hu draft campus plan (part 1)

8/6/2019 HU Draft Campus Plan (Part 1)

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JUNE 2011

CENTRAL CAMPUS MASTER PLAN

DRAFT FOR REVIEW

CONFIDENTIAL


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Page ii |

H O K P L A N N I N G G R O U P

BR A IL SFO R D & DU NL A V EY

CCI

DEL O N HA MP T O N

GOROVE SLADE ASSOCIATES

HISTORY MATTERS

RICKES AND ASSOCIATES

U 3 V ENT U R ES

J U N E 2 0 1 1

WASHINGTON D.C.


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PREFACE

June 2011 | Page iii

INSERT LETTER FROM

PRESIDENT


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Page iv |

TA B L E O F C O N T E N T S

I I I LET TERFROMTHEPRESIDENT

V FIGURES,PHOTOS&TABLES

XII ACKNOWLEDGEMENTS

1 EXECUTIVESUMMARY

41 HOWARDUN IVERS ITY: A CAPI TAL ASSET

7 1 UNIVERS ITY PROF ILE AND STRATEG IC

FRAMEWORK

83 CAMPUSCONTEXT

137 CAMPUSFACILITIESA NDSPACE

UTILIZATION

205 CAMPUSDEVELOPMENT PLAN

267 APPENDICES

APPENDIX A LISTING OF UNIVERSIT Y BUILDINGS

APPENDIX B CAMPUS MAP AND BUILDING NAMES

APPENDIX C BUILDING ABBRE VIATIONS

APPENDIX D SPACE DEFINITIONS

APPENDIX E HISTORIC GLOSSARY

APPENDIX F HOWARD TOWN CENTER PROGRA M

AP P EN D IX G C OMMUN ITY IN TERVIEWS AN D

PARTICIPATION

AP P EN D IX H EX ISTIN G UTIL ITY D ISTRIBUTION

SYSTEM DIAGRAMS

307 BIBLIOGR APHY


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June 2011 | Page v

F I G U R E S , P H O T O S & TA B L E S

LIST OF FIGURES

PAGE

15 Figure 01: Building Phasing Plan

16 Figure 02: Existing and Proposed Buildings by Type of Use

18 Figure 0: Renovation Plan

21 Figure 04: Georgia Avenue Zones

25 Figure 05: Upper Georgia Avenue Birds Eye

25 Figure 06: Lower Georgia Avenue Birds Eye

27 Figure 07: Landscape Plan

28 Figure 08: Plan view of proposed Main Quad Renovation

29 Figure 09: Perspective rendering of proposed Main Quad

0 Figure 10: Plan view of proposed Gateway at Howard Place and Georgia Avenue

0 Figure 11: Perspective drawing of proposed Gateway on Howard Place

1 Figure 12: Plan view of proposed improvements on the west side of Georgia Avenue

1 Figure 1: Perspective drawing of proposed Residential Quad at 8th Street and Bryant Streets

2 Figure 14: Plan view of Georgia Avenue and Bryant Street

2 Figure 15: Perspective of Georgia Avenue and proposed School of Communications

Figure 16: Plan view of 6th Street and Bryant Streets

Figure 17: Perspective of Bryant Street Renovation and proposed Teaching and Learning Building

6 Figure 18: Areas of Opportunity for Underground Parking Structures

8 Figure 19: Illustrative Master Plan

85 Figure 20: Aerial View of Howard University showing the location of West, Central and East Campus

87 Figure 21: Howard University Land Use Diagram

89 Figure 22: Howard University Land Use Diagram

95 Figure 2: Zoning Classications within Campus boundaries

100 Figure 24: Howard Site Plans 1919, 192, 1986 and Current

106 Figure 25: Anacostia Watershed boundaries and location of Howard University

107 Figure 26: Howard University Land Cover Diagram

109 Figure 27: Howard University Tree Canopy Diagram

112 Figure 28: Howard University Walking Diagram

11 Figure 29: Howard University Campus Location

114 Figure 0: Observed Pedestrian Crossings

115 Figure 1: Observed Pedestrian Patterns

116 Figure 2: Pedestrian Conditions & Concerns119 Figure : HU North Campus Shuttle Routes and Stops

120 Figure 4: HU South Campus Shuttle Routes and Stops

121 Figure 5: HU East and West Campus Shuttle Routes and Stops

122 Figure 6: HU Weekend Shuttle Route and Stops

124 Figure 7: Area Transit Services

124 Figure 8: Future Transit Plan Streetcar Element

125 Figure 9: Future Transit Plan Metro Express Bus Element

129 Figure 40: Campus Parking Lots

10 Figure 41: Parking Demand Summary


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Page vi |

F I G U R E S , P H O T O S & T A B L E S

LIST OF FIGURES

PAGE

142 Figure 42: Building Use by Academic Program

16 Figure 4: Beds by Location

164 Figure 44: Current Housing Zone Map

167 Figure 45: Average Weekly Recreation Time

206 Figure 46: Master Plan Framework Diagram

212 Figure 47: Retail Zones

212 Figure 48: Private Parcels Fronting Georgia Avenue21 Figure 49: On-Campus Student Housing

21 Figure 50: Off-Campus Student Housing

214 Figure 51: Faculty Housing by Zip code

214 Figure 52: Faculty Housing Near Howard University

215 Figure 5: Lower Georgia Focus Area

216 Figure 54: Mid Georgia Focus Area

216 Figure 55: Upper Georgia Focus Area

218 Figure 56: Phasing Breakdown Diagrams

220 Figure 57: Building Phasing Plan

22 Figure 58: Potential Demolition Plan and Historic Buildings to remain

224 Figure 59: Building Renovation Plan

226 Figure 60: Existing and Proposed Building by Type of Use

227 Figure 61: Square 2872 highlighted on Zoning Map229 Figure 62: Alley Closure Diagram

21 Figure 6: Use Zones and Massing Diagram

2 Figure 64: Perspective drawing of proposed School of Communications at Georgia Avenue between College and Bryant Street

2 Figure 65: Perspective drawing of Bryant Streetscape renovation and proposed Teaching and Learning Center with Allied

Health, Nursing and Pharmacy Building

24 Figure 66: Illustrative Master Plan

25 Figure 67: Perspective drawing of proposed Residential Quad at 8th and Bryant Street

26 Figure 68: Landscape Plan

28 Figure 69: Perspective drawing of proposed Main Quad Renovation

29 Figure 70: Illustration of a typical rain garden designed to capture runoff from adjacent buildings and paved areas

240 Figure 71: Perspective drawing of the proposed new gateway at Howard Place and Georgia Avenue

240 Figure 72: Plan view of proposed Gateway at Howard Place and Georgia Avenue

241 Figure 7: Typical Cross Section of Georgia Avenue at Howard University242 Figure 74: Graph showing the relationship of stormwater management and soil volume ratios

24 Figure 75: Stormwater Plan Diagram

25 Figure 76: Bicycle Conditions and Concerns

254 Figure 77: Howard Place Connection

254 Figure 78: Barry Pace Connection

255 Figure 79: Bryant Street Connection

255 Figure 80: W Street Connection

257 Figure 81: Pedestrian Recommendations

259 Figure 82: Bicycle Recommendations

26 Figure 8: Potential Parking Structure Locations


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June 2011 | Page vii


LIST OF PHOTOS

PAGE

5 Photo 01: View of Frederick Douglass Hall

6 Photo 02: Aerial view of DC area showing the locations of Howard Universitys West, Central and East Campuses

9 Photo 0: Aerial view showing Howard University Central Campus

11 Photo 04: Lady Fortitude steel-fabricated sculpture, created by James King

1 Photo 05: View of C.B. Powell and Founders Library in the background

2 Photo 06: Georgia Avenue looking north at Bryant Street

2 Photo 07: Mid Georgia Avenue

26 Photo 08: View of Green Roof at ASLA Headquarters in Washington, DC28 Photo 09: View of Yard looking south towards Founders Library

0 Photo 10: Existing view of Georgia Avenue and Howard Place

1 Photo 11: Existing view of the west side of Georgia Avenue looking over the parking area...

2 Photo 12: Existing view of Georgia Avenue at Bryant Street

Photo 1: Existing view of 6th Street at Bryant Street

4 Photo 14: Capital Bikeshare on Campus at Georgia Avenue and Fairmount Street

7 Photo 15: View of Frederick Douglass Hall and the Main Quad

76 Photo 16: President Sidney Ribeau

79 Photo 17: View of Bison sculpture and Founders Library

80 Photo 18: Aerial view of Howard University

80 Photo 19: Historic Gates of Howard University

84 Photo 20: Aerial View of McMillan Reservoir and Washington, DC (The Long Walk, pg. 28)

88 Photo 21: View of Greene Stadium

88 Photo 22: View of Stokes Library and School of Nursing

88 Photo 2: View of Slowe Hall

90 Photo 24: Semi-detached houses located in the LeDroit Park neighborhood

90 Photo 25: A Second Empire-style house located in the LeDroit Park neighborhood built in 187

91 Photo 26: Typical early 20th century row houses on west side of Georgia Avenue

91 Photo 27: National Register- and DC Inventory-listed Banneker Recreation Center

91 Photo 28: Mary Church Terrell House

92 Photo 29: View of Pleasant Plains neighborhood. View looking west from Georgia Avenue

92 Photo 0: Carver Hall, 211 Elm Street, Built 1942

92 Photo 1: Slowe Hall, 1919 rd Street, Built 1942

9 Photo 2: Former Corby Brothers Bakery built in sections between 1911 and 19229 Photo : Former Washington Railway & Electric Company Bus Garage

9 Photo 4: Former General Baking Company Building, Built 1929 as a bakery and garage

9 Photo 5: Former PEPCO service building, garage & shops. Built 190 and 197, now Howard University Service Center

96 Photo 6: View of the Main Quad in 1880

96 Photo 7: View of the Long Walk in 1910


97 Photo 9: Aerial view of Howard University




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Page viii |


LIST OF PHOTOS

PAGE

98 Photo 42: View of the Main Quad in winter

99 Photo 4: View of Sand Filtration Plant Silos at McMillan Reservoir

99 Photo 44: View of McMillan Reservoir

102 Photo 45: Former Freedmans Hospital

102 Photo 46: Lewis K. Downing Hall

10 Photo 47: Howard Hall looking northeast from Georgia Avenue

10 Photo 48: Miner Normal School10 Photo 49: Miner Normal School

104 Photo 50: Photo of Andrew Rankin Memorial Chapel

104 Photo 51: Photo of Douglass Hall

104 Photo 52: Photo of Mary Church Terrel House

105 Photo 5: View of Main Gate from 196-1976

105 Photo 54: View of Main Gate and Founders Library in 1940s

105 Photo 55: View of Main Gate from 196-1976

107 Photo 56: Large Surface parking lots on the west side of Georgia Avenue

108 Photo 57 : Campus landscape on 6th street west of the Main Quad

111 Photo 58: View of Bryant Street looking west

118 Photo 59: HU shuttle at Fairmont and Georgia Avenue

118 Photo 60: HU shuttle waiting area and the conditions at the 6th & Fairmont shuttle stop

14 Photo 61: View of Fines Arts Building

14 Photo 62: View of Ira Aldridge Theater

144 Photo 6: View of Douglass Hall

145 Photo 64: View of Downing Hall

146 Photo 65: View of Academic Support Building School of Education

146 Photo 66: View of Inabel Burns Lindsay Hall/School of Social Work

147 Photo 67: View of Classroom Building 4/School of Business

147 Photo 68: View of C.B. Powell Building

148 Photo 69: View of HU College of Medicine

149 Photo 70: View of College of Dentistry Building

150 Photo 71: View of Division of Allied Health Sciences and Nursing

150 Photo 72: View of Chauncey L. Cooper Hall/College of Pharmacy

151 Photo 7: View of Annex /Graduate School of Arts and Sciences

152 Photo 74: View of Howard University Hospital

155 Photo 75: View of EE Just Hall

155 Photo 76: View of Thirkield Hall

156 Photo 77: View of Founders Library

157 Photo 78: View of Rankin Chapel East Elevation

157 Photo 79: View of Rankin Chapel West Elevation

158 Photo 80: View of WHUT

158 Photo 81: View of WHUR 96. Radio Station Sign

168 Photo 82: View of Burr Gymnasium

168 Photo 8: View of Greene Stadium

172 Photo 84: View of Blackburn University Center on the Main Quad


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June 2011 | Page ix


LIST OF PHOTOS

PAGE

17 Photo 85: View of Faculty Lounge

17 Photo 86: View of Alpha Kappa Alpha Sign

174 Photo 87: View of Cramton Auditorium

178 Photo 88: View of Johnson Administration Center

178 Photo 89: View of Howard Center

247 Photo 90: Example of a campus setting designed with rain gardens and outdoor seating areas249 Photo 91: Example of a streetscape with adequate soil volume for trees

252 Photo 92: View of Green Roof at ASLA Headquarters in Washington, D.C.

25 Photo 9: View of existing roof of Undergraduate Library

254 Photo 94: View of Green Roof at ASLA Headquarters in Washington, D.C.


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Page x |


LIST OF TABLES

PAGE

2 Table 01: Enrollment of Schools and Colleges

Table 02: Enrollment at a glance

4 Table 0: Faculty and Staff

4 Table 04: Faculty to Student ratio

17 Table 05: Proposed Program Elements

19 Table 06: Building Renovation Program

44 Table 07: Prole of Howard University, 2010

44 Table 08: Distribution of Howard University Spending within the Washington Metropolitan Area, 201045 Table 09: The Economic Impacts Generated by Howard Universitys District and Associated Overlays in D.C., 2010


7 Table 11: Faculty to Student ratio

74 Table 12: Enrollment at a glance at HU

75 Table 1: Change in Enrollment of Schools and Colleges at HU, 1985-2010

94 Table 14: Zoning Breakdown

128 Table 15: Existing Parking Supply and Demand

11 Table 16: Intersection Accident Rates

19 Table 17: Gross Square Footage by Campus

140 Table 18: Gross Square Footage by Function, Central Campus141 Table 19: Total Assignable Square Footage: Central Campus

141 Table 20: Assignable Square Feet by School/College

155 Table 21: Peer and Aspirational Peer Universities

159 Table 22: Housing Inventory. Gross Square Footage, and Building Age Calculations by Residence Hall

160 Table 2: Enrollment Distribution by Classication

161 Table 24: Unit Type Capacity Allocated by Market Segment

162 Table 25: Bedroom Occupancy by Unit Type

162 Table 26: Unit Type and Classication Distribution by Gender

170 Table 27: Assessment of Existing Facility Components by Team and Reconciliation with Targeted Performance Levels

180 Table 28: Total Hours of Instruction Analyzed

181 Table 29: Distribution of Course Meetings held in GPCR, by Weekday

182 Table 0: Sessions by Day of the Week

18 Table 1: Distribution of Course Sessions Across Weekday Scheduling Window, by College

184 Table 2: Distribution of Course Sessions Across Weekday Scheduling Window, by College

185 Table : GPRC Utilization by Building

186 Table 4: SI Space by Type

186 Table 5: Course by Day

187 Table 6: Scheduled 70% of the window

188 Table 7: SIS Capacity by Building

188 Table 8: Utilization by Space Type

189 Table 9: Capacity by Building


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June 2011 | Page xi


LIST OF TABLES

PAGE

192 Table 40: Average ASF for Research Space per Faculty for Peer Institutions

195 Table 41: Faculty to Student Ratio


195 Table 4: Faculty to Student Ratios - Peer Institutions

196 Table 44: Conference Room Size

200 Table 45: Presumed Distribution Compared to Right-sized Need

202 Table 46: Recommended Changes to Space Requirement by FICM Category

219 Table 45: Wellness and Recreation Center Program prepared by B&D229 Table 46: Proposed Program Elements

20 Table 47: Phasing Breakdown

2 Table 48: Building Renovation Program

27 Table 49: Zoning Breakdown

251 Table 50: LID Figures

254 Table 51: Campus Plan Population Changes

262 Table 52: Recommended Parking Supply with % per year Reduction in Demand due to TDM Measures

264 Table 5: Potential Parking Structure Locations


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Page xii |

A C K N O W L E D G E M E N T S


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June 2011 | Page xiii

A C K N O W L E D G E M E N T S


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June 2011 | Page 1

Howard University | Draft Central Campus Master Plan

E X E C U T I V E S U M M A R Y


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E X E C U T I V E S U M M A R Y( CONT INUED )

Page 2 | Executive Summary

INTRODUCTION

This summary provides an overview of Howard Universityand the scope and purpose of the Central Campus MasterPlan.

UNIVERSITY PROFILE

Founded in 1867, Howard University (HU) is an independent,co-educational institution offering a full array ofundergraduate, graduate, and professional programs. A

premiere Historically Black College and University (HBCU),Howard University combines the best elements of a liberalarts and sciences-based undergraduate core curriculum,with selected graduate and professional programs. Sinceits founding, Howard has awarded more than 100,000diplomas in the professions, the arts, the sciences, and thehumanities.

In 2009 Howard was approved for reaccreditation bythe Middle States Commission on Higher Education(MSCHE). Among the benchmarks for reaccreditation are:compliance with federal requirements, compliance withaccreditation standards, institutional resources, leadershipand governance, administration, integrity, institutionalassessment, student admission and retention, studentsupport services, faculty and educational offerings. Thereport cited HU for many distinctions and recognized theimportant legacy of the University:

Howard University occupies a unique niche in higher

education both in terms of its remarkable legacy and

future potential. It is quite literally a national treasure as

the foremost research university ensuring the education

of African American leaders for the nation and the world.

Middle States Commission on Higher Education

HU produces the largest pool of African American studentsin the nation who go on to pursue a Ph.D. in the science,

technology, mathematics and engineering (STEM) fields.The MSCHE report also recognizes the rich legacy in thearts and cultural studies that opens the eyes of the worldto the contributions of African Americans and the AfricanDiaspora to global culture.

There are 12 schools and colleges at Howard University:College of Arts and Sciences, College of Engineering,Architecture, and Computer Sciences, School of Education,School of Social Work, School of Business, School ofCommunications, College of Medicine, College of Dentistry,College of Pharmacy, Nursing, and Allied Health Sciences,The Graduate School of Arts and Sciences, School ofDivinity and the School of Law. The schools and collegessupport 58 categories of degree offerings and a totalof 171 majors (2010 Facts). Over the past ten years, 51academic programs have been accredited.

.

0

500

1000

1500

2000

2500

3000

3500

ArtsandSciences

Business

Communications

Pharmacy,N

ursingandAlliedHealth

Sciences

GraduateSchool

Engineering,A

rchitectureand

ComputerSciences

Medicine

Law

Dentistry

Education

SocialWork

Divinity

OtherPrograms

1986

1997

2010

Table 01 : Enrollment of Schools and Colleges


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June 2011 | Page


ACADEMIC UNITF/T

LOAD

FULL-TIME PART-TIME F.T.E. TOTAL

M F T M F T M F T M F T

UNDERGRADUATES

Arts and Sciences 12 Hrs. 917 2,139 3,056 215 396 611 989 2,271 3,260 1,132 2,536 3,667

Business 12 Hrs. 447 634 1,081 109 97 206 483 667 1,150 556 731 1,287

Communications 12 Hrs. 244 686 930 46 116 162 259 725 984 290 802 1,092

Education 12 Hrs. 10 53 63 3 28 31 11 62 73 13 81 94

Engineering/Arch/Comp Sci 12 Hrs. 281 176 457 71 30 101 305 186 491 352 206 558

Pharmacy/Nursing/AHS 12 Hrs. 112 365 477 36 142 178 124 412 536 148 507 655

Dental Hygiene 12 Hrs. 3 21 24 0 1 1 3 21 24 3 22 22

Exchange Program 12 Hrs. 0 0 0 3 9 12 1 3 4 3 9 12

Continuing Education 12 Hrs. 0 0 0 2 13 15 1 4 5 2 13 15

TOTAL UNDERGRADUATE 2,014 4,074 6,088 485 832 1,317 2,176 4,351 6,527 2,499 4,906 7,405

GRADUATE & PROFESSIONAL

Graduate School 9 Hrs. 201 92 59 184 09 49 262 495 757 85 701 1,086

Medicine 9 Hrs. 204 29 44 7 2 9 206 240 446 211 241 452

Dentistry 9 Hrs. 157 174 1 14 4 18 162 175 7 171 178 49

Law 9 Hrs. 182 274 456 7 18 25 184 280 464 189 292 481

Arts and Sciences 9 Hrs. 1 14 27 8 4 12 16 15 1 21 18 9

Business 9 Hrs. 44 48 92 22 14 6 51 5 104 66 62 128

Communications 9 Hrs. 7 5 12 6 15 21 9 10 19 19 20

Divinity 9 Hrs. 4 41 84 51 61 112 60 61 121 94 102 196

Education 9 Hrs. 16 47 6 9 68 107 29 70 99 55 115 170

Pharmacy/Nursing/AHS 9 Hrs. 12 20 5 24 47 71 140 219 59 156 250 406

Social Work 9 Hrs. 40 148 188 11 69 80 44 171 215 51 217 268

Continuing Education 9 Hrs. 0 0 0 11 1 24 4 4 8 8 8 24

TOTAL GRAD. & PROF. 1,09 1,585 2,624 84 624 1,008 1,167 1,79 2,960 1,42 2,209 ,62

GRAND TOTAL ,05 5,659 8,712 869 1,456 2,25 ,4 6,144 9,487 ,922 7,115 11,07

7,405 3,632TOTAL

UNDERGRADUATES

TOTAL GRADUATES

AND PROFESSIONALS

Source: Howard University Annual Report, Fall 2010

*

**

LOCATED ON WEST CAMPUS

LOCATED ON EAST CAMPUS

Table 02 : Enrollment at a glance

***


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Students come to Howard University from virtually everystate, the District of Columbia, and 108 countries. Asof 2010, the Universitys enrollment was approximately11,000, with an estimated 67 percent comprised ofundergraduate students. Howard University foresees astable total enrollment with the potential to accommodateapproximately 12,000 students. This enrollment forecastis one of the key assumptions the University uses inits planning for the development of new facilities andimprovement of existing buildings.

Howard Universitys employee base is currently comprisedof 5,330 individuals (full and part time) 1,276 faculty and4,054 staff. (The total staff number includes Hospital staff.University staff is approximately 2,000.)

The existing number of full-time faculty (960) results in afaculty to student ratio of 1:9. This is a reduction in thefaculty to student ratio from years past, but is still a goodratio. For example, the faculty to student ratio at StanfordUniversity is 1:6, University of California Berkeley is1:15.1, and Pennsylvania State University is 1:17.

INNOVATIVE RESEARCH

Howard University is categorized by the CarnegieFoundation for the Advancement of Teaching as a RU/Hresearch institution, a designation for universities withhigh research activity. A high priority academic goal forthe University is the ability to rank within the highestcategory of research institutions, that of RU/VH forresearch universities with very high research activity. Todo this, contemporary facilities need to be constructedthat will attract scholar/researchers, students and funding

to support groundbreaking research in STEM fields andthe biomedical sciences where the University has alreadybegun to distinguish itself.

The Universitys Health Sciences Enterprise (HSE) iscomprised of the College of Pharmacy, Nursing and AlliedHealth Sciences, the College of Medicine, the College ofDentistry, Howard University Hospital, the Louis StokesHealth Science Library, and the Family Practice Plan.

The HSE is implementing a vision known as convergencescience, a new integrated approach to innovativeresearch. Following on the revolution that has occurred in

molecular biology and subsequent advances in genomics,convergence science facilitates the innovative influenceof the physical sciences on the biomedical sciences andvice versa. The strategic planning process in which theHSE has been engaged, positions Howard University totake advantage of this new wave of innovation by focusingprecious resources on the core competencies of the HSE.

Based on current strengths, the focus areas identifiedare as follows: obesity; cardiovascular disease; mentaldisorders; HIV/AIDS; cancer; renal diseases; diabetesand stroke. These areas will advance the basic buildingblocks of genomics and computational biology, as Howard

University joins forces with other universities engaged inclinical translational research and convergence science.It is anticipated that the strong research collaborationbetween the physical sciences and health science scholarswill allow for the emergence of new discoveries and anenriched experience for students and scholars.

Table 04 : Faculty to Student ratio

Table 03 : Faculty and Staff


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June 2011 | Page 5


Photo 01: View of Frederick Douglass Hall

MISSION

Howard University, a culturally diverse, comprehensive, research intensive and historically Black private university,provides an educational experience of exceptional quality at the undergraduate, graduate, and professional levels to

students of high academic standing and potential, with particular emphasis upon educational opportunities for Black

students. Moreover, the University is dedicated to attracting and sustaining a cadre of faculty who are, through their

teaching, research and service, committed to the development of distinguished, historically aware, and compassionate

graduates and to the discovery of solutions to human problems in the United States and throughout the world. With

an abiding interest in both domestic and international affairs, the University is committed to continuing to produce

leaders for America and the global community.


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CAMPUSES

Howard Universitys historic Central Campus is the focusof this Master Plan report. The campus is located innorthwest Washington, D.C., in Ward 1 within five miles ofthe Nations Capitol. The northwestern quadrant is locatednorth of the National Mall and west of North Capitol Street.The Central Campus is made up of 118 acres and containsmost of the Universitys academic and administrativeactivities.

Several historic landmarks, such as Andrew RankinMemorial Chapel, Frederick Douglass Memorial Hall, andthe Founders Library are found on Central Campus.

The Central Campus is surrounded by urban residentialneighborhoods. The neighborhoods of Shaw, LeDroit Park,and Bloomingdale lie to the south and east; Pleasant Plains,Park View and Columbia Heights lie to the north and west.All of these neighborhoods have a rich and notable historywith LeDroit Park awarded a place on the National Registerof Historic Places in 1974. The northern and easternboundaries of the campus include the McMillan Reservoir,

the Old Soldiers Home and the Washington HospitalCenter complex.

Since 1974, the University has grown to include threeother campuses - the West Campus and the EastCampus are located in proximity to Central Campus in theWashington D.C. Metropolitan area. The West Campushouses the Law School on its 19.6 acre site and the EastCampus houses the Divinity School on 26 acres.

The Beltsville Campus is located in Prince GeorgesCounty, Maryland and currently houses the atmosphericresearch program that is being conducted in partnership

with the National Oceanic and Atmospheric Administration(NOAA) on its 108 acre site.

HOWARD UNIVERSITY

CENTRAL CAMPUS

HOWARD UNIVERSITY

WEST CAMPUS

HOWARD UNIVERSITY

EAST CAMPUS

Photo 02: Aerial view of DC area showing the locations of Howard

Universitys West Campus, Central Campus and East Campus


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June 2011 | Page 7


PRESIDENTS VISION

Dr. Sidney Ribeau was named the 16th President ofHoward University and assumed leadership on August 1,2008, with a strong commitment to renewing Howardsacademic legacy by expanding the Universitys proveninfluence in the fields of science, technology, engineeringand mathematics (STEM). These areas have potentialfor the highest levels of research activity and fundingopportunities from institutions such as the National

Institutes of Health (NIH) and the National ScienceFoundation (NSF). Howard University aspires to be thefirst HBCU to become a top-50 research university, whileit continues its traditions of leadership and service tounderserved communities nationally and abroad. ThePresidents vision includes:

Enhancing Howards status as a major comprehensivemetropolitan research university (with competitiveundergraduate, graduate, and professional programs);

Increasing excellence in teaching and learning;

Expanding the international footprint and role in world

affairs;

Providing an environment of open discourse (Think Tankfor the Nation); and

Extending the public service role through expandedengagement with local, national and internationalcommunities.

One of the first steps in the process was the establishmentof the Presidential Commission on Academic Renewal(PCAR). The Commission conducted a full review andevaluation of the Universitys academic programs andassessed each program with respect to six criteria: (1)Tie to the Universitys mission/vision (2) Academic quality(3) Research (4) Academic centrality and necessity (5)Enrollment and (6) Sustainability. The Commissions54 members were divided into four Working Groups forundergraduate programs, health sciences programs,professional programs not in health sciences, and graduateacademic programs.

The program reviews evaluated all 171 undergraduate,graduate and professional program offerings andrecommended the elimination, restructuring orconsolidation of 71 of these programs.

Dr. Ribeau began the Students First Campaign (SFC)in January 2009, to improve the overall experience atHoward and to fully integrate students in Universityoperations. Phase I of the initiative involved an assessmentof immediate and long-term organizational changesneeded to enhance the student experience. In the spring of

2010, SFC entered Phase II with several key appointmentsin the area of student affairs. These appointments willhelp Howard Universitys student affairs division listen tostudents and work together to achieve the Universitysobjectives.


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SCOPE OF THE CENTRAL CAMPUSMASTER PLAN

Howard University identified several major objectives forthis effort:

Align space needs with the priorities of the academic plan;

Recommend optimal uses for various campusparcels and the identification of sites for newconstruction;

Identify and acknowledge campus historic resources,both its buildings and its landscape;

Promote the continued contributions of the Universitytoward the economic and cultural vitality of the localcommunity and the city;

Structure a process by which the University s goalsare met in an environmentally sustainable mannerand through which the awareness of the need for thisapproach is heightened in its students, alumni, facultyand staff; and

Ensure compliance with the Comprehensive Plan of

the Nations Capital that requires the preparationand the approval of master plans to reduce adverseneighborhood impacts, alleviate uncertaintyover future institutional activities, and promoteneighborhood stability.

THE PROCESS

The approach to the design of the Master Plan for HowardUniversity is based on the premise that architecture,planning, landscape, historic preservation and urban designare critically connected disciplines which must functiontogether if lasting quality and value are to be achieved.

The phased approach included: analysis, the testing offramework plans and options and finally plan developmentbased upon preferred options. The analytical first phaseidentified key characteristics of the campus, includinghistoric legacy, space needs, landscape, infrastructure,transportation systems, and development opportunities.The analysis included campus facilities, space utilizationand assessment of needs. Based on this analysis andthe consensus of the University, a program of capitalconstruction and appropriate funding was developed totake the University through the ten year planning horizonand beyond with the identification of future capacity fornew facilities.

The information for the Master Plan study was gathered

and collected during interviews with numerous participantsfrom Howard Universitys schools, colleges, leadership,and service organizations. Additional information wasgathered from Enrollment Management, Real EstateDevelopment and Asset Management, and PhysicalFacilities Management.

Over 50 interviews with various Howard Universitystakeholders were held to ensure that the Master PlanProgram accurately reflects the needs of this complexorganization. More than 20 additional interviews were heldwith community leaders from neighborhoods surroundingthe Central Campus, and 166 area stakeholders

responded to the Campus Plan Neighbors Survey.


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June 2011 | Page 9


THE USE OF THE CENTRAL CAMPUS MASTER

PLAN

The Central Campus Master Plan reflects the findingsand recommendations of the planning team and theresulting master plan is based upon: the planning teamrecommendations; Universitys leadership review andconsensus; the input of a University-wide SteeringCommittee of Key Stakeholders; and an initial review bythe Universitys Community Advisory Committee and

Community Campus Master Plan Task Force.

The plan is a strategic tool and guide for the physicaldevelopment of the campus over the next ten years. In thiscoming period, all universities must carefully apportiontheir means to remain ahead of expectations in the qualityof teaching, technological innovation and amenities for thelife of the campus community. Physical planning and therelationship to the mission of the University are also criticalto success.

The full scale reexamination of Howards educationalpolicies and priorities as part of the Presidents

Commission for Academic Renewal (PCAR) will likelyresult in refinements and adjustments to the needs andobjectives of Howard University. The Master Plan is aframework for change and is intended to be flexible andresponsive to shifting needs as both a process and adesign.

The plan assumes the existing reality of the urban settingand the historic legacy of the campus. It is designed toenhance the physical condition of the campus; to createnew opportunities for excellence in the future developmentof new facilities and to provide the physical frameworkwithin which the University can achieve its academic

mission.

All of the facilities planned, both in the near term and thelonger term are designed to fulfill these objectives. Theresult will be a University significantly repositioned withrespect to winning research grant awards and attractingand retaining the best and brightest students, faculty andstaff from throughout the nation and around the world.

Photo 03: Aerial view showing Howard University Central Campus


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STRATEGIC GOALS AND PRINCIPLES

The Central Campus Master Plan is guided by thegoals, planning principles and design criteria developedthroughout the planning process. The Academic StrategicPlans areas of focus were developed by Howard University,and the planning principles and development criteria weregenerated in response to the analysis findings and throughthe collaboration of Howards administration, faculty, staff,students and steering committee with the design team.

CAMPUS STRATEGIC ASSET VALUE STORY

Brailsford & Dunlaveys strategic asset value (SAV)analysis is a process that is facilitated through discussionsessions with institutional senior leadership and isintended to identify the policies and priorities that will filterand guide the analyses of a planning exercise.

In this particular instance, SAV methodology was appliedto a campus-wide context to discern the strategic

drivers behind various functions and the way that theyare materialized in the built environment. The intent ofthe SAV was to ground the Central Campus Master Planin permanent ideals to ensure a level of consistency ismaintained throughout the implementation and furtherarticulation of the plan. SAV assessment categories aredesigned to supersede any departmental or functionalbiases in favor of global factors that are directly linked tothe institutional mission, including:

Educational Outcome Drivers

Enrollment Management Drivers

Campus Community Drivers

Financial Performance Drivers

The full narrative text of the Campus SAV Story can befound in this document in Chapter Three.

ACADEMIC STRATEGIC DIRECTIONS

The University has been engaged in a comprehensiveprocess of self-examination that makes the decision toundergo major transformational change imperative. TheUniversitys self-study exercise undertaken in preparationfor the Middle States reaccreditation process, calls foran alignment of its resources and budget with academicpriorities that result from program reviews and portfolioassessments. Strategic directions include:

Expansion of Graduate Programs

Attainment of RU/VH status: Research Universities (veryhigh research activity)

Promotion of STEM Research

Improvement of Housing Inventory

Implementation of Students First Initiatives

Improvement in the Physical Condition of the Campusand Technology

Associated with this new environment is the need for

greater self-sufficiency; diversification in the Universitysendowment resources; and leadership, sensitivity andpartnership in the revitalization of its neighborhood.

These dramatic changes have created an ambitious visionfor the University that enables the efficient and effectivedelivery of an outstanding educational experience forHowards students.


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CENTRAL CAMPUSDEVELOPMENT PLAN

FUTURE CAPITAL NEEDS

The Central Campus Master Plan takes a comprehensivelook at the overall physical plant of the University, andidentifies the universe of upgrades and new facilitiesdeemed desirable.

The vision of Howard as a world-class research presencereflects an ambitious investment in its academic program,its physical plant and the community that surrounds it,including: the construction of new research facilities;the construction of two new schools and colleges; theredevelopment of the Howard University Hospital andits expansion to include new research and ambulatorycare facilities; the modernization and new constructionof student housing and student activity centers; thedevelopment of new athletic, recreation, and performingarts complexes; the adaptive reuse of two large buildingsof historic significance; major upgrades in existingacademic buildings; the construction of workforce-

affordable housing; the construction of the new publiccharter middle school; and the redevelopment of theGeorgia Avenue corridor with a new University faade,which will mix commercial and neighborhood-serving retail,housing and parking facilities.

PHASING OF DEVELOPMENT PROJECTS

The University will develop its new and expanded facilitiesin three phases over the next ten years. Phase One willinclude research facilities that will reflect the Universityscommitment to dramatically expand its research capacity

and upgrade key physical facilities. This first phase alsoincludes student quality of life projects, housing and thecampus wellness and recreation center.

Phases Two and Three continue the development of theresearch capacity, the enhancement of student quality oflife improvements, and the redevelopment and upgradingof academic instructional spaces and athletic facilities.Two of the major renovations include the BlackburnUniversity Center and Miner Hall renovations. Throughouteach of the phases, critical facility renovations andupgrades will take place in existing buildings.

A fourth category is identified in the plan as FutureCapacity to illustrate those areas of the campus thatcould be developed within the current campus boundary.

ACADEMIC AND RESEARCH FACILITIES

A high priority academic goal for the University is theability to rank among the highest category of researchinstitutions, that of RU/VH for research universities withvery high research activity. To do this, contemporary

facilities need to be constructed that will attract scholar/researchers, students and funding to support ground-breaking research in STEM and the biomedical scienceswhere the University has already begun to distinguishitself.

Two research buildings that will house a STEM research,Computational Sciences and a Biomedical program areenvisioned for development over the next three years.These facilities were anticipated in the 1998 campusmaster plan as part of the Interdisciplinary Science andEngineering Center.

They are intended to accommodate the kind ofcollaborative research activity between the physical andhealth sciences academic zones that is standard withincontemporar y scientific research. A critical factor indetermining the location of these new facilities is theimportance of clinical translational science and theadjacency of these new interdisciplinary research facilitiesto the clinical enterprise, i.e. the Howard UniversityHospital and facilities that house the Faculty Practice Plan.

The new buildings will be located within the CentralCampus area that adjoins both the physical science andthe health science academic clusters. The facilities

proximity to one another is deliberate and will facilitate theinterdisciplinary collaboration of all of the participatingscholars and the disciplines they represent. Researchfacilities that house life sciences and nanotechnology willbe developed in Phase Two.

A new high profile location is planned on the lower endof Georgia Avenue at Bryant Street for the School ofCommunications. This location shares adjacency to otherplanned developments for Support Services that mightinclude a Visitor Center , Public Safety facilities andAcademic uses along with ground level retail.


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RESIDENTIAL HOUSING

The first student quality of life initiative is the developmentof the Underclassmen Housing within the first three years.Phase Two will bring the development and enhancementof additional facilities that include the renovation of thestudent activity center, the convenient co-location ofstudent administrative services and additional housing forupperclassmen.

The location of the Underclassmen Housing will be onthe eastern edge of the campus adjacent to similar

student housing for the same population. The housingwill be provided in two buildings that will create a total ofapproximately 1,300 new beds. These initial residencehall projects will allow the University to accommodatemore sophomores on Central Campus. Additionally,male undergraduates will be moved from halls located atand beyond the edge of campus into a secure nurturingenvironment designed to enhance their personaldevelopment and support their academic progress. Thedesign of the new housing is likely to be programmed withfaculty-in-residence to support the living-learning initiative.

This initial housing will be the first in the implementationof a five year plan that will create new residences, upgradeexisting residences and re-purpose other properties thatare currently used for student housing. The goal is toeventually generate 2,300 new beds with a net increaseof approximately 1,100 beds that are adequate in number,typology and location, and are able to accommodatea larger percentage of the eligible Howard studentpopulation compared to the 44% currently housed.

Photo 05: View of C.B. Powell and Founders Library in the background


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WELLNESS AND RECREATION CENTER

Among the quality of life projects planned within PhaseOne is a new Campus Wellness and Recreation Center thatwill be located within the mixed use cluster of activitiesbetween Georgia Avenue on the east, Eighth Street onthe west, Bryant Street on the north and W Street on thesouth. This location is within easy walking distance of theundergraduate and upperclassmen neighborhoods and theHoward Plaza Towers, which currently houses 38% of allHoward students in residence.

The Center will anchor the new residential community onthe west side of Georgia Avenue, and will stimulate theretail functions that will be housed in the Howard TownCenter. This location is also across the street from theHealth Sciences Enterprise and can support the priority ofencouraging healthy, active lifestyles. The Recreation andWellness Centers location in this area is also intended toenliven the southern end of the Georgia Avenue corridorand increase the patronage of the retail outlets withinthe Howard Town Center and at the ground level withinthe rest of the mixed use zone. Underground parking will

support other uses that will be located within the building.

INTERCOLLEGIATE ATHLETICS

Howard Universitys athletics and recreation programscurrently operate in shared facilities that are inadequateand functionally obsolete. Burr Gymnasium was built in1964 and is currently outdated. The building contains134,356 GSF and serves multiple functions, including:athletics and recreational sports, health and fitness-related academic programs, and open fitness activities.These facilities contribute to low levels of recreationparticipation by students and poor performance by

athletic teams.

The new Campus Wellness and Recreation Center willremedy part of this problem by relieving the schedulingpressures on the aging facility.

Athletic facilities and team performance at Howardshould convey an institutional commitment to excellence,especially to potential students, student athletes, andcoaches.

The new proposed Intercollegiate Athletic Complexproposed in Phase Three will allow the Athletic Programto: attract dedicated administrators, coaches and staff;recruit promising student-athletes; maximize efficiency andeffectiveness of NCAA regulated coaching contact hours;and provide a high level of service to both team learningand experiential learning for affiliated academic majorswith new athletic training and rehabilitation units.

BUILDING KEY:

PHASE ONE (1-3 YEARS)

INTERDISCIPLINARY SCIENCEENGINEERING BUILDING (ISEI) / STEM

COMPUTATIONAL SCIENCE (CS) /BIOMEDICAL SCIENCES (BioS) + RETAIL

UNDERCLASSMEN RESIDENTIAL HALL #1

UNDERCLASSMEN RESIDENTIAL HALL #2

CAMPUS WELLNESS / RECREATION / ANDUPPER CLASSMEN RESIDENTIAL + RETAIL

1

2

3

PHASE THREE (5-7 YEARS)

INTE

+ RETAIL

+ RETAILFUTURE HEALTH SCIENCES / MEDICAL ARTS

RCOLLEGIATE ATHLETICS COMPLEX

GRADUATE / WORK FORCE HOUSING

UPPERCLASSMEN RESIDENTIAL HALL #2

14

15

16

TEACHING AND LEARNING BUILDING17

4

5

PHASE TWO (3-5 YEARS)

BLACKBURN CENTER RENOVATION

SCHOOL OF COMMUNICATIONS + RETAIL

ACADEMIC / SUPPORT SERVICE / PUBLICSAFETY BUILDING + RETAIL

NURSING, ALLIED HEALTH + PHARMACY

NANOTECHNOLOGY BUILDING

6

7

8

9

10

11UPPERCLASSMEN RESIDENTIAL HALL #1+ RETAIL

12 MINER BUILDING RENOVATION

13

18

19

20

21 25

FUTURE PHASE CAPACITY

ACADEMIC / RESIDENTIAL + RETAIL

INSTITUTIONAL INFILL

MIDDLE SCHOOL

ACADEMIC / RESEARCH__


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HOWARD UNIVERSITY

DRAFTBUILDING PHASING PLANMAY 12, 2011

PHASE 1

BUILDING

PHASE 2

BUILDING

PHASE 3

BUILDING

FUTURE

PHASE

BUILDING

McMILLAN RESERVOIR

G E O R G I A A V E N U E

SHE R MA NA V E NUE


GEORG

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Figure 01: Building Phasing Plan


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HOWARD UNIVERSITY

DRAFTEXISTING AND PROPOSED BUILDINGS BY TYPE OF USEAPRIL 2011

ACADEMIC

LIBRARIES

RESEARCH

ADMINISTRATION

MEDICAL

RESIDENTIAL

NON-CORE

SERVICES /NON-UNIVERSITY

ATHLETIC VENUES /STUDENT SERVICES

LEGEND:

McMILLAN RESERVOIR

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Figure 02: Existing and Proposed Buildings by Type of Use


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P ro po sed Bld g Heig ht P ro po sed To ta l si ze (g sf)

Locaton Key Building Name/Functon Approximate Feet Footprint size (gsf) # of levels # of spaces

Phase One (1-3 years)

1 Interdisciplinary Science and Engineering Bldg. (ISEI) / STEM 50-60 12,800 65,000

2 Computatonal Science (CS) / Biomedical Science (BioS) + Retail 90-110 16,500 100,000 3 150

3 Under Classmen Residental Hall #1 50-80 18,000 121,646

4 Under Classmen Residental Hall #2 60 25,000 247,647

5 Campus Wellness and Recreaton Center / Upper Classmen Res. + Retail 90-110 55,000 178,750 3 345

Upperclassmen Residental (upper stories) (above)

Total 713,043 495

Phase Two (3-5 years)

6 Blackburn Center Renovaton 30-40 35,000 105,000 3 255

7 School of Communicatons + Retail 90-110 28,000 168,000 2 - 3 285

8 Academic / Support Facilites / Public Safety Building 90-110 28,000 168,000 2 - 3 225

9 Nursing Allied Health + Pharmacy 50-60 20,000 100,000

10 Nanotechnology Building 70-80 20,000 120,000

11 Upperclassmen Residence Hall #1 + Retail 90-110 14,000 98,000 3 155

12 Miner Building Renovaton 82,737

Total 841,737 920

Phase Three (5-7 years)

13 Future Healthcare Sciences / Medical Arts + Retail 90-110 25,000 175,000 2 - 3 360

14 Intercollegiate Athletcs Complex + Retail 40-60 80,000 160,000 3 510

15 Graduate / Work Force Housing 50-60 75,751 234,000

16 Upper Classmen Residental Hall #2 90-110 24,000 192,000

17 Teaching and Learning Building 50-60 31,000 155,000

Total 741,000 870

Future Phase Capacity

18 Academic / Residental + Retail 30-50 45,481 136,443

19 Insttutonal Infill 15-20 21,180 21,180

20 Middle School 40-50 20,000 80,000

21 Academic / Research 40-50 16,000 64,000




25 Academic / Research 50-60 31,000 155,000 2 190

Total 672,623 190

Proposed Parking Structures

Table 05: Proposed Program Elements


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Table 06: Building Renovation Program


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USES ALONG GEORGIA AVENUE CORRIDOR

The master plan defines how Howard University willengage physically with its internal academic priorities aswell as with the external community around it. As partof this plan, the University has asked for a real estatestrategy for its main commercial corridor along GeorgiaAvenue.

A vibrant mix of uses is key to creating an urban

commercial corridor around a university. Students, faculty,staff, and the community come together to activate avariety of residential, academic, retail and other programsthat in turn attract visitors, entrepreneurs, and investors tothe area.

The proposed commercial development of this corridoris supported by market analyses that suggest a robustdemand for residential units student, workforce andmarket rate as well as for retail. The realities of todayscapital markets ensure that without the Universitys directintervention, development projects along Georgia Avenueare highly unlikely in the short term.

One of the few project types being viewed favorably bythe capital markets is student housing. To address itsdemand deficit, the University will add a significant amountof student housing during Phase One - which in turn willincubate the market and make the surrounding parcelsmore attractive for private investment in the future.

The proposed real estate strategy treats Georgia Avenueas a major, diverse commercial corridor but one with a setof uses that creates vibrancy and amenities as well as aclear set of gateways to campus.

The major components of the real estate strategy arebased on the following:

Given current residential patterns, the University has thepotential to attract an increasing number of students,faculty and staff to live closer to campus. These newresidents will add vibrancy to the area and support thedevelopment of retail, recreation, entertainment andother urban amenities that create a bustling University-town feel to the campus edge, especially the Georgia

Avenue corridor. There is a diversity of uses and ownership present along

Georgia Avenue. The real estate development programshould not fight but rather embrace this. By planningthe Universitys frontage on the Avenue as three

corridors, a development program emerges that canbalance potential historic, modern, academic, residential,recreational and retail uses.

Lower Georgia Avenue Between Florida Avenue andBarry Place NW: This corridor has the potential tobecome Howards core retail and mixed-use district. Adynamic mix of University and privately-funded projects

can come together here to incubate a vibrant real estatemarket comprised of housing, retail, and other amenitiesserving the campus and community.

Mid Georgia Avenue Between Barry Place NWand Euclid Street NW: This corridor affords theopportunity to create an improved Campus edge anddevelop a partnership with the City to create a vibrantand welcoming green space that benefits both thecampus community and the surrounding residentialneighborhood.

Upper Georgia Avenue Between Euclid Street NWand Columbia Road NW: This corridor affords the

opportunity for new University faculty and staff housinginitiatives and an improved frontage for the Universitysathletic and event facilities.


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June 2011 | Page 21


Figure 04: Georgia Avenue Zones


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LOWER GEORGIA AVENUE BETWEEN FLORIDA

AVENUE AND BARRY PLACE NW

The southern stretch of Georgia Avenue between FloridaAvenue and Barry Place NW has the potential to becomeHowards core commercial district and a central locationfor uses such as residential, general retail, housing, andfitness services.

Lower Georgia Avenue should be developed in a way that

attracts regular foot traffic along the east-west axis fromcampus across the Avenue to clusters of Howard facilities.Improved east-west connections are crucial to the successof this corridor, helping to connect the campus to the UStreet Metro stop and the residential developments to thewest. This part of Georgia Avenue is also a natural locationfor the placement of University uses that generate heavypedestrian foot-traffic, particularly in the evenings.

HOWARD TOWN CENTER

The Howard Town Center is a developer-financed mixed

use project planned for Georgia Avenue between WStreet on the north, V Street on the south and 8th Streeton the west. The project will anchor the northeast cornerof the Uptown Destination District described in the DUKEPlan. It is expected to have 445 units of rental housing,32 of which will be workforce-affordable units; 75,000 sq.ft. of retail, including a 35,000 sq. ft. grocery store; and 2levels of parking.

This project will create a critical mass of retail, along withthe retail proposed for the ground floor of newly developedhousing, academic and recreational uses in the blocks tothe north of the site.

MID GEORGIA AVENUE BETWEEN BARRY

PLACE NW AND EUCLID STREET NW:

The central stretch of Georgia Avenue between BarryPlace NW and Euclid Street NW is comprised of severalHoward University academic and administration buildingsand historic Banneker Recreational Park. This sectionof Georgia Avenue affords the opportunity to create animproved campus edge and develop a partnership withthe City to create a more vibrant and welcoming green

space that benefits both the campus community and thesurrounding residential neighborhood.

The academic and administration buildings along thisstretch of Georgia Avenue focus their entrances inside thecampus proper. These include the School of Business, theMiner Building, the Johnson Administration Building, andthe School of Social Work. The Georgia Avenue frontage ofmany of these buildings include parking lots, loading docks,and back entrances. The University can focus on creatingnew front doors for these buildings and developing creativesolutions to service uses on Georgia Avenue. It can alsoconsider changes of uses in these buildings that putprograms with a more public face closest to its most publiclocations. These interventions improve the Universitysfrontage on the corridor and bring increased foot traffic.


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Photo 06: Georgia Avenue looking north at Bryant Street

Photo 07: Mid Georgia Avenue


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The public recreation center and public school also offeran opportunity to create partnerships with the City tomaximize the potential of these useful assets. The largerecreation and green space, instead of being a barrier tothe western neighborhood, can be seen as a central parkwith improved pedestrian connections through the space.Additional student , workforce or market-rate housingcould front the western edge of this park on 9th Street.Improvements to landscaping and fences could make thespace feel more open and part of the corridor. This likely

requires an investment by the University but the resultingspace can have multiple public benefits.

UPPER GEORGIA AVENUE BETWEEN EUCLID

STREET NW AND COLUMBIA ROAD NW

The northern stretch of Georgia Avenue between EuclidStreet NW and Columbia Road NW affords the opportunityfor new University faculty and staff housing initiatives andan improved frontage for the Universitys athletic facilities.

The residential neighborhood between Georgia Avenue

and Sherman Avenue represents an opportunity to partnerwith the community to promote home ownership for facultyand staff through housing incentives such as mortgageassistance and matching grant programs.

The eastern side of this stretch of Georgia Avenue couldbookend the development proposed for the southern edgeof campus and become the new gateway to Howardsmajor event facilities for athletics, performing arts, andstudent center activities. Various options exist to enhancethe athletic facilities for improved game day experiences,including integrated underground parking, ticketing,pre-event staging, and a general celebration of Howard

features.


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Figure 06: Lower Georgia Avenue - Looking NE

GEORGIAAVE.

BRYA

NTSTRE

ET

GEORGIA

AVE.

Figure 05: Upper Georgia Avenue - Looking SE


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THE ROLE OF THE LANDSCAPE IN

A SUSTAINABLE CAMPUS

Significant landscape improvements are proposed toimprove the quality, the functionality and the impression ofthe Campus. The landscape plan reinforces the principalorganizing elements of the Campus - the Main, Lower andSouthern Quads. The campus setting also provides theopportunity for learning about, restoring and improvingthe environment. Creating an environmentally responsible

campus and demonstrating better resource managementprovides the University with an opportunity to showcaseprogressive principles, lower maintenance and operationscosts and serve as a model for the community at large.

Every project would be considered an opportunity toimplement non-traditional stormwater managementtechniques that infiltrate, store, capture, and reuserainwater which results in less runoff, reduces maintenanceand energy costs, and will comply with current regulations.Sustainable design techniques produce real benefits inecological, social and economic terms.

Key Landscape Proposals include:

1. Renovate The Main Quad with the removal of theservice road in front of Blackburn Center. This will allowfor a renewed central plaza and gathering area adjacentto Blackburn that will include new seating and shadearbors. New paving materials and the planting of largenative shade trees are also a part of the restoration planthat will respect the historic nature of this significantcultural landscape.

2. Renovate the Lower Quad by removing non-essentialturf and installing a series of rain gardens to improvecampus drainage and create a distinct and beautifulcharacter for this underutilized campus space. Therenovated space will be an ideal location for an outdoorclassroom. Renovations might include new pavingmaterials and an appropriate palette of trees, shrubs,perennials and grasses.

3. Develop a new gateway at Howard Place and GeorgiaAvenue to reinforce the Universitys presence onGeorgia Avenue and to provide seating and a safewaiting area for public transportation users.

4. Improve the east-west pedestrian connection atHoward Place fromGeorgia to Sherman Avenue withnew paving, an arbor designed to define and frame thegateway, eliminate conflicts with cars and plant nativeshade trees to line the walkway.

5. Improve Streetscapes throughout the Campus withwidened sidewalks, defined crosswalks and ramps anda variety of native shade trees that will thrive in theDistrict. All tree trenches whould include low impactdevelopment (LIDs) techniques to capture and infiltratestormwater runoff.

6. Renovate the rooftop of the Undergraduate Librarywith a new green roof garden, arbor and seating areas.Maximize the implementation of LIDs such as infiltrationbeds, rain gardens, pervious paving and green roofs asappropriate where the opportunity occurs with eachnew development project. The Master Plan study hasidentified opportunities to treat and mitigate over 1million gallons of stormwater using these measures.Photo 08: View of Green Roof at ASLA Headquarters in Washington,

D.C.


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Photo 09: View of the Yard looking south toward Founders Library

Figure 08: Plan View of proposed Main Quad Renovation

GEORGIAA

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Figure 09: Perspective rendering of proposed Main Quad renovations


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Photo 10: Existing view of Georgia Avenue and Howard Place

Figure 10: Opposite: Plan view of proposed

Gateway at Howard Place and Georgia Avenue

GEORGIAAVEN

UE

SHERMANAVENUE

BARRYP

LACE

Figure 11: Perspective drawing of proposed gateway at Howard Place


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Photo 12: Existing view of Georgia Avenue and Bryant Street Figure 14: Plan view of Georgia Avenue and Bryant Street

COL

PLACE

Figure 15: Perspective of Georgia Avenue and proposed School of Communications

GeorgiaAvenue

BryantStreet


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Photo 13: Existing view of 6th at Bryant Streets Figure 16: Plan view of 6th and Bryant Streets

COLLEGESTREET

Figure 17: Perspective of Bryant Street renovation and proposed Teaching and

Learning Center (right foreground) with Nursing, Allied Health, and Pharmacy Building

(adjacent )

BryantStreet

6thStreet


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TRANSPORTATION SYSTEMS

Traffic

The Central Campus is accessed from many locationsdue to the large amount of small parking lots and roadsintersecting with Georgia Avenue. Gated access tothe campus core is located on Howard Place. The mainhospital entrance is located on Georgia Avenue northof Florida Avenue. Georgia Avenue is a major arterial in

the District and serves as the primary route to and fromcampus. Adjacent to campus, Georgia Avenue operatesat acceptable levels of congestion, even during commuterrush hours. A study of roadway accident rates on oradjacent to campus shows that the Campus Plan needsto include measures to reduce the amount of conflictswherever possible.

HU Shuttle

The HU shuttle system operates up to four routes at asingle time, with over one million riders in 2009. The

routes include both circulatory routes to major places oncampus, residence halls and the Metrorail station, anddirect routes to and from other campuses, such as theLaw and Divinity Schools.

Several enhancements to the shuttle service areplanned. Amenities can be provided to riders, such asenhanced waiting areas at stops including shelters. Inaddition, better route maps and marketing materialscan be provided at stops and on the campus website.The circulatory shuttles can be more efficiently routedwith fewer loops and turns. A separate study of shuttleoperations can be conducted to determine alternative

shuttle routes.

An increase in TDM measures, including transit incentivesand increasing parking fees will lead to an increase in HUShuttle demand to and from the Metrorail system. Theincrease in on-campus student housing will decrease theneed for HU shuttles to travel to and from off-campushousing locations. Thus, there will be a decrease in HUShuttle demand for these routes.

Transit

HU is well served by public transit with several Metrorailstations in walking distance or connected by the campusshuttle. In addition, Georgia Avenue is a major Metrobuscorridor and is designated by the District as a future rapidtransit corridor. It may be beneficial to HU to designatea stop adjacent to campus on Georgia Avenue, as the

campus stop, and make improvements, such as addingshelters and transit information.

Bicycles

A goal of the Campus Master Plan is to improve bicycleconditions on campus and work with DDOT to improvecycling conditions between campus and off-campusfacilities. There are good cycling facilities throughout thestudy area, including on-street bike lanes, signed bikeroutes, and several Capitol Bikeshare stations, but thereare gaps between these bicycle facilities and limitedor missing amenities on-campus. These conditionsreduce the attractiveness of cycling. The Master Planincludes recommendations for extending bicycle facilitiesthroughout the campus and offering programs such as abicycle commuter benefit to faculty and staff.

Photo 14 : Capital Bikeshare on Campus atGeorgia Avenue and Fairmont Street


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Parking

HU has an existing parking inventory of approximately2,295 parking spaces on the Central Campus withapproximately 1,495 more provided for the hospital.

The Campus Master Plan does not propose significantlyincreasing the campus population levels. From a parkingdemand standpoint, the proposed increase in students isoff-set by the increase in students living on-campus, sinceon-campus students are less likely to purchase parking

passes compared to off-campus students.

In addition to University use, there will be additionalparking demand generated from several sources,including:

The Howard University Town Center

Non-campus population use of the Recreation Centerand Ground Floor Retail

The workforce housing parcel

The Campus Master Plan has identified ten locations for

potential parking facilities.

Transportation Demand Management

A Transportation Demand Management (TDM) plan isa set of infrastructure improvements, managementpractices and policies with the goal of reducing vehiculardemand to campus. Implementation of an extensive TDMplan could reduce campus parking demand significantly.Given the extremely high cost of structured parking, thecosts of the TDM program could be offset through thesavings from not having to add to the parking supply oncampus.

In order to meet this demand, HU will implement parkingdemand related TDM measures immediately, including:

Significantly increasing the price of parking. Currently,faculty/staff parking at Howard University costs28%, 25%, and 15% of the faculty/staff parking atAmerican University, Georgetown University, andGeorge Washington University, respectively. Combining

an increase in parking pricing, with providing benefitsfor other modes of transportation can help to markedlyreduce demand.

Marketing the Guaranteed Ride Home Program to allalternate mode users.

Expanding car-sharing on campus through adding moreZipCar spaces, or through implementing a campus widecar-sharing system for the campus population run andoperated by HU.

Starting a car-pooling program including web-basedride matching services, parking discounts and preferredparking locations on campus.

Regularly monitoring of parking demand by year orsemester to track progress of reducing demand.

Monitoring parking demand to determine if the potentialparking facilities identified in the Master Plan needto be constructed when individual parcels are up fordevelopment on campus, during the Further Processingdesign and approval process.

Locating a primary visitor parking facility somewhere oncampus

Since an extensive TDM program can greatly reduceparking supply and demand, the University will beginreviewing policies and operations to implement new TDMprograms immediately, even before the Campus Plan isapproved. It is in the Universitys best interest to reduceparking demand and monitor progress well before the firstsurface parking lots are removed for use as future buildingsites.


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HOWARD UNIVERSITY

DRAFTMASTER PLANAPRIL 2011

PROPOSED

GREEN ROOF

EXISTING

BUILDING

PROPOSED

BUILDING

LEGEND:

McMILLAN RESERVOIR

GEOR GIA A V ENUE

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GEORGIAAVENUE

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Figure 19: Illustrative Master Plan


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H O WA R D U N I V E R S I T Y:

A C A P I TA L A S S E T


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H O W A R D U N I V E R S I T Y : A C A P I T A L A S S E T( CONT INUED )

Page 42 | Howard University: A Capital Asset

HOWARD UNIVERSITY: A CAPITAL ASSET

From its post Civil War origins in 1867, when theintellectual capacity of the Negro was widely questioned,through the 144 years of its history, Howard Universityhas surpassed even the most ambitious plans of itsfounders in becoming an unparalleled contributor ofAfrican American professionals locally, nationally andglobally. Among its faculty, staff and alumni are individualswho have distinguished themselves in the fields ofmedicine, law, engineering, the physical, social, military andpolitical sciences, the arts and humanities, architecture,education, communications, and business. Its faculty,staff and graduates have been on the front lines of thestruggle for civil and human rights, have made outstandingcontributions in military service and have become heads ofstate and prominent leaders throughout the Caribbean andAfrican Diaspora.

Locally, the University became the center of what came tobe called Washingtons black intelligentsia in the late 19thand early 20th centuries. District of Columbia Mayors,Councilmembers, School Board Members, Judges and

heads of city agencies, Boards and Commissions amongthe citys governing leadership were trained at Howard.Freedmens Hospital, later named Howard UniversityHospital, cared for the health and well-being of generationsof the citys underserved populations for almost 150 years.

On the approach to its sesquicentennial anniversary(2017), Howard Universitys leadership is once againadjusting its vision to meet the contemporary challengesbefore it. Its central campus plan (covering the years2011-2021) reflects a robust vision that has emergedfrom rigorous self-examination and responds to the morecompetitive post-secondary educational marketplace and

constrained economic climate of the times. This vision,proposes to deliver an exceptional quality of instructionalprogramming, an enhanced student life experience andworld-class research opportunities. These, togetherwith the Universitys greater integration into the largercommunity and contributions to its revitalization willsustain her among the worlds most important academicinstitutions and keep her as a significant economicpresence in the District of Columbia.

A sampling of Howards most notable existing andanticipated local contributions are summarized here.

ECONOMIC CONTRIBUTIONS

While Howard Universitys success in the training ofoutstanding African American professionals has beenpopularly acknowledged, there is no way to gauge the truesocietal value of having such a unique institution of thisstature in the heart of the nations capital. Measurableevidence of the Universitys economic value specifically to

the District of Columbia, however, does exist, though it hasreceived less recognition.

In the research conducted by Dr. Stephen Fuller for theConsortium of Universities 2010 Economic Impact Study,some of Howards economic contributions are quantifiedand reported in The Impact of Howard University onthe District of Columbia Economy: Research Summary.Dr. Fullers analysis is based upon spending flows from:

..annual payroll and non-payroll expenditures, studentspending, spending in the District of Columbia by out-of-town visitors and spending by retirees from HowardUniversity who have continued to reside in the City. 1

Many more economic impacts are harder to quantifyor supporting data are not available, and thereforeare not included in Dr. Fullers analysis. These include:the economic benefits of the Universitys communitydevelopment initiatives; the value of the education andskills transferred to the Districts workforce as a result ofHoward Universitys presence in the District; the businessattraction and interaction linked to the presence ofHoward University and its faculty; the intellectual propertygenerated at Howard University that contributes to theCitys business base and competitiveness; the in-kind andvoluntary services provided by Howard University and its

staff and students to the betterment of the City. 2

1 Fuller, Stephen. The Impact of Howard University onthe District of Columbia Economy: Research Summary.(George Mason University, School of Public Policy, Centerfor Regional Analysis, June, 2011, p. 1).2 Fuller, p.1.


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EMPLOYMENT AND CONTRACTING

In the Center for Regional Analysis research on theUniversitys economic activity, Howards role as anemployer, generator of personal and business income,and importance as a source of direct and indirectspending were examined. Of the 6,9343 full-time andpart-time workforce,some 28% resided in the District of

Columbia as of 2010. Based on payroll disbursementsto these employees, salary and wage outlays to Districtresidents totaled $103.8 million. While data fromcapital projects that use District-based contractors andemploy D.C. residents was not available, the Universitysexpenditures for goods and services to local vendors andcontractors for 2010 was estimated to be $94.5 million,bringing the combined payroll and non-payroll spendingtotal to $198.3 million. See Table 7. 4

STUDENT, RETIREE AND VISITOR SPENDING

Payroll and contract expenditures were augmented by

the spending of Howard University students, retireeswho live in the District and non-local visitors who cometo the University. The estimated $44.1 million expendedby these groups brought the total economic impact fromthese sources to $242.4 million in 2010. In his analysis,Dr. Fuller applies a multiplier of 1.4127 to this $242.4million to determine the effect of this spending on theGross City Product (GCP), to arrive at a $342.3 millionGCP for 2010.

3 This number includes student employees.

4 Fuller, pp. 1,4.

Dr. Fullers research goes on to describe the estimated1,198 non-university jobs that this spending supports, ofwhich 773, or 65% are estimated to have been held byDistrict of Columbia residents. New personal earningsamounting to $42.5 million resulted as a consequence ofthese District resident-held jobs. See Tables 8 and 9. 5

The common wisdom that eds and meds (educational andmedical institutions) are the rising economic sectors intodays economy is no less true in the District of Columbia.

Howard University represents both sectors, and as such,takes its place among the prominent institutions uponwhich the Districts future economic health will be based.Its direct and indirect support of 2,681 jobs, generating$146.3 million in personal earnings is a significantcontribution. These jobs, together with the University sdirect expenditures to District-based businesses of$94.5 million, and the combined local purchases by

students, visitors and retirees of $44.1 million, represent asubstantial source of tax revenue. The value of Howardseconomic impacts to the District of Columbia clearlymakes it a key player in the citys vitality and growth.6

5 Fuller, pp. 2,3,5.

6 Fuller, p.3.


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Table 07: Prole of the Howard University, 2010

Metrics Number/Value

Number of Full and Part-Time Employees 6,934Full-time 4,632Part-time 2,302

Number of Employees Residing inDistrict of Columbia 1,948Maryland 4,251Virginia 652Other 83

Total 6,934

Total Payroll Outlays to DC residents $103,766,837Total Non-Payroll Outlays to DC Firms $94,516,741Total Capital Outlays to DC Vendors not availableTotal University Outlays in The District $198,283,578

Total University EnrollmentFall Semester 2009 10,537Spring Semester 2010 10,118Summer 2010 2,241

Number of Retirees Residing in DC 750Non-local Visitors to Campus 16,410

Table 08: Distribution of Howard University Spending within the Washington Metropolitan Area, 2010

(percent )

Source DC Maryland Virginia Other

Payroll 28.1 61.3 9.4 1.2Non-Payroll 26.4 13.6 12.9 47.1

Sources: Ho

hu draft campus plan (part 1)

Documents