the landscape associatedwith each building is important in creating andinviting and collegial environment, connectingthe buildings to their larger campus setting,and clarifying circulation and wayfinding.

n a. Require substantiative site improve-ments as part of the design and construc-tion of all new buildings. Typical buildingfunding sources provide only for a minimumamount of landscape repairs and improve-ments. While building projects are usually asignificant interruption to the daily campuslife they offer tremendous opportunities forcampus enhancement.

The Learning Resource Center is intended tobe inserted into lawn area at the southwest

edge of the campus core, replacing anexisting building. The lawn expanse will beprotected. Conversely, the new StudentServices building will be near the center ofthe Campus Quad. The reconfiguration ofthe Campus Quad should be fully addressedwith the design and construction of theStudent Services building.

LEED credit Sustainable Sites 7.1: Heat IslandEffect requires “a minimum of 30% of non-roof impervious surfaces (within the projectlimit-of-work) to be constructed with high-albedo materials and /or open grid pave-ment and/or will be shaded within 5 years.”

LEED credit Environmental Quality 8.1:Daylight and Views requires specific indoorspaces have visual access to daylight.

o b. Document the project’s whole construc-tion budget at each step for the campuscommunity and design team to understandpriorities and expectations.

The new Learning Resource Center will include newpavement for pedestrian and emergency vehicle access,planting and irrigation.

n Required o Recommended


3-3August 2006

n c. Coordinate the design of planting areaswith building’s storm water drainage.

LEED credit Sustainable Sites 6.1:Stormwater Management requires astormwater management plan. LEED creditSS 6.2 Stormwater Treatment requires asystem to remove a significant amount oftotal suspended solids and total post-development phosphorous.

n d. Protect existing trees from damageduring construction.

n e. Plant trees at the recommended dis-tance from buildings to meet fire safetygoals.

A significant portion of the Campus Quad should bedesigned and implemented with the new Student Servicesbuilding.

n f. Design routes for emergency, serviceand pedestrian access.

LEED credit Materials and Resources Prereq-uisite 1: Storage & Collection of Recyclablesrequires a central sorting and collectionfacility.

n g. Design building entrances to accommo-date campus standard waste receptacles,signage and lighting.

n h. Locate bicycle parking within 50 feet ofthe frequently used building entrances.

LEED credit Sustainable Sites 4.2: AlternativeTransportation requires secure bicyclestorage with convenient changing/showerfacilities for a portion of the building’soccupants.



Parking Areas

n a. Require site improvements as part of thedesign and construction of all new surfaceparking lots and parking structures.

LEED credit Sustainable Sites 4.4: ParkingCapacity requires providing parking spacesfor car pool vehicles.

o b. Plant groups of trees as landscapeislands in existing and proposed parking lotsto break up the expanse of pavement andcars. Larger pavement cut-outs offer thetrees a better chance of healthy growth andprovide more shade.

LEED credit Sustainable Sites 7.1: Heat IslandEffect requires “a minimum of 30% of non-roof impervious surfaces (within the projectlimit-of-work) to be constructed with high-albedo materials and /or open grid pave-ment and/or will be shaded within 5 years.”

The projects identified for Rio Hondo Facili-ties Master Plan are generally buildings.Most parking lots will be improved indepen-dent of building projects and thereforewould not be directly influenced by LEEDcriteria .

2. CirculationCampus circulation includes the vehicular andpedestrian routes linking buildings and facilitiesas well as recreational trails and campus utilitynetworks.

Roads

n a. Require site improvements as part of thedesign and construction of all new roads,and utility corridors to contribute to thequality of the whole campus.

n b. Locate new sidewalks with new roads toencourage pedestrian access throughoutthe campus.

n c. Install campus standard signage andlighting.

LEED credit Sustainable Sites 8: Light Pollu-tion Reduction requires an exterior lightingmaster plan addressing issues such as secu-rity, and energy consumption.

n d. Plant street trees according to theLandscape Framework Plan and the CampusPlant Palette.



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o c. Align planting areas to assist in directingpedestrians to destinations.

n d. Refer to current regional water qualitystandards to determine the ratio of plantingarea to paved parking surface.

Sidewalks and Trails

n a. Install lighting and signage out of thepath of travel.

n b. Plant low growing groundcover within 8feet of the paths.

n c. Plant shade trees wherever feasible.Maintain 8 feet vertical clearance of allsidewalks.

n d. Establish a series of campus-wide pedes-trian trail loops offering a variety of experi-ences for a variety of abilities and interestlevels.

o e. Provide trail signage to mark routes,distances and points of interest.

o f. Install campus standard seating alongthe sidewalks and trails.

n g. Make pedestrian paths that are desig-nated for use by authorized vehicles aminimum of 6 feet wide with space for a 8foot turning radius of a typical maintenancevehicle. Pavement and subsurface shouldbe designed to withstand the load of main-tenance vehicles.

o h. Grade paths to direct storm water awayfrom the pedestrian path.

n i. Design pedestrian paths designated asemergency access routes to compliment thepedestrian environment of the campus.

n e. Locate planting areas to collect anddirect storm water runoff for treatment.

LEED credit Sustainable Sites: 6.1Stormwater Management requires astormwater management plan. LEED creditSustainable Sites 6.2: Stormwater Treatmentrequires a system to remove a significantamount of total suspended solids and totalpost-development phosphorous.



Utilities

n a. Design and coordinate the location ofall above-ground utilities, enclosures, andservice areas as part of the adjacent archi-tectural massing and materials. Do notlocate utilities above ground in the sidewalkwhere they block pedestrian access.

n b. Design utility access hatches for below-ground utilities to match the adjacentsidewalk.

n c. Locate public telephones and emergencyphones according to demonstrated needsand campus security recommendations.

3. Open SpaceThe Rio Hondo Campus Master Plan identifiesthe need to protect open spaces, as well asenhance existing and create new outdoorgathering areas.

Open Space – an unsheltered, outdoor areathat is subject to negligible-to-minimal devel-opment and is intended for individuals, smallgroups, and occasional larger groups, all inactivities that place little demand on the area.Such open spaces often contain a viewshed andno buildings. Designed to maximize the natu-ral setting of a particular area, an open spaceprovides a place where both organized activi-ties as well as individual pursuits (recreation,rest and relaxation, etc.) can occur.

Outdoor Gathering Area – a moderately devel-oped area that provides interest, encouragesinteraction, and facilitates movement betweenadjacent buildings. Outdoor gathering areaswould include plazas, approaches to buildingentries, and shuttle stops. Plazas, as distinctfrom parks, are intended for relatively heavyuse by pedestrians and may include somevehicular traffic and parking (e.g. Transit Court,Campus Quad, Technology Court).

Similar features that may be found in open

spaces and gathering areas include an emphasison the natural environment, outdoor art,furnishings such as picnic tables, benches, etc.,lighting and wayfinding signs.

Outdoor gathering places should be designedfor all seasons. They should provide interest,encourage interaction, and facilitate movementbetween adjacent buildings. Outdoor gatheringplaces, such as plazas, building entries, andshuttle stops, may use a distinct pavement type.

n a. Provide a variety of seating arrange-ments to allow for conversation, peoplewatching, or quiet contemplation.

o b. Where appropriate, integrate art intooutdoor gathering places.

o c. Provide electrical outlets for daily com-munity use and special activities such asspecial lighting for campus performances.Outlets should be located where they arenot susceptible to damage and can beintegrated into the adjacent landscape.



3-7August 2006

n d. Provide emergency phones in coordina-tion with campus security.

n e. Provide space for landscape mainte-nance equipment access and storage.

n f. Define spaces and direct views with thecomposition of landscape components,including tree massings, pavement, furnish-ings, etc.

n g. Use native and nonnative plants asindicated on the Campus Landscape Palettefor special outdoor use areas includingplazas, quads, courtyards and buildingentries.

n h. Use native plants as indicated on theCampus Landscape Palette for restoration ofthe development site where adjacent toundisturbed areas.

n i. Use ornamental species from the Cam-pus Landscape Palette to enhance thecharacter of the space.

n j. Design the expansion and/or relocationof recreational fields as part of the campuslandscape.

n k. Design water features to match thecommitment of funding for constructionand ongoing operation and maintenance.



n i. Construct site retaining walls using cast-in-place concrete, or precast concrete ma-sonry units. Forms should be simple andmodern with no ornamental patterns orcaps. Color and finish should be consistentacross each wall.

o j. Integrate seating and stairs at gatheringareas.

n k. Precast concrete masonry unit retainingwalls should be of rectangular units with aflat face. The color of precast concreteblocks should match the adjacent soil color,adjacent pavement, and compliment theadjacent buildings.

n l. Site walls within the Quad must berectangular in form. Precast blocks must be‘precision’ finish.

n m. Site walls outside the Campus Quad maybe split face block and curvilinear followingthe landforms.

C. Landscape ComponentsThis section guides the use of particular materi-als and techniques for use in each project typeas described previously. Construction specifica-tions are required for each project to addressthe site conditions and design goals.

1. Grading and DrainageRio Hondo’s hillside site requires attention tosite grading for access and to minimize erosion.

n a. Sculpt landforms to blend with thesurrounding landscape.

LEED credit Sustainable Sites Prerequisite 1:Erosion & Sedimentation Control requires aplan to control stormwater and air pollutionduring construction.

n b. Create bioswales to collect surfacerunoff before it crosses pavement areas andto reduce puddling and damage to walk-ways. Bioswales may be grass-lined whereadjacent to a lawn area, or planted withlow shrubs and grasses. They should begraded to direct water away from pavedareas.

n c. Direct storm water runoff away frombuildings and circulation routes.

n d. Locate drainage basins throughoutsurface parking lots to collect storm water.These basins should contain native plantmaterials that thrive in wet conditions.

o e. Design buildings and site improvementsto minimize the need for retaining walls.

o f. Slopes requiring retaining at a heightgreater than 3 feet should be terraced forplanting areas a minimum 5 feet wide.

o g. Site retaining walls should be designedto provide seating where appropriate. Insuch cases walls should be 16 inch—18 inchtall, and as wide.

o h. Use forms and materials for fences and/or site walls that complement the adjacentarchitecture and site design.



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2. Pedestrian PavementPedestrian pavement is intended to be a back-ground design element, allowing the activity ofthe surrounding area to predominate.

integral color to match Schofield Limestone,and medium exposed aggregate, scoring 2feet on center, maximum.

o c. Patios and paths beyond the courtyardsmay have curved forms in response to thelandforms. Color should complement thebuilding.

n d. Sidewalks - Use plain gray concrete witha medium broom finish as the standardcampus paving for sidewalks and pedestrianareas.

o e. Crosswalks - Consider use of asphalt unitpavers.

o f. Informal areas - may be paved withdecomposed granite in a color that matchesthe natural soil of Rio Hondo College.

n g. For colored pavement, use earth tonesfound on site. Any deviation from thecampus standard gray must provide thespecific mix for future repair.

n h. Use pavement materials in their primaryforms, rather than as imitations of anothermaterial. For example concrete stamped tolook like brick is not acceptable.

LEED credit Materials and Resources 4.1:Recycled Content requires that at least 5%of the value of construction materials arepost-consumer recycled.

LEED credit Materials and Resources 5.1:Manufactured Regionally requires that aminimum 20% of the construction materialsare extracted or manufactured within 500miles.

n i. Design pedestrian pavement of desig-nated accessible routes to meet the Ameri-cans with Disabilities Act (ADA) criteria forslopes, width, and finish.

n j. All pavement thickness must complywith recommendations from geotechnicalengineers based on site soils).

Aerial photo of the original campus layout illustrates thecontrast in forms from the rectangular upper quad to thecurved forms of the slopes outside.

n a. Pavement patterns should be simple andrespond to the location. Design pavementin rectangular forms for the quad andcourtyards .

The pattern geometry of the original Library offers agood example of forms and composition that could beexpressed in the Campus Quad pavement.

n b. Campus Quad - use rectangular unitpavers, i.e. brick, nonslip tile, or precastconcrete pavers set on sand. Considerengraving pavers for fundraising.

Courts - Use cast in place concrete with


3. PlantingGuidelines for trees and other planting acrossthe campus are intended to ensure that plantsare used appropriately for their function andlocation and can be maintained in the propermanner.

It is a goal to reduce landscape maintenancecosts through the use of native and droughttolerant plant species selected with characteris-tics appropriate for specific situations.

n a. Use color, texture, and form of plants inthe composition of landscape spaces.

n b. In plazas and courtyards - make plantingareas a minimum of 5 feet by 8 feet forflower, groundcover, and shrub beds.

Provide minimum 40 square feet of water-and air-permeable landscape area at thebase of each tree, within the drip zone,using either a tree grate, decomposedgranite, unit pavers (in highly used pedes-trian areas), or groundcover or shrubs andmulch (in low-use areas).

Consider the use of Structural Soil in pavedareas. Structural soil is a particular blend ofcrushed stone in the tree planting backfillmix which minimizes soil compaction andencourages healthy tree growth.

n c. In open planting areas plant trees aminimum of 5 feet from the edge of pave-ment, buildings and structures.

n d. Maintain trees along sidewalks and inparking lots with a clear-zone (between thetop of pavement and bottom limb) of 8 feetabove the sidewalk and 13 feet 6 inchesabove the street.

n e. Comply with all fire safety standards.

n f. Create a simple ground plane of lawn inareas of active use.

n g. Design lawn areas for efficient mainte-

nance.

Do not install lawn on slopes greater than3:1.

n h. Use low-maintenance groundcover andshrubs on slopes steeper than 3:1

n i. Conduct soil testing in the site develop-ment stages to obtain recommendations toimprove soil fertility and to determine ifsubsurface drainage and aeration systemsare required to maintain the growth oftrees.

n f. Use tree grates in pedestrian pavementat locations of high pedestrian traffic suchas in plazas, quads, and courtyards.

Tree grates, whether prefabricated or one-of-a-kind, with openings no greater than 1/4 inch meeting current ADA code.

Fill the space between the finish grade ofthe tree and the tree grate with gravellarger than 1/4 inch to limit the accumula-tion of debris under the grate while stillallowing air penetration.

Use tree grates with a minimum 12-inchdiameter opening for the tree and withremovable sections that allow for thegrowth of the tree.

n j. For security, locate tree massing to allowsight lines and not obscure lighting.

n k. Use the Campus Landscape Plant Pal-ettes for trees, shrubs, groundcover andvines.

LEED credit Water Efficiency 1: WaterEfficient Landscape requires the use ofrecycled water, use of native and droughttolerant plants and use of highly efficientirrigation systems.



3-11August 2006

Campus Landscape Plant Palette

The matrices guides the selection of trees,shrubs and groundcover to meet master planprinciples.

“Approval” by Rio Hondo Maintenance staff ofall plant materials is recommended as theyknow the campus best and are responsible forits health and appearance.

The category of “appropriate uses” identifiesplants for typical situations on the campus.Categories of plant “characteristics” andgrowth “requirements” further refine plantselection.

Approval Appropriate Uses Characteristics Requirements

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AESCULCUS CALIFORNICA California BuckeyeARBUTUS MENZESII MadroneARBUTUS UNEDO Strawberry TreeARCHTOPHOENIX CUNNINGHAMII King PalmBAUHINIA BLAKEANA Hong Kong Orchid TreeBAUHINIA VARIEGATA Purple Orchid TreeBRAHEA ARMATA Mexican Blue PalmCALOCEDRUS DECURRENS Incense CedarCEDRUS ATLANTICA Atlas CedarCEDRUS DEODARA Deodar cedarCELTIS SPP. Hackberry speciesCERCIS OCCIDENTALIS Western RedbudCUPRESSUS SEMPERVIRENS Italian CypressFRAXINUS ANGUSTIFOLIA Raywood AshGINKGO BILOBA Maidenhair TreeHETERMOLES ARBUTIFOLIA ToyonJACARANDA MIMOSIFOLIA JacarandaJUGLANS CALIFORNICA California Black WalnutJUNIPERUS CHINENSIS 'TORULOSA' Hollywood JuniperKOELREUTERIA BIPINNATA Chinese Flame TreeLYONTHAMNUS FLORIBUNDUS Catalina IronwoodOLEA EUROPAEA Fruitless OlivePARKINSONIA ACULEATA Palo VerdePHOENIX CANARIENSIS Canary Island Date PalmPINUS PINEA Italian Stone PinePINUS TORREYANA Torrey PinePLATANUS RACEMOSA California SycamoreQUERCUS AGRIFOLIA Coast Live OakQUERCUS CHRYSOLEPIS Canyon Live OakQUERCUS DOUGLASII Blue OakQUERCUS ENGLEMANNII Engleman OakQUERCUS KELLOGGII California Black OakTIPUANA TIPU Tipu TreeWASHINGTONIA FILIFERA California Fan Palm


Campus Appropriate Growth

Approval Uses Characteristics Rqmnts.

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ACHILLEA SPECIES & CVS YarrowACTOSTAPHYLOS 'PACIFIC MIST' NCNAGAVE AMERICANA Century PlantAGAVE ATTENUATA Foxtail AgaveALOE SPECIES AloeALYOGYNE HUEGELII Blue HibiscusANIGOZANTHOS SPECIES & CVS Kangaroo PawARCTOSTAPHYLOS EDMUNDSII Little Sur ManzanitaARCTOSTAPHYLOS HOOKERI Monterey ManzanitaARTEMISIA ARBORESCENS SagebushARTEMISIA 'POWIS CASTLE' WormwoodBACCHARIS PILULARIS CVS Coyote BushCALOCEPHALUS BROWNII Cushion BushCARPENTERIA CALIFORNICA Bush AnemoneCEANOTHUS 'CONCHA' NCNCEANOTHUS GRISEUS HORIZ. Carmel CreeperCEANOTHUS 'JOYCE COULTER' California LiliacCISTUS 'DORIS HIBBERSON' RockroseCISTUS HYBRIDUS White RockroseCISTUS PURPUREUS Orchid RockroseCISTUS SALVIIFOLIOUS Sageleaf RockroseDENDROMECON HARFORDII Island Bush PoppyDENDROMECON RIGIDA Bush PoppyDIETES BICOLOR African IrisDIETES SPECIES & CVS Fortnight LilyDIPLACUS SPECIES Monkey FlowerELAEAGNUS PUNGENS & CVS SilverberryENCELIA CALIFORNICA California EnceliaEPILOBIUM SPECIES & CVS California FuchsiaELYMUS CONDENSATUS Giant Wild RyeERIOGONUM GIGANTEUM St. Catherine's LaceERIOGONUM SPECIES Wild BuckwheatESCHSCHOLZIA CALIFORNICA California PoppyFREMONTODENDRON CA. California Flannel BushGALVEZIA SPECIOSA Island Bush-snapdragon


3-13August 2006

Campus Appropriate Growth

Approval Uses Characteristics Rqmnts.

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HELIANTHEMUM NUMMULARIUM SunroseHELICTOTRICHON SEMPERVIRENS Blue Oat GrassHETEROMELES ARBUTIFOLIA Toyon, California HollyHESPERALOE PARVIFLORA Red YuccaJUNIPERUS SPECIES JuniperKECKIELLA CORDIFOLIA Heart-leaved PenstemonKNIPHOFIA UVARIA Red-hot PokerMUHLENBERGIA RIGENS Deer GrassPARTHENOCISSUS TRICUSPIDATA Boston IvyPHORMIUM TENAX & CVS New Zealand FlaxPRUNUS LYONII Catalina CherryRHAMNUS CALIFORNICA California CoffeeberryRHAMNUS CROCEA RedberryRHUS INTEGRIFOLIA Lemonade BerryRHUS OVATA Sugar BushRIBES INDECORUM White-flowered CurrantRIBES MALVACEUM Chaparral CurrantRIBES SPECIOUSUM Fuchsia-flowering GooseberryRIBES VIBURNIFOLIUM Evergreen CurrantROMNEYA COULTERI & CVS Matilija PoppyROSA BANKSIAE Lady Bank's RoseROSMARINUS OFFICIANALIS RosemarySALVIA CLEVELANDII Cleveland SageSALVIA LEUCANTHA Mexican Bush SageSALVIA MELLIFERA 'TERRA SECA' Black SageSALVIA MUNZII San Miguel Mountain SageSALVIA SONOMENSIS Creeping SageSALVIA SPATHACEA Hummingbird SageSENECIO MANDRALISCAE NCNSISYRINCHIUM BELLUM Blue-eye GrassTEUCRIUM CHAMAEDRYS Bush GermanderTRACHELOSPERMUM JASMINOIDES Star JasmineWISTERIA SINENSIS Wisteria


4. Irrigation Equipment

n a. Conduct an inventory of the campusirrigation system and assess the condition ofall equipment and piping. Develop a planfor phased repair and replacement tocomplement the Master Plan.

n b. Use standard automatic irrigation equip-ment to tie into the campus system for eachnew project. (see appendix for equipmentlist)

5. Site Furnishings

Site furnishings include functional elements—such as seating, trash receptacles, and bicycleracks—that help establish and reinforce theimage and character of the campus. Standardiz-ing elements helps to unify the campus visually,reduces maintenance, and simplifies replace-ment.

General

n a. Install a family of stock items that coor-dinate with campus lighting and signageand that are durable, attractive, and easy tomaintain.

n b. Coordinate colors and style of similarmaterials to unify the campus. Avoid hand-painted materials when possible. Naturalcolor of the material is preferred to mini-mize long-term maintenance and expressthe campus character. Brushed aluminum ispreferred where metal, is used.

o c. Consider use of recycled materials whenpossible. In place of wood, use recycledwood composite in its natural color.

o d. Group different site furniture—benches,trash receptacles, ash urns, etc.—wherepractical, to enhance use and reduce clutter.

n e. Locate light posts, signage, and furnish-

ings in a way that does not interfere withproper maintenance practices.

n f. Over time, remove and replace sitefurniture to coordinate with the campusimage.

Seating

n a. Provide seating throughout the campusto promote collegiality, enjoyment of theoutdoor space, and enhance the pedestriancharacter of the campus.

o b. Locate seating in groups and individu-ally at building entrances, in gatheringplaces, and along streets and paths, in sightof campus activity, and to capture distantviews.

o c. Use two standard bench types (top) forplazas and courts, (bottom) for recreationaltrails that is durable and comfortable.Benches should be linear in design, with ametal frame and recycled wood compositeslats. Benches may have back supports asthe composition of furnishings allows.Benches without backs are useful whereseating is accessible from either side.

o d. Make seating height between 14 and 18inches above the pedestrian pavement andlevel with the horizon. The depth of each


Examples of recommended benches


3-15August 2006

seat should also be between 14 and 18inches. Appropriate materials for seatinginclude low walls, large boulders, as well asbenches. Seating with back supports shouldconform to the human body and contributeto a relaxing place to sit.

n e. Locate seating in a way that preventsinappropriate use by skateboards, skates, oractivities other than seating.

o h. Consider moveable cafe tables andchairs for the Central Plaza in the Quad

n f. Use moveable outdoor tables that allowfor an umbrella. A mix of seating arrange-ments should be provided, including tableswith four seats, three seats (allowing awheelchair user to sit at the table), and twoseats. Locate tables out of the maintenancevehicle path.

n g. Provide square umbrellas in solid colorsfor outdoor tables. Umbrella fabric shouldbe resistant to ultraviolet rays, mildew andstains. It should be withstand monthlyhose-washing with a mild detergent.

Kiosks

n a. Install kiosks adjacent to major pedes-trian routes and near gathering spaces.

o b. Each kiosk should have space for activeposting of flyers and posters, and panelswith consistent information such as a cam-pus map.

o c. Consider incorporating a light emittingdiode (LED) display panel in kiosks.


Examples of recommended kiosks

Examples of recommended tables and umbrellas

Examples of recommended cafe tables and chairs


Bicycle Racks

n a. Provide bicycle racks to promote non-motorized travel. Specify a manufacturerthat provides individual units to make useof small spaces.

o b. Locate bicycle racks at shuttle stops, inparking lots, and near building entrances.

Trash Receptacles

n a. Locate trash recep-tacles, as appropriate, atbuilding entries; in hightraffic areas, all plazas,gathering areas, outdoorsmoking areas, andseating areas; and adja-cent to any shuttle busshelter. Avoid locationswhere they interfere with

Plant Containers

n a. Provide containers for plants that can bemoved by maintenance staff and storedwhen not in use.

n b. Locate permanent plant containers asappropriate to complement the site designand allow proper maintenance access.

n c. Ensure that all plant containers arewithin reach of irrigation water and haveproper drainage.

n d. Select plant containers that complementthe seasonal planting and adjacent buildingmaterials. Avoid plant containers withlettering, logos, and/ or bold patterns.

pedestrian movement.

Continue use of precast concrete trashreceptacle with the Rio Hondo College logo.

n b. Design the location for dumpsters tocomplement the pedestrian environment.

o c. Locate ash urns at outdoor smokingareas and continue to educate the publicabout their appropriate use. All receptaclesshould have easily accessible lids that keepwater and birds out.

n d. Move designated smoking areas at least50 feet from main building entrances and/orair handlers.

n e. Use trash receptacles that are durable,require low maintenance, and can sustainperiodic power-washing.

Bollards

n a. Avoid the use ofbollards throughcomprehensive sitedesign. Whererequired, installremovable bollardsin emergency accessroutes.


Examples of recommended plant containers


3-17August 2006

Water features

n a. Locate a small self-contained fountain inthe Central Plaza of the Campus Quad. Itshould be designed to contribute to thegathering area with attractive play of waternoise and light.

Trellises

n a. Design trellises at building entrances,plazas, walkways, and bridges where pedes-trian circulation routes are fixed.

o b. Consider the use the south facing ter-race walls for a cascading water feature.

o b. Construct trellis of wood with stainedwood or metal members.

o c. Engineer 2 footx 2 foot (minimum)planting areas atthe base of verticalsupports. Eachplanting must beunobstructed byfootings and haveautomatic irriga-tion.

o d. Plant climbing roses at the base oftrellis’ vertical supports.

o e. Provide seating in the shade of trelliswhere possible.



Outdoor Campus Art

Artwork sited in public places can enrich thelandscape, showcase efforts of area artists, andfurther draw the community to the campus. RioHondo’s outstanding art program, diversecommunity, and regional leadership provide anexcellent opportunity for developing a uniquepublic art program. Programs of other universi-ties and cities, i.e. UCSD Stuart Collection,should be considered in developing goals andmethods for enhanced outdoor art.


Campus Signage

n a. See the Campus Signage Plan.

o b. Select signage materials in conjunctionwith the lighting and site furnishings.

Campus Lighting

n a. See the Campus Planfor exterior lighting.

n b. Use full cutoff shadesfor street and parking lotlights. Minimize use of up-lights.

n c. Design the lighting ofutilities, enclosures, andservice areas to comple-ment adjacent land uses,architectural lighting, and/or circulation elements.

n d. Provide electrical outlets in light poles inpedestrian gathering areas for specialevents. Outlets should be readily accessible.

o e. Select lighting materials in conjunctionwith signage and site furnishings.

o f. Pursue opportunities to use photovoltaiclighting.


4-1August 2006

A. Introduction

The realization of the campus landscape masterplan will be accomplished through a variety ofactions through the year 2024. New buildingand roadway projects will each have paving,planting, irrigation and site furnishings im-provements included. The following phasingdiagrams for landscape improvements followthe Facilities Master Plan.

IV. IMPLEMENTATION & PHASING

B. Short Term ImprovementProjects

Short-term Improvement Projects are those thatshould be accomplished immediately withcurrent funding.

A. Upper Quad

1. Relocate existing square containers

2. Replant existing square containers withsmall shade trees, flowering shrubs andperennials.

3. Construct a native plant garden on the eastside of the Science Building.

4. Emphasize the main path of travel from thewest side of the Library to the ScienceBuilding. (Relocate the containers, kiosk,and vending machines.)

5. Add large containers with plants along thewalk and stairs on the west side of theLibrary to enliven the path of travel.

6. Add moveable tables with attached seats/benches, and umbrellas, with new contain-ers and planting in the following locations:

a. Adjacent to the North Drive, near theBookstore (Bookstore Plaza).

b. Southeast corner area of the Administra-tion Building.

c. Southeast and southwest corner of theLibrary.

7. Replace and relocate the kiosk.

4-2 IMPLEMENTATION & PHASING

B. Lower Quad

1. Replace and relocate the kiosk.

2. Add containers with flowering shrubs andperennials in several locations:

a. Drop-off at Central Drive.

b. Between the Wray Theater and theCampus Inn.

c. Outdoor dining terraces on the east andsouth sides of the Campus Inn.

3. Add moveable tables with attached seats/benches in the following locations:

a. Between the Wray Theater and theCampus Inn.

b. Outdoor dining terraces on the east andsouth side of the Campus Inn.

4. Create attractive construction fencing forLRC including images of LRC and otherMaster Plan improvements. Consider use ofreusable fence fabric that can be attachedto temporary chain link fencing.

C. Walkway from Upper Terrace Lot to Library

1. Replant eroded slopes.

2. Close off and replant “volunteer trails”.

3. Add benches where the trail meets thelawn, west of the Library.

4. Examine possibility for reconstruction oftrail.

D. Walkway from lower terrace parking lot 2-Bto Bookstore Plaza

1. Construct new sidewalk from lower lot 2-Bon south side of North Drive to BookstorePlaza.

2. East of West Road, consider optional routethrough Staff/Faculty Lot F to get to Book-store Plaza.

C. Landscape Phasing

The Campus Landscape Master Plan will beconstructed in phases coinciding with buildingand roadway projects.


4-3August 2006

4.1 Campus Landscape Phasing Diagram

4-4 IMPLEMENTATION & PHASING


5-1August 2006

V. TREE PLAN

A. Executive SummaryThe purpose of the Tree Plan is to provide asystematic process to address the disposition ofmajor trees that are either in poor health, atrisk of causing injury or are affected by pro-posed construction impacts. Major trees aredefined as 8" trunk diameter measured 4 ½feet above ground (also known as “diameter atbreast height” or DBH). The Tree Plan pertainsspecifically to trees that are planted in naturalground as opposed to planters. The result ofevaluation of a major tree will be to determinewhether it is more suitable to transplant orreplace affected trees.

The preparation of the Tree Plan was devel-oped by a sub-committee of the Planning/FiscalCouncil which included the following members:

o Faculty representatives: Ada Pullini-Brown;Robert Bethel; Ray Williams

o Classified representatives: Kalani Flores;Carol Rice; Tes Safavi

o Student representatives: Denise Gunn;Patricia Sopher; Barbara De Grijalva

o Management representatives: Ruth Cortez;Karen Koos; Maria-Araceli Romero

o Technical support: Karl Schrader (RHPMT);Manuel Jaramillo (RHPMT); Gus Gonzalez(RHC); Steve Lohr (RHC); Rick Barrett (WRT);Greg Applegate

o Chair: Andy Howard

The following identifies the process for themaking decisions about trees impacted by thebuilding program. The process is based on thecriteria detailed in the Tree Plan, which is anappendix to the Rio Hondo College LandscapeMaster Plan.1. A tree survey conducted by an arborist will

create a database of characteristics of treeslarger than 8" in diameter on the corecampus. The survey will identify the “treeprotection zone” for each tree (see TreePlan for definition of tree protection zone).

2. The Landscape Master Plan Architect willwork with the project architect or engineerto evaluate the location of the proposedbuilding or project in order to minimizeimpact on existing trees where possible.

3. The project architect or engineer will makea recommendation on the constructionzone of the proposed building or project tothe Building Program Steering Committee.

4. Once a location for the building or projecthas been determined, the Landscape MasterPlan Architect will apply the Tree Criteria tothose trees whose protection zone will beinfringed by the construction zone.

5. The Landscape Master Plan Architect willthen make recommendations about particu-lar trees to the Building Program SteeringCommittee.

B. IntroductionCurrent master plans for Rio Hondo Collegeinclude the addition of a number of new build-ings, roads, utilities, outdoor plazas, etc. overthe next ten years. This represents the firstmajor building development program for theCollege since its inception in the mid-1960s. Inaddition, the Landscape Master Plan currentlyunder preparation represents the first evercomprehensiveevaluation of the Rio HondoCollege landscape and recommendations for itsimprovement.

5-2 TREE PLAN

When the Rio Hondo College campus wasinitially constructed in the mid-1960s, thecampus landscape was largely devoid of anytrees. Over the last forty years, the campuslandscape has matured and has generallyenhanced the overall value of the campus.However, much of the landscape has beenintroduced without a guiding master plan andgrowth has been random and often haphazard.An abundance of non-native plants now makeup the campus landscape, many of which areeither showing signs of biological stress, im-proper growth, and/or are nearing their lifeexpectancy.

The purpose of the Landscape Master Plan is toguide landscape improvements for the next 30to 50 years. Conversely, the Tree Plan will allowa decision to be made when evaluating existingmajor trees that are affected by disease, lifeexpectancy, structural failure or development.These decisions will generally be to eithertransplant the tree or remove the tree.

As existing trees are removed, replacementtrees will be planted that are specifically suitedto the Rio Hondo College landscape. In addi-tion, replacement trees will be planted inlocations that are suitable to the intentions ofthe Landscape Master Plan. Replacement treeswill be selected from the proposed plant pal-ette, of which are native or compatible to theSouthern California landscape. Overall, imple-mentation of the Rio Hondo College LandscapeMaster Plan will result in the planting of hun-dreds of new trees to the campus landscape.

The Tree Plan will be applied to trees that arespecifically affected by the following:1. Building construction projects (i.e. new

buildings, building expansion, etc.).

2. Infrastructure projects (i.e. roads, utilities,etc.).

3. General site improvement projects (i.e.plazas, sidewalks, etc.).

C. Establishment ofConstruction Zones

As new buildings are constructed or existingbuildings renovated on campus, each construc-tion project will have a distinct constructionzone area. This area is typically fenced to allowconstruction activities to occur without disrup-tion to ongoing campus activities. Trees thatare located within a construction zone can beprotected, transplanted or removed. If a treewithin the construction zone is beyond thefootprint of the new building, and can beadequately protected with a proper tree pro-tection zone (see Item D), the tree should beconsidered for retention or transplanting.However, as identified below, if the existinggrade of the soil is altered in immediate prox-imity to the tree, the tree should be consideredfor transplanting or removal.

D. Determination of TreeProtection vs. Transplantor Removal

The following are the recommended steps tofollow when evaluating whether a tree can beprotected.

1. Tree Protection Zone –The tree protection zone is the area around anexisting tree that should not be altered duringconstruction activities. Alteration includes anydisruption to the tree itself including branches,trunk and roots, as well as modifications to theexisting grade and watering practices around atree. In general, tree protection zones willextend at least to the canopy and typicallybeyond.


5-3August 2006

2. Determine Optimal Tree Protection ZoneA common misperception regarding tree rootgrowth is that tree roots do not extend beyondthe “drip-line” of a tree. The drip line is de-fined as the extent of the overhead canopysuperimposed on the ground. In fact, tree rootscommonly extend well beyond the drip line ofa tree, often in an asymmetrical pattern. Acommon rule-of-thumb is that tree protectionzones should extend a minimum of six feetbeyond the drip line of a tree. A more studiedapproach is to determine the size of the tree

Species Tree Age Dist. from trunk (feet)Tolerance (per inch trunk diameter)

Good Young 0.5 feetGood Mature 0.75 feetGood Overmature 1.0 feet

Moderate Young 0.75 feetModerate Mature 1.0 feetModerate Overmature 1.25 feet

Poor Young 1.0 feetPoor Mature 1.25 feetPoor Overmature 1.5 feet

protection zone based on a series of factorsthat include the tolerance level of a specifictree to adapt to construction impacts, theapproximate age of the tree, and the diameterof the tree trunk measured at DBH (diameter atbreast height).

The following chart from “Trees and Develop-ment” by Nelda Matheny and James R. Clark,offers a guide to determining an appropriatetree protection zone:

Optimal Tree Protection Zone

5-4 TREE PLAN

The following is an example of the applicationof the above methodology. For this example,the assumed tree is a moderately healthy, 60-year old (mature), 30" diameter California BlackWalnut (Juglans hindsii). This tree has a poortolerance to construction impacts. The treeprotection is determined by multiplying thetruck diameter by the distance per trunk diam-eter (30" x 1.25 feet per inch = 37.5 feet).Therefore, the tree protection zone is a diam-eter of 37.5 feet measured from the truck.

E. Evaluation CriteriaThe following evaluation criteria and categoriesshould be used when judging the merit ofexisting major trees. Each item is ranked from 1through 5, with 1 being the lowest (poorest)rating and 5 the highest (best) rating Eachmajor tree that is being considered for eitherprotection, transplanting or removal, should besubjected to the following criteria. A scoresheet is included that allows objective appraisalof each major tree. The College can use thenumerical scoring system to determine therecommended disposition of a tree.

1. Value of Tree in Campus History – Treeshave played a major role in the developmentand image of the Rio Hondo College campussince its inception. As such, some trees will havegreater importance than others, given theirplacement and longevity on campus.

The following criteria are based on the generallocation of a tree and its approximate durationin that location. Campus core is defined as thearea bounded by Circle Drive to the east, SouthDrive, West Drive, and North Drive.

Scoring:1 pt - tree located outside the campus core for

less than 20 years

2 pts - tree located outside the campus core forover 20 years

3 pts - tree located within the campus core for10 to 15 years

4 pts - tree located within the campus core for15 to 20 years

5 pts – tree located within the campus core forover 20 years

2. Health and vigor of tree – The generalhealth of major trees should be taken intoconsideration during evaluation. This includesany outward signs of stress and decline as wellas pests that are known to affect certain spe-cies. In addition, consideration must be given toan evaluation of the cumulative impacts of amajor tree over time that may affect futurehealth. For example, if a tree been transplantedseveral times, or has been affected by otherprevious impacts, it may be more prone todeclining health in the future. Health of trees istypically determined to be excellent, good, low,declining, or severe decline.

Scoring:1 pt - tree in severe decline and/or heavy infes-

tation


5-5August 2006

2 pts - tree in declining health and/or signifi-cant infestation

3 pts - tree in low health and/or minor infesta-tion

4 pts - tree in good health and/or insignificantinfestation

5 pts - tree in excellent health and/or no infes-tation

3. Age of tree – When evaluating majortrees, the general life expectancy of a treeshould be taken into consideration. Life expect-ancy is expressed both as the life expectancy ofa tree when planted under ideal conditions,and it actual life expectancy under existinggrowing conditions. For example, a TreePlanted in its native habitat with no competi-tion from other trees or development wouldordinarily have a life expectancy longer thanthat same Tree Planted in sub par conditions.

Scoring:1 pt - greater than 80% life expectancy ex-

pended

2 pts - between 60% and 80% of life expect-ancy expended



5 pts - less than 20% of life expectancy ex-pended

4. Deadwood and history of failure –Often, as trees advance in age, they begin toshow signs of structural failure of trunks andlimbs. This may be related to any of the firstthree criteria or may be attributable to othercauses. Included within this category areamount of deadwood within a tree and any

history of failure. The loss of tree limbs and/orthe uprooting of the entire tree are majorsafety issues and could result in personal injury,property damage, power outages, fires andother catastrophes.

Scoring:1 pt - tree has large amount of deadwood and

loss of more than one branch

2 pts - tree has twig and branch dieback, andsome loss of scaffold branches

3 pts - tree has small twig dieback and loss ofsmall branches

4 pts - tree has little deadwood and no historyof branch failure

5 pts - tree has no deadwood and no history ofbranch failure

5. Canopy Density – Often trees mayappear in good health but suffer from less than100% tree canopy. This can affect the naturalphotosynthesis of the tree and have long termimpacts on a tree’s health. Frequently, as treestands are thinned out, the remaining treesfrequently have less than 100% tree canopy.Likewise, deadwood, pests and other issues canaffect a tree’s canopy.

Scoring:1 pt - tree has less than 20% canopy density

2 pts - tree has between 20% and 60% canopydensity



5 pts - tree has 100% canopy density

5-6 TREE PLAN

6. Type of tree – Consideration should begiven to the species of the tree under evalua-tion. Is it a type of tree that is included withinthe plant palette of the campus landscapeplan? Does it represent a continued high de-gree of landscape maintenance? If so, this mayoften prevent maintenance crews from attend-ing to other areas of the campus landscape andwould consume a portion of a limited land-scape maintenance budget.Scoring:1 pt - tree is high maintenance, non-native and

not included in Master Plan Tree List

2 pts - tree is non-native and not included inMaster Plan Tree List

3 pts - tree is native but not within Master PlanTree List

4 pts - tree is non-native but included withinMaster Plan Tree List

5 pts- tree is native and included within MasterPlan Tree List

7. Prognosis for success of transplanting –The act of transplanting is an unnatural occur-rence to a tree. In addition, the process oftransplanting can often take several months orlonger to complete, not including subsequentmonitoring and maintenance. As a result oftransplanting, trees often suffer shock whichcan affect their ability to rebound from theimpacts of transplanting, and could dramati-cally affect their longevity and health. In addi-tion, certain trees may be suitable for trans-planting than others, based either on species orhealth.

Scoring:1 pt – less than 30% survival after transplanting

2 pts –between 30% and 50% survival aftertransplanting

3 pts - between 50% and 70% survival aftertransplanting

4 pts - between 70% and 90% survival aftertransplanting

5 pts – greater than 90% survival after trans-planting

8. Cost of transplanting vs. replacement –A key consideration during evaluation of majortrees is comparing the cost of transplantingagainst replacement. This is a key considerationdue to limited budgets available for overallcampus landscape improvements. Considerationmust be given to whether it is truly worth thecost of transplanting. The cost of transplantingand reestablishing a major tree can vary be-tween $5,000 to over $100,000 depending onthe existing site conditions, route of travel tolocation of transplanting, equipment required,duration, etc. The costs for a new tree, even thelargest of new trees (60" boxed container), canbe between $2,000 and $3,000. Likewise,certain trees are readily affordable, availableand fast-growing, which may dictate a prefer-ence for replacement rather then transplanting.

Scoring:1 pt - cost to transplant exceeds like replace-

ment by over 10:1

2 pts – cost to transplant exceeds like replace-ment between 6 to 10:1

3 pts - cost to transplant exceeds like replace-ment between 2 to 6:1

4 pts - cost to transplant equals like replace-ment

5 pts - cost to transplant less than like replace-ment

Additional criteria that may be considered forinclusion in the Tree Plan includes branchingand trunk configuration, and unnatural andaltered growing conditions (i.e. planter boxes,has it been transplanted before, etc.).


5-7August 2006

F. Weighting FactorsThe above criteria is not of equal importance. For example, the actual cost of transplanting (Criterion8) is of greater importance than the estimated health and vigor of the tree (Criterion 2). Therefore, thefollowing weighting criteria are recommended to aid I the decision making process:

Category Criteria Weighting1 Value of Tree in Campus History 3.02 Health and Vigor of Tree 1.03 Age of Tree 2.04 Deadwood and History of Failure 2.05 Canopy Density 2.06 Type of Tree 3.07 Prognosis for Success of Transplanting 5.08 Cost of Transplanting vs. Replacement 10.0

G. Tabulation MatrixThe following tabulation matrix indicates the array of criteria, the unweighted points, weightingfactors, and the corresponding minimum and maximum points per criterion.

Under these criteria, a tree with higher points would be considered a better candidate for transplant-ing than a tree with lower points.

The minimum number of points is 28 and the maximum number of points is 140.

The recommended point threshold for a tree to be considered a candidate for transplanting is 97points. A tree with a score less than or equal to 96 should not be considered for transplanting. A treewith a score equal to or greater than 97 should be considered for transplanting.

This was decided by assuming a tree achieved the highest possible rating (best) per category but wouldincur the greatest cost for transplanting (Category Eight - Cost of Tree Replacement).

Category Criteria Points1 Value of Tree in Campus History 15 pts. max.2 Health and Vigor of Tree 5 pts. max.3 Age of Tree 10 pts. max.4 Deadwood and History of Failure 10 pts. max.5 Canopy Density 10 pts. max.6 Type of Tree 15 pts. max.7 Prognosis for Success of Transplanting 25 pts. max.8 Cost of Transplanting vs. Replacement 50 pts. min.

Total

Tabulation Matrix

Weighting Factors

5-8 TREE PLAN

Cat

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Criteria Un

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1.0 Value of Tree in Campus History1.1 tree located outside upper/lower quads for over 20 years 1 3.0 3

1.2 tree located outside upper/lower quads for 15 to 20 years 2 3.0 61.3 tree located within upper/lower quads for 10 to 15 years 3 3.0 9

1.4 tree located within upper/lower quads for 15 to 20 years 4 3.0 12

1.5 tree located within upper/lower quads for over 20 years 5 3.0 152.0 Health and Vigor Tree2.1 tree in severe decline and/or heavy infestation 1 1.0 12.2 tree in declining health and/or significant infestation 2 1.0 22.3 tree in low health and/or minor infestation 3 1.0 32.4 tree in good health and/or insignificant infestation 4 1.0 42.5 tree in excellent health and/or no infestation 5 1.0 53.0 Age of Tree3.1 greater than 80% life expectancy expended 1 2.0 23.2 between 60% and 80% of life expectancy expended 2 2.0 43.3 between 40% and 60% of life expectancy expended 3 2.0 63.4 between 20% and 40% of life expectancy expended 4 2.0 83.5 less than 20% of life expectancy expended 5 2.0 104.0 Deadwood and History of Failure4.1 tree has large amount of deadwood and loss of more than one branch 1 2.0 24.2 tree has twig and branch dieback, and some loss of scaffold branches 2 2.0 44.3 tree has small twig dieback and loss of small branches 3 2.0 64.4 tree has little deadwood and no history of branch failure 4 2.0 84.5 tree has no deadwood and no history of branch failure 5 2.0 105.0 Canopy Density5.1 tree has less than 20% canopy density 1 2.0 25.2 tree has between 20% and 60% canopy density 2 2.0 45.3 tree has between 60% and 90% canopy density 3 2.0 65.4 tree has between 90% and 100% canopy density 4 2.0 85.5 tree has 100% canopy density 5 2.0 106.0 Type of Tree6.1 tree is high maintenance, non-native and not included in Master Plan Tree List 1 3.0 36.2 tree is non-native and not included in Master Plan Tree List 2 3.0 66.3 tree is native but not within Master Plan Tree List 3 3.0 96.4 tree is non-native but included within Master Plan Tree List 4 3.0 126.5 tree is native and included within Master Plan Tree List 5 3.0 157.0 Prognosis for Success of Transplanting7.1 less than 30% survival after transplanting 1 5.0 57.2 between 30% and 50% survival after transplanting 2 5.0 107.3 between 50% and 70% survival after transplanting 3 5.0 157.4 between 70% and 90% survival after transplanting 4 5.0 207.5 greater than 90% survival after transplanting 5 5.0 258.0 Cost of Transplanting vs. Replacement8.1 cost to transplant exceeds like replacement by over 10:1 1 10.0 108.2 cost to transplant exceeds like replacement between 6 to 10:1 2 10.0 208.3 cost to transplant exceeds like replacement between 2 to 6:1 3 10.0 308.4 cost to transplant equals like replacement 4 10.0 408.5 cost to transplant less than like replacement 5 10.0 50

Minimum Amount of Points: 28 pointsMaximum Amount of Points: 140 pointsMinimum score required to be considered for transplanting: 96 points


6-1August 2006

VI. APPENDIX

Floor Area Ratio (FAR). The net floor area of abuilding or buildings on a lot divided by the lotarea or site area.

Gross Square Feet (GSF). The sum of all areason all floors of a building located within theoutside faces of its exterior walls, includingexcavated basement areas, corridors, mezza-nines, and storage (not arcades).

Loggia. A roofed open gallery especially at anupper story overlooking an open court. It maybe used for building circulation.

Parcel. A development site or portion of landoccupied or capable of being occupied by a use,building, or unit group of buildings and acces-sory buildings and uses, together with suchopen spaces and service areas and setbacks.

Off-Street Service Facilities. A site or portion ofa site devoted to the loading or unloading ofequipment or materials, including loadingberths, aisles, access drives, and landscapedareas.

Pedestrian Passageway. Ground level, outdooraccess meeting ADA requirements.

Story. A portion of a building between thesurface of any floor and the surface of the floornext above it, or, if there is no floor above it,the space between such floor and the ceilingnext above it.

Sustainability. The physical development andinstitutional operating practices that meet theneeds of present users without comprising theability of future generations to meet their ownneeds, particularly with regard to use andwaste of natural resources. Sustainable prac-tices support ecological, human, and economichealth and vitality. Sustainability presumes thatresources are finite, and should be used conser-vatively and wisely with a view to long-termpriorities and consequences of the ways inwhich resources are used.http://www.ucop.edu/facil/greenbldgs/

A. Glossary

Assignable Square Feet (ASF). The sum of allareas on all the floors of a building assigned to,or available for assignment to, an occupant orspecific use. Assignable area includes class-rooms, labs, offices, study facilities, special use,support, health care, residential and unclassi-fied space that are used to accomplish theinstitution’s mission.

Building Frontage. The maximum horizontaldimension of the front of a building is the sideof a building abutting on or generally parallelto the front lot line or, in the case of a cornerbuilding, the combined maximum horizontaldimensions of the sides of the building abut-ting or generally parallel to the front lot lineand the corner side line.

Building Height. The vertical distance from thefinished grade to the highest point of thecoping of a flat roof, or to the deck line of amansard roof, or from average grade to thehighest gable of a pitch or hip roof.

Build-to Line. Line that sets the location ofbuilding walls in order to give spatial definitionto streets and open spaces.

Building Transparency. The area of the buildingfacade that is transparent—i.e., composed ofglass—allowing views into and out of thebuilding.

Cultural Resource. Improvements, buildings,structures, signs, features, sites, landscapes,trees or other objects of scientific, aesthetic,educational, cultural, architectural or historicalsignificance to the citizens of the city.

Facade. The face of a building, usually thefront.

Finished Grade. The natural or revised gradeexterior to all buildings or structures created byany proposed development.

6-2 APPENDIX

B. Acknowledgments

Board Members

Andre Quintero, Area 1

Maria Elena Martinez, Area 2

Angela Acosta-Salazar, Area 3

Gary Mendez, Area 4

Garry Couso-Vasquez, Area 5

Steering Committee Members

Dr. Rose Marie Joyce, President

Dr. Voiza Arnold, Vice President, AcademicServices

Teresa Dreyfuss, Vice President, Finance andBusiness Services

Henry Gee, Vice President, Student Services

Dr. Andy Howard, Executive Director, Plan-ning and Development

Dr. Steve Lohr, Director, Facilities Services

Karl Schrader, Program Manager

Peter Mitsakos, Technical Advisor

Orla Jensen, Technical Advisor

Consultant Team


Kathleen A. Garcia, FASLA, Principal

Rick Barrett, ASLA, Project Director

Laura Burnett, ASLA, Project Designer

Ming Shui Hung, Landscape Designer

Ida Gianni, Landscape Designer

Minden Ten Eyck, Landscape Designer

campus landscape master plan - rio hondo college...2-2 landscape framework plan once within the core...

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