chaffey college chino campus master plan 2004 · the chino campus plan was a year long effort that...

Final Report -

Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION

Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS MASTER PLAN 2004

Final Report, June 2004

Final Report -


Developed by:

The Chaffey College Governing Board

The Chaffey College President’s Cabinet, Rancho Cucamonga Campus

Dr. Marie KanePresident/Superintendent

Steve MenzelVice President, Administration

Earl DavisVice President, Business Affairs

With the Cooperation of:

The State of California Department of General Services

The City of Chino

SunCal Development Company

And the Assistance of:

3D/International

The MAAS Companies

MDA Johnson Favaro

Chino, California CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Chino, California

- Final ReportINTRODUCTION

The Chaffey College Chino Campus Plan

This report summarizes the results of a year long planning effort for the newcampus of Chaffey College to be built on a 100-acre property ceded to the Collegeby the State of California in the southern reach of the Chaffey College Districtwithin an area of the City of Chino to be known as College Park.

The first phase “Reconnaissance and Analysis” consisted of documentation ofthe physical existing conditions of the site and its immediate surroundings, famil-iarization with College Park Specific Plan which establishes the basic parametersfor the overall setting of the new campus, and outreach with the City of Chino,the State and the College community in order to develop a shared understandingof the beginning parameters of the plan, the goals for the plan and those planningprinciples evolving out of such understanding that guided the plan’s develop-ment. In the second phase “Option Development” alternate layouts were con-sidered for both the short term and long term development of the campus. Op-tions focused on how best to accommodate 1) the education master plan for thenew campus; 2) vehicular circulation and parking; 3) the configuration of theVillage Center and the College’s relationship to it; and, 4) the interface betweenthe College and Ayala Park. Design guidelines, technical guidelines and thissummary report were produced in the last phase “Final Master Plan and Feasibil-ity Report”. The report is arranged in four parts as follows:

Introduction. This section describes the purposes of the master plan processand product and introduces the site, its context and the College Park SpecificPlan as well as the preliminary College Park development plan all of which estab-lished the basic parameters of the campus plan.

The Thirty Year Vision. This section begins with a Vision Statement created incollaboration with the College community and then describes the long term vi-sion for the campus with diagrams, images and narrative. An illustrative planintroduces the basic features and parameters of the vision. In the materials thatfollow emphasis is given to: 1) vehicular circulation and parking; 2) landscapeand open space; 3) building capacity and building character; and 4) the relation-ship of the College to the Village Center.

The Phase I Plan. Two buildings, landscape and open space and parking lots for7-800 are funded within the $43M Measure “L” Bond Measure, known as “PhaseI”. The basic parameters and programmatic distribution within the two buildings,called the Main Instruction Building and the Community Center, are described innarrative and diagrams. Sketches and images indicate generally the aestheticdirection of their designs.

Implementation. This section begins with a synopsis of the accepted standardsof building costs for academic buildings in Southern California and within theCalifornia Community College system, followed by an outline conceptual costplan for Phase I. It concludes with a narrative description and diagram of the planfor expansion of the campus that will be, according to the Educational MasterPlan produced by MAAS Companies, funded through applications to the State inthree five year increments through the year 2020.

Appendices. Four additional chapters are devoted to : 1) Design Guidelines,defining the aesthetic direction of campus buildings; 2) Technical Guidelines,establishing basic systems parameters; 3) a detailed Cost Plan for phase I; and, 4)a record of the analysis, option development and outreach that supported thecreation of the plan throughout the year long effort.

The Chaffey College District. The Rancho Cucamonga campus lies near the northern bound-ary of the district; the Chino campus will be located in the southwest corner of the district. Theyare separated by a 45 minute drive.

CHINO CAMPUS

RC CAMPUS

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INTRODUCTION

The Purposes of the Master Plan

The College Park Specific Plan

The College Park Development Plan

PHASE I PLAN

Phase I Illustrative, Vehicular Circulation & Parking, Landscape & Open Space Plans

Phase I Conceptual Building Program

Main Instructional Building and Community Center

The Costs of Things and How They Are Funded

Phase I Summary Cost Plan

Campus Expansion 2010-20

IMPLEMENTATION

THE THIRTY YEAR VISION

Vision Statement and Thirty Year Illustrative Plan

Thirty-Year Vehicular Circulation and Parking Plan; Landscape and Open Space Plan

Thirty-Year Regulating Plan, Building Capacity and Building Character

The Village Center and Roundabout

APPENDICES

Design Guidelines

Technical Guidelines

Supporting Analysis and Outreach

Detailed Phase I Cost Plan

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...............................................(I)

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* (Under separate cover)



The Purposes of a Campus Master Plan

In the fall of 2002, through the passage of a bond measure (Proposition “L”),approximately $43 M in funds became available to Chaffey College for the pur-poses of the establishment of a new campus in the southern area of the Districtwithin the City of Chino. The available funds were assigned for no purposeother than the planning, design and construction of facilities on the site as wellas participation in the funding of infrastructure--roads and utilities--for thoseparts of the larger College Park development that will serve the College.

The Chino Campus Plan was a year long effort that began in June of 2003 andwhose purpose was to establish a 30-year vision and overall plan for the physi-cal facilities of a campus that will eventually accommodate an enrollment of15,000 students. The plan was to include building sites, athletic and recreationfacilities, parking and other things that make a community college campus com-plete. A principal component of the master plan was to identify those projects tobe constructed within the available Measure “L” funding (the $43M) as well asto determine a plan for the implementation of building projects within this “PhaseI.” In addition plans were to be developed to describe and define growth in threefive-year cycles beginning in 2010 with an eye toward the positioning of theCollege for adequate State funding for facility construction through the year2020, thus ensuring its orderly expansion over the next fifteen years. The 30-yearvision was to delineate building sites for design and construction beyond 2020.

Relating the educational mission and the physical setting of the College.

Chaffey Community College has committed to creating a unique and clearlydefined purpose for the Chino campus. This purpose will create a shared iden-tity among the new campus’ students, faculty and staff distinct from the othercampuses and to be reflected in its physical makeup. The new campus is situ-ated within a powerful and potentially beautiful physical setting at the south-west corner of the San Gabriel Valley, on gently sloping land at the base of therolling, grassy and oak dotted Chino Hills to the south, with views of the com-manding San Gabriel Mountains to the north. The area surrounding the newcampus remains visibly rural and agricultural representing one of the last ves-tiges of the great agricultural heritage of the valley. The master plan was tocapitalize on these strengths and, importantly, relate them by creating tangiblerelationships between the daily life of the college and its physical setting.

This was not an abstract or formulaic exercise, but rather required creativity,

imagination and flexibility of thought manifested through the use of a variety ofvisual tools (drawings and models) to arrive at a shared vision. A sound founda-tion in reconnaissance and analysis as well as a healthy respect for the contin-gencies and circumstances of reality was crucial. It was acknowledged, however,that analysis and planning in the absence of a shared vision would lack directionand be destined at best to dissipate and at worst to create conflict. It was under-stood that the process of imagining, questioning and revising was the way toarrive at a shared vision with the right balance of the ambitious, the wonderful,the pragmatic and the achievable.

Relating the short term to the long term.

The master plan structures thought and provides a framework within which deci-sions can be made about intended infrastructure, building and landscape projectsnow, and as they arise in the future. In the initial stages it is an exercise inimagining an ideal: “What would we do if we could control everything and hadall the resources we needed at our disposal today?” This is a useful method inbroadening horizons, creating possibilities where they were thought not to existand nurturing the will to do better than what near-term concerns might ordinarilysuggest. It is never intended that a master plan be considered a blueprint for onegiant static project unto itself whose value is diminished by virtue of it not takingplace all at once or ever being realized in its entirety. It’s value lies in its ability tobalance objectives and priorities from the long view and thus prevent short-termdecisions from creating obstacles to the eventual completion of a coherent over-all plan. A good master plan will allow for incremental execution of individualcomponents as they arise while creating interim conditions which do not feel likeincomplete fragments.

The requirements of this plan are that it account for four stages in developmentover time. The first of these, Phase I, will be the plan that delineates the construc-tion projects to be completed within the available Measure “L” funds; the sec-ond phase plan will delineate construction projects to be completed within threecycles concluding in 2010 (IIA), 2015 (IIB) and 2020 (IIC) respectively. Thefunding for the implementation of phases IIA, IIB and IIC will be made availableprimarily through the state of California and secured only upon successful appli-cations within this statewide competitive funding program. The state has devel-oped a clear hierarchy of priorities in identifying those projects it chooses tofund--mainly instructional space--and thus it will be an underlying strategy ofthe Phase I plan to build as many instructional support and non-instructionalfacilities--those that are low on the state’s priority list -- as possible in order toposition the College well in the future.

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The balancing pressure in Phase I, however, will be to limit the amount of non-instructional space and maximize building efficiencies in the first buildings so asto be able to show desirable (low) cap/load ratios in the 2010, 2015 and 2020funding cycles, maximizing the show of need in each of the state applications.

Collaboration and Process.

The discipline to abide by the framework of the campus plan process itself is thebest way to avoid unnecessary conflict, the wasting of resources and the ineffi-cient doubling of efforts. Within a college setting it is imperative that differentuser groups work together in the envisioning process and that one group under-stands the perspective of the other. More often than not a good plan will en-hance the fortunes of all groups. Where before it may have seemed that interestswere in conflict, a good plan will bring interests into alignment, such that theactions of one group will accrue benefits not just to itself but also to its neigh-bors. For the process to work best, it is critical to hear from as many constituentsas possible as early as possible--that constituents voice their needs, desires andconcerns in good faith, participate fully throughout the process with the goal tofind solutions and in the process create the conditions for success. The follow-ing is a summary of the “ground rules” that all participants acknowledged andaccepted in the orderly unfolding of the collaborative process:

Identify, locate sites for and give definition to buildings within Phase I,Phases II A (2010), IIB (2015) and IIC (2020) as well as building sites withinthe thirty year vision.Create an outline program for the buildings and facilities within Phase I.Create design and technical guidelines for buildings and facilities withinPhase IIdentify, locate sites for and give definition to parking lots within PhaseI, Phases II A , IIB and IIC as well as the thirty year vision. (Plans for parkingare supported with documentation illustrating capacity, adequacy in relation to com-munity college standard practice and suitably minimized walking distances betweenspaces and destinations)Place, give definition to and create design guidelines for landscape andopen space elements within Phase I, Phases II A, IIBand II C and the thirtyyear plan.Create a comprehensive circulation plan including vehicular access andcirculation, bicycles and pedestrians.Create an outline Phase I implementation plan.Develop an outline capital investment plan and cost plan for Phase I con-struction, including buildings, landscape and open space, parking, rec-reation and athletic facilities and utilities. (The cost estimate shall include onlythose parts of Phase I to be fully funded by the College’s available Measure L Bondfunds excluding those to funds to be assigned to the College Park shared developmentcosts. The cost estimate shall include markups for design contingency, contractor’soverhead and profit, and cost escalation over time.)

The Task at Hand

(1)

(2)(3)

(4)

(5)

(6)

(7)(8)

Develop detailed programs for the Phase I or any other buildings or createdesign or technical guidelines for facilities beyond Phase I.Design buildings, landscape and open space, athletics/recreation orparking facilities.Estimate project costs for facilities beyond Phase I“Lock-in” facilities or site designs beyond Phase I.

Exclusions of the Campus Plan

The campus plan does not:

(1)

(2)

(3)(4)

Prevent nor discourage intelligent incremental development of the campusover a thirty year period.Preclude varying interpretations of the plan in the long term arising out ofunforeseen events, influences or requirements of the future.

(5)

(6)

(1)

(2)

(3)

(4)

(5)

Everyone recognized that the new campus is for everyone within the col-lege district and therefore ultimately it will have to accommodate a widevariety of needs and desires.Participants were obligated to participate in good faith from the beginning,throughout and to the conclusion of the process; this meant listening toothers, understanding where others were coming from and an attitude offinding ways to say “yes”.All participants were called upon to seek solutions. In making a demand orexpressing a need participants were asked to simultaneously put forth solu-tions for such demands and expect to work with the needs of others indevising such solutions.Participants were prepared for compromise. Not every detail of every needwas by definition to be met in the campus plan. Participants were to worktogether to prioritize shared needs and devise common goals that the Col-lege as a whole was able to embrace.Respect for the process was paramount. The organization of a process thatwas both structured and open-ended allowed for the orderly unfolding ofevents, maximum participation and creativity.

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The State of California Department of General Services (DGS) identified 710 acresof the California Institution for Men (CIM) facility as surplus property. DGSproposes to convey, sell and otherwise transfer the surplus property from stateownership to the three parties: the City of Chino, the Chaffey College District,and a private developer. The City and its Community Development Department,Chaffey Community College District, and the DGS signed a Memorandum ofUnderstanding to carry forth the planning, entitlement, and development of thesurplus property. SunCal Companies was selected as the developer for the 470-acre parcel and the master developer for the preparation of a comprehensiveSpecific Plan to provide direction and continuity within the 710-acre project site.SunCal Companies worked in conjunction with the City the College District toprovide an integrated mixed-use master planned community. The land use devel-opment of the surplus property would be controlled by this Specific Plan andother regulations, as adopted by the City.

Location and Setting

The Chino College Park Specific Plan is located in the southwestern corner of SanBernardino County, approximately 28 miles east of Downtown Los Angeles in theCity of Chino, near the cities of Chino Hills, Yorba Linda, Pomona, Ontario, Norcoand Corona within one of the most rapidly growing areas of the state. It islocated in the Chino Valley, a shallow, broad basin that gently slopes south-southwest and is generally covered by alluvial soils, which are derived from thesurrounding mountains and hills. The Chino Valley is influenced by the SantaAna River, which originates in the slopes of the San Bernardino Mountains,located to the northeast. The 710-acre College Park site is generally bounded byCentral, Edison, and Euclid Avenues in the northern portion of the CIM.

Introduction

“To Create a walking-scale, mixed-use community with the character andambience of a small college town generally in keeping with what has becomeknown as “neo-traditional design” principles. The integrated mix of residen-tial, shopping and services, parks, and a college campus establishes ChinoCollege Park as a unique in-fill master planned community in which familiescan live, work, learn and play”.

- Chino College Park Specific Plan Vision Statement, February 12, 2004

Basic Features of the College Park Land Use Plan

The land use plan provides for a community with an integrated mix of residentialproduct types, neighborhood and community level parks and recreation oppor-tunities, retail uses within a mixed use village center and community services.The plan creates pedestrian friendly environments encouraging connectivity ofneighborhoods and community elements via walking, jogging and/or bike riding.The focal point of the community plan is the Village Center, which is the conver-gence point for the Chaffey College educational facilities, the residential neigh-borhoods, the mixed use center and Ayala Park’s planned recreation facilities.These elements have been integrated into a community setting rich in smallcollege town ambience. The end result is a new community influenced by theChaffey College campus presence and having a strong sense of place.

The Concept of Chaffey College in the Specific Plan

The College campus provides an integral component of the Village Center, creat-ing vibrancy and liveliness at the center of the community. Its adjacency toresidential neighborhoods and shared use of the community center and otherAyala Park facilities provide for a strong influence to the community’s character,creating a small college town atmosphere. In addition to the intent for electroniclinks to the College facilities from the community and participation in collegeactivities and programs by the College Park community at-large, the College hasa strong influence on the “energy” and pedestrian scale of the community. Side-walks, trails and neighborhood streets connect the College campus to the sur-rounding neighborhoods. College architecture provides a strong visual image asone enters College Park on Oaks Avenue or travels along Eucalyptus Avenue.

The Concept of the Village Center in the Specific Plan

The Village Center has been designed as a place for community-level gatheringsand social interaction, as a gateway to the community, and to provide services.The Village Center incorporates retail and office uses to serve local residents andthe College with high density housing . The core feature in the Village Center isa series of open spaces of a size and scale to allow for social gatherings andevents and linked together about the perimeter of a roundabout with centralfountain. Its role is to be the unifying element for Ayala Park, Chaffey College andthe adjacent mixed-use area. Strong pedestrian entries and visual links from theVillage Center into the College campus, park and adjacent residential areas areimportant elements of the design.

The College Park Specific Plan Vision Statement

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Retail Services in a Mixed Use Setting

Community level retail uses within the mixed use area of the community frontonto the Village Center. Short term curbside parking is provided in front of theshops, while long term parking is set to the rear of the shops. Direct pedestrianlinks are provided from the Village Center to the adjacent college campus andAyala Park via enhanced pedestrian crossings. Connections are provided to thesurrounding residential uses via enhanced pedestrian corridors. Community-scale office uses will be integrated with the retail establishments in order to servethe college, park and residential community. A combination of commercial andretail uses in the mixed-use areas will be provided and can support a variety of fullservice restaurant and fast-food uses, a coffee house, a neighborhood marketand neighborhood scale commercial vendors.

Shared Use Opportunities with the College

Shared use opportunities will be available within the Village Center/Mixed Usearea. Chaffey College will either provide child-care on site or refer students andfaculty to local providers. A joint use arrangement with a child-care providermight benefit both the College and the local residents. Similarly, the schoolincludes within its curriculum several programs that might lend themselves tosome type of joint venture with a retailer, such as the programs in fashion design,photography, culinary arts and other courses. These mutually beneficial usescould provide an additional way in which local residents, business people andthe College could collaborate, strengthening their sense of community.

Village Center Residential

High and Very-High-density residential neighborhoods, including townhomes,apartments and live/work residences, are integrated into the Village Center. As inall College Park residential neighborhoods, the homes in this mixed-use neigh-borhood have architecture that addresses “B” street and Eucalyptus Avenue

Residential Neighborhoods

Residential neighborhoods are designed to provide for neighborhood identity,encourage social interaction, and provide for recreational enjoyment. The Spe-cific Plan identifies a total of 12 distinct residential neighborhoods plus threeproduct types in the Village Center Overlay District. This creates a very well

integrated and diverse mix of housing throughout College Park. This refinedneighborhood plan also allows for a varied appearance along the neighborhoodstreets and encourages diversity within the makeup of the residents in terms oflife stage, economic status and life style.

Community Recreation and Open Spaces

Two active parks are incorporated into the Chino College Park Specific Plan, inaddition to the previously described neighborhood parks and the active sportsand recreation facilities planned for Ayala Park. A 5-acre park is located adjacentto the elementary school at the intersection of Mountain Avenue and “B” street.This park serves as a centrally located active recreation element for this portionof the community. It is within easy walking distance of the surrounding neigh-borhoods. In conjunction with the adjacent 10-acre elementary school site, thepark is the central node to the surrounding neighborhoods and serves as an“anchor” to the end of “B” Street.

Along the southern boundary of the community a series of greenbelt/open spacesare provided. These open spaces serve multiple purposes. Their primary pur-pose is to provide areas for detention basins or ponds. They also provide visualand spatial separation from the Correctional Institution for Men to the south.These areas will be heavily landscaped to the extent allowable in order to provideadequate visual buffer.

Trails and Streets

A variety of trails are incorporated into the plan to provide for equestrian, bicycleand pedestrian uses. Connectivity of community elements via sidewalks andmultipurpose trails encourages less dependency on the automobile and increasesthe mobility of those who do not drive, whether youthful or elderly. Communitystreets of all levels are integrated into the community as positive multipurposecommunity elements, not merely traffic bearing through-corridors. Streets arelaid out in a modified grid pattern to allow multiple routes to each destination,thereby preventing congestion on collector streets and traffic calming devicessuch as chokers are incorporated at key intersections and pedestrian street cross-ings to encourage slower speeds and increase pedestrian safety. Blocks areshortened to create a more walkable scale of neighborhoods. Parkways along allstreets are planted with shade trees to enhance pedestrian comfort and encour-age walking.

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College Park and Its Environs. The 710-acre State of California surplus property is located at the southwest corner of the San Gabriel Valley within the City of Chino between the PomonaFreeway to the north and the 71 Freeway to the southwest. It is bounded by Edison Avenue on the north, Central on the west and Euclid on the east.

College Park

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The College Park Specific Plan. The Chaffey College Chino campus occupies 100 acres at the heart of College Park . The expanded Ayala Park is at the northwest corner of the site, and twelveresidential neighborhoods occupy the eastern half of the site. The Village Center lies at the point of intersection of the Park, College and mixed use retail development.

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The College Park Development Plan. This plan includes more detailed information on the layout of the twelve residential neighborhoods on the eastern half of CollegePark as well as a layout for the basic components of the College campus. In addition the plan shows a more detailed layout of the expanded Ayala Park showing nineNCAA regulation soccer fields , one tournament soccer field as well as baseball fields, driving range, the YMCA recreational complex, etc

AYALA PARK

CALIFORNIA INSTITUTE FOR MEN (CIM)

VILLAGECENTER

MIXED-USE

CHAFFEYCOLLEGE

HIGH-DENSITYRESIDENTIAL

NEIGHBORHOOD


NEIGHBORHOOD


NEIGHBORHOOD

“A” STREET

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EUCALYUPTUS AVENUE

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The Village Center is key in the development of the plan and planned to maximize the relationship between the park and its community facilities, the mixed-use development and theCollege-- all converging at the intersection of Oaks, “A” Street and Eucalyptus. The roundabout anchors and gives visible expression to this relationship.The arrangement of parkingfor the College is shaped to maximize joint-use with the Ayala Park, and to minimize the impacts of vehicular traffic on the pedestrian oriented Village Center.

ELEMENTARYSCHOOL


NEIGHBORHOOD

RESIDENTIALNEIGHBORHOOD





LOW- DENSITYRESIDENTIAL

NEIGHBORHOOD

EUCALYPTUS AVENUE

EDISON AVENUE

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- Final ReportTHE THIRTY YEAR VISION

The Chaffey College Chino Campus: Vision Statement

In thirty years the Chino Campus will be a fully functional multi-disciplinarycommunity college serving an enrollment of 15,000 students who live and work inthe southwest part of the San Gabriel Valley in communities such as Chino, ChinoHills, Yorba Linda, Pomona and Ontario. This campus will be complemented bythe existing Chino IT Center near Chino City Hall and offer coursework in the fullrange of subjects available now within the Chaffey College District. Programsthat will augment those currently offered at the Rancho Cucamonga campusinclude a complete culinary arts program including the full compliment of coursesin hospitality, nutrition and food management; and a program in fashion design,merchandising and interior design. Other programs will emerge as the collegesees the need.

The College Park campus will be a model of responsible pedestrian orientedinstitutional planning in which the physical arrangement and life of the Collegehave been integrated into that of the surrounding community--the residentialneighborhoods, a retail/mixed-use Village Center and an active recreational, re-gional park--the 140-acre Ayala Park--in mutually beneficial and reinforcing ways.Students will drive to campus but arrive via arterials that are apart from the heartof the Village Center where the life of College Park is centered. In this way thevisual and functional impacts of day to day traffic flows on the life of the residen-tial neighborhoods, the park and the Village Center are minimized.

The campus core, and its community life, is situated around the public spacessurrounding the roundabout at the heart of the Village Center. Here studentsfaculty and staff cross paths with the patrons of the commercial establishmentsof the retail/mixed-use center across the street and those making use of theChaffey/Ayala Park Community Center. The Village Center is that place where thefull compliment of residents, merchants, teachers and children from a variety ofbackgrounds and walks of life come together in community every day, whereexperiences are shared, and the exhilarations of special events, festivals and fairscelebrated. It is the repository of the collective memory of the College Parkcommunity and that place with which the community identifies itself.

Gardens lined with tall, wide canopy trees flank Oaks Avenue as it extends southfrom Edison Avenue to the Village Center and terminating at the roundaboutupon which the principal facade of the College’s first building faces. Tall goldand green grasses punctuated with California native flowers sway in the breezesunder blue sky bracketed by the San Gabriel Mountains to the north

and the Chino Hills to the south. The boulevard, flanking gardens and round-about are like a great forecourt to the College and mark its presence at Edisonsuch that there is no question for whom College Park has been named. It servesas a modest but powerful monument to the natural setting and agricultural heri-tage of this part of the valley and Chino’s part in its history; and it preserves asense of physical and visual connection in the everyday experience of the Col-lege to the grandeur of the San Gabriel Valley and the mountains and hills thatdefine it.

The first two buildings built by Chaffey College upon the founding of its CollegePark campus, the Main Instruction Building and the Community Center, face ontothe Village Center. The Main Instruction Building marks the end of the axis ofOaks Avenue as seen from Edison and forms the southern boundary of theVillage Center in a dignified and gracious manner commensurate with its role inthe community. This building is the principal face of the College. It mediates theinterior life of the College with its neighbors. The Community Center forms thewest boundary of the Village Center and is equally commanding in its physicalpresence. This building is alive with College and community activity throughoutthe day and evenings, seven days a week. Community events, conferences,cooking classes and weddings keep the place busy on the weekends and provideplenty of patrons for the commercial establishments that line the east side of theVillage Center. Soccer tournaments in the park, community classes, swimmingand tennis competitions on campus, farmers’ markets and festivals in the VillageCenter together create a bustling hum of life that infuses the College with a senseof place and meaningful participation in the life of the larger community.

Through the forecourt and lobby of the Main Instruction Building, passingthrough to the south courtyard embraced by the building’s east and west wingsthe central campus Mall extends south and opens out onto the Chino Hills. Here,the bustling of the Village Center has quieted; and the more purposeful life of theCollege is given expression. This space is the heart of the campus, its living roomand the focal point of the College community. Consistent with the tradition of theAmerican college quadrangle, it is appointed with grass, trees and paths thatcrisscross it. The mall is literally the cross roads. Buildings line its east and westflanks, themselves arranged around secondary courts and gardens forming smallercommunities within which students, faculty and staff with shared interests areable to thrive in environment of collegiality, mutual respect and support.

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Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION

The Chino Campus. Landscape and open space in dramatic relationship with the San Gabriel Valley and the mountains and hills that form it are the dominating organizing and character givinginfluence on the new campus. The buildings are modest and dignified in character, and given shape through contemporary interpretations of Southern California’s spanish colonial, mission andearly California architectural traditions in evocation of the great agricultural and cultural heritage of the San Gabriel Valley.

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The Thirty Year Vision

The imperative of the master plan has been to focus attention on the intersectionof the three streets Oaks, leading south from Edison, “A” Street coming in fromCentral in the west and Eucalyptus leading in from Euclid to the east. Thisintersection is considered the heart of the College Park development and iswhere the three components of College Park--the College itself, the retail/mixed-use center and Ayala Park --come together. The College is considered the anchorof this relationship and its disposition with regard to this point of convergencea critical influence on the direction of the campus plan. The effort to create apresence for the College on Edison Avenue (almost a 1/4 mile north of the northcampus boundary), such that the College is marked and seen from this majoreast-west arterial of the southern part of the San Gabriel Valley has been anotherimportant influence on the formation of the plan. This together with the desire tomaintain and emphasize a visible, enduring relationship with the natural settingof the San Gabriel Valley,--the San Gabriel Mountains to the north, and the ChinoHills to the south-- established the major organizing element of the plan: thecontinuous linear, tree-lined boulevard with flanking gardens extending southfrom Edison to the Village Center with its roundabout and monumental fountain,transforming as it passes onto the College campus and south of the Main In-struction Building into a tree lined mall extending south to the southern bound-ary of the campus. From any point along this axis on the northern part of it, theSan Gabriel Mountains are visible; and on the southern part of it from any pointwithin the mall on campus the Chino Hills are visible. The Oaks Avenue allees,gardens and the roundabout set up an extended forecourt for the College’s firstbuilding facing onto the Village Center, the heart of the ensemble .

The Village Center.

The roundabout and its monumental fountain lie just to the north of the College’snorth boundary, north of “A” street and west of Oaks; it is the heart of the VillageCenter and the point of convergence of the College Park community. Its dimen-sions are approximately 160’-0” in diameter. It’s perimeter is to be developed asa place for public gatherings, festivals and fairs as well as a place of congrega-tion within the vitality and bustle of the retail/mixed-use center and apart fromthe tranquility and repose of the campus. Its design will include paved areassuitable for group settings and heavy pedestrian traffic as well as planted areasand trees for informal gatherings, reading in the shade, having lunch on a bench.Water elements in the form of fountains of variety in shape and size will lend aquality of serenity and cool the air. Dramatic views of the San Gabriel mountainsare afforded across the great tree-lined forecourt of Oaks Avenue.

Buildings Facing onto the Village Center

The Village Center is formed by four principal buildings at its perimeter. On theeast side are storefronts creating the principal face of the retail/mixed-use center;these will include cafes, restaurants, coffee shops and small stores. It is antici-pated that the College will patronize these establishments and perhaps formrelationships that might include employment, internships and job developmentopportunities. It is possible that some functions of the College non-instructionalprograms, such as some programs within student services, the bookstore andfood and health services would be housed in the retail/mixed use center, perhapson second floors of the buildings there.

The northwest side of the Village Center is anchored by a multipurpose facility tobe built and run by the College on the Ayala Park property, owned by the City ofChino. This facility will be operated as a joint-use venture serving both Collegeinstructional needs as well as community and recreational functions in closerelationship with those of Ayala Park itself. The facility will consist of two partsseparated by a courtyard. This courtyard links the town square to Ayala Park andfunctions as an entry vestibule to each of the two parts of the facility. Thebuilding to the south of the courtyard will accommodate a culinary arts programas well as banquet and conference facility; the building to the north will housethe College’s visual and performing arts programs, including a small black boxtheater, studios for drawing, painting, sculpture, ceramics and graphics as well asmusic practice rooms and design labs. The southwest side of the Village Centeris formed by the College’s library which will be built in the second phase ofconstruction in or about the year 2010.

The main building of the new Chaffey College campus commands the south sideof the Village Center and is the principal face of the College. It will be visible fromEdison Avenue and serve as the nexus of the College community. Planned in amodified “H” shape the building presents a gracious, welcoming posture uponapproach from the north and embraces a small courtyard on its south side func-tioning as a forecourt to the tree-lined mall extending south .This building willhouse the principal instructional, instructional support and non-instructionalfunctions of the nascent College. It will include classrooms and labs of a varietyof sizes as well as two sloped floor lecture theatres, conference rooms and facultyoffices. Modest student services, learning resource and assistance facilities willbe located at the ground floor around the north forecourt in order to establish awelcoming approachable first impression for students and visitors. The designof the building will emphasize transparency and porosity at the ground floor tofortify intimate, daily relationships with its Village Center neighbors.

FR-11

Final Report -


Landscape and Open Space

The principal organizing element of the thirty-year landscape and open spaceplan on campus is the Oaks Avenue axis running north-south across the midsec-tion of the campus. The Mall is anchored at its north end by the Main InstructionBuilding and terminated on the south by the south property line and the views ofthe Chino Hills beyond. This is the central space and “living room” of theCollege, the crossroads of the College community, the most meaningful, memo-rable part of the campus--that which consolidates the identity of the College inthe minds of students, faculty and staff. It is that commonly held room thatbelongs to no one and yet to every one. Its length and breadth, its basic empti-ness and open views to the south are to be preserved in perpetuity and areinviolable. The Mall will remain a permanent feature of the campus across itslifetime. Its design is simple in content--trees, grass and paths with benches andlighting--and it will evolve within the imperative to maintain simplicity of form insupport of its dominant purpose within the overall campus organization.

The major north-south axis of the Mall is balanced by a secondary axis, thePromenade, running east-west in alignment and on axis with the east leg of “A”Street extending in from Central Avenue. The Promenade consists of a moreattenuated tree lined grassy space connecting the far east corner of the campuswith the heart of campus, extending across the Mall and continuing to theintersection of “B” Street and Eucalyptus to the west. Its major function will beto collect pedestrian circulation from parking lots at the southwest, northwestand southeast corners of campus as well as Ayala Park.

Relationships with Ayala Park are an important component of the landscape andopen space plan and are two fold: 1) the northwest corner of campus will accom-modate recreational and athletic facilities thus capitalizing on the adjacency ofthe park in a mutually beneficial manor; these shall include a PE facility , aquaticcenter, an eight-court tennis facility and competition quality soccer field; and 2)a series of open spaces connecting the Village Center to Ayala Park through theCommunity Center-- its courtyard and autocourt-- and an informally arrangedgrassy meadow appointed with paths and trees. In this way pedestrian friendlylinkages between Ayala Park, the Village Center and Chaffey College are forgedso as to create mutually beneficial long term and pragmatic relationships.

A hierarchy of secondary and tertiary open spaces in the form of courtyards andgardens will be developed on the sites identified as building sites as the longterm plan is developed.

Vehicular Circulation and Parking

Vehicular circulation generated by the College is planned to: 1) minimize trafficimpacts on the Village Center and the residential neighborhoods; 2) minimizewalking distances from parking spaces to classrooms and other destinations oncampus; 3) maximize joint-use opportunities with Ayala Park; and, 4) enhance thepedestrian experience of the campus.

In the vicinity of the Village Center, serving the Community Center and MainInstruction Building of the College are two lots facing onto Ayala Park. These areaccessed via the north leg of “A” Street near the Village Center and are arrangedto serve both the College and the park as well as the College’s future athletic/recreation facilities at the northwest corner of the campus. A small autocourt isplaced to the east of the Main Instruction Building for drop-off, short-term andvisitor parking. The lot serving the Community Center north of “A” street will beexpanded toward Edison Avenue as needed as the facilities expand in the future.

Major lots anchoring the southwest and southeast corners of the central campusarea are accessed via the “South Loop” road running east-west and connect“A” street in the west to Eucalyptus in the east. Each of these lots accommo-dates over 1000 spaces or, together, 2/3 of the long term parking needs of thecampus. They are arranged to provide easy entry and exit to the east and westout of and into College Park thus avoiding major daily traffic on Oaks, Eucalyptusand “A” streets leading into and out of the Village Center.

Building Sites

The heart of campus is arranged around the Mall where most of the building sitesare located. An additional building site is arranged to create a continuous front-age along the diagonal leg of Eucalyptus thus creating a friendly, dignified rela-tionship with the residential neighborhoods across the street. Together thesefive building sites comprise the bulk of the thirty year campus capacity at an areaof approximately 350,000 SF or roughly eight (8) acres. At an FAR in the range of1.0 to 1.37 (as recommended by the United States Green Building Council) thesesites accommodate between 350,000 GSF and 500,000 GSF of building capacityover the life of the College--excluding the approximately 65,000 GSF Phase I MainInstruction Building the 28,000 SF Phase I Community Center, the 30,000 SF fu-ture visual and performing arts expansion of the Community Center, the 25,000 SFLibrary, the 60,000 SF Physical Education Building and potential future facilitiesin the southern panhandle of campus south of the loop road.

FR-12



The Thirty Year Vision

Most of the College’s buildings will face onto the Mall which is the principalopen space of the campus and which extends the full length of the site inthe north-south direction. The Main Instructional Building lies on the axisof Oaks Avenue and the roundabout. The south end of Mall is to remainunbuilt upon in perpetuity.

The Mall is on axis with the College Park main entrance and Oaks Avenuewhich leads into the Village Center.

The Village Center and the roundabout are the heart of College Park withmixed use commercial and residential uses converging on the round-about in close proximity to the College and Ayala Park.

The Promenade is the principal east-west pedestrian connector. The Prom-enade is on axis with “A” Street and College Park’s west entry. The westend of the Promenade terminates in a large oval meadow overlookingAyala Park. The east end of the Promenade connects with “B” Street at itsintersection with Eucalyptus Avenue.

Most of the buildings on campus face onto the Mall; the sites are arrangedto maximize the north-south orientation of the buildings.

The southeast quadrant of campus is accessed via Eucalyptus and Euclidto the east.

The southwest quadrant of campus is accessed via “A” Street and CentralAvenue to the west.

The South Loop Road connects the southeast and southwest quadrants ofcampus.

The south end of the site is reserved for an events arena and track andfield and football stadium envisioned for the long term future.

The northeast quadrant of campus is host to the multi-purpose PhysicalEducation Building, tournament soccer field, aquatic center and tenniscourts arranged to maximize joint-use opportunities with Ayala Park.

The north campus lies within Ayala Park and is home to the multi-purposeCommunity Center and the Performing and Visual Arts Center. Parking isarranged to maximize shared use with the park.

The future Library completes the gateway to Ayala park established by theCommunity Center.

The two buildings south of the Main Instruction Building along with theLibrary are the first to be built after phase I is complete.

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The thirty year vision is based on the model of Thomas Jefferson’s University ofVirginia with a dominant central Mall onto which most of the buildingson campusface. A secondary cross axis is formed with the Promenade which connects “A”street in the west with “B” street in the east. Surface parking lots are located at theouter reaches of the quadrants formed by the intersection of the Mall and thePromenade. Most of the College’s athletic and recreational facilities are located inthe northeast quadrant nearest Ayala Park. The multipurpose Community Centerand the Performing and Visual Arts center are both located north of “A” Streetwithin Ayala Park. The Main Instructional Building anchors the College to itssurroundings, facing onto the Village Center, the roundabout, Oaks Avenue and theSan Gabriel Mountains to the north, and the Mall and the heart of campus to thesouth. The south end of the site is reserved for a sports arena and football stadiumfar off into the future. The south end of the Mall will remain forever unbuilt uponpreserving the beautiful views of the Chino Hills to the south.

Aerial View of the Thirty Year Vision. The heart of campus is arranged around the Mallterminated at its north end by the Main Instruction Building which in turn faces onto the CollegePark Village Center.

FR-13

Final Report -


The Thirty Year Plan. At the heart of campus is the Mall extending to the south and around which are arranged the principal campus building sites. Parking lots are arrangedto maximize joint-use with Ayala Park and to minimize traffic impacts on the Village Center.

COLLEGE PARK

1

4

5

6

9

1

4

7

7

8

10

11

AYALA PARK

13

CALIFORNIA INSTITUTE FOR MEN

3

2

1

4

12

FR-14



Vehicular Circulation and Parking in Context

The priority of the Chino campus vehicular circulation and parking plan is to pro-vide for easy entry and exit onto campus without detrimentally affecting the integ-rity of the Village Center environment and the residential neighborhoods. The planis organized to coordinate with the arterial street system that serves College Park,including the major north-south arterials, Central, Mountain and Euclid-- all three ofwhich connect to the Pomona Freeway (60), the principal east-west arterial throughthe southern stretch of the San Gabriel Valley. Central and Euclid eventually connectto the 71 Freeway the principal north-south arterial leading into and out of OrangeCounty and the San Gabriel Valley.

Subregional College Park Arterial Access

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The roundabout is a key component of the Village Center. It is designedwith only one lane in width in order to minimize the volume and speedsof traffic through what is envisioned as the pedestrian oriented heart ofCollege Park.

The Central Lot serves the heart of campus. A formal vehicular entranceaccessed from“A” street leads to the autocourt adjacent to the MainInstruction Building.

The North Lot lies within Ayala Park and serves the Community Centerand future Visual/Performing Arts Center. It will also serve the soccerfields of the park.

The west entrance to the North Lot aligns with “D” Street and siphonstraffic off of Oaks before it reaches the roundabout.

A two lane road from the North Lot connects with the YMCA lot in AyalaPark.

The Southwest Lot serves the athletic recreation fields and academicbuildings on the west side of campus.

The Southeast Lot serves the academic buildings on the east side ofcampus and the future events arena and stadium at the south end.

The South Loop road creates access to the campus via “A” Street andCentral to the west and Eucalyptus and Euclid to the east. It connects theSouthwest and Southeast Lots.

The South Lot will serve the future events arena and stadium.

Vehicular circulation along the west and south side of the stadium termi-nates before reaching “C” street and the residential neighborhoods itserves.

The Thirty Year Vehicular Circulation and Parking Plan

FR-15

Final Report -


Thirty Year Vehicular Circulation and Parking Plan. Vehicular access and parking are arranged to: 1)minimize traffic impacts on the village center, 2) minimize visual andphysical impacts on the surrounding residential streets and neighborhoods and 3)maximize joint-use opportunities with Ayala Park.

COLLEGE PARK

7

9

6

2

5

AYALA PARK

13

8

CALIFORNIA INSTITUTE FOR MENSOUTHWEST SOUTHEAST

CENTRAL

SOUTH

NORTH4

10

The Thirty Year Parking Lots

• Central

• North

• Southeast

• Southwest

• South

Total:

463

835

1085

1223

701

4,307

Spaces

Spaces

EDISON AVENUE

“A” STREET

CEN

TRAL

AVE

NU

E

SOUTH LOOP ROADO

AKS AVENU

E

EUCALYPTUS AVENUE

“B” STREET

FR-16



replace image

California Native, Drought Tolerant Landscape American Campus with Grass and Trees Gardens and Courts

Landscape and Open Space Character and Aesthetic Direction. The landscape and open space plan is articulated with three kinds of environments: 1) at the outer reaches are meadowswith native grasses, flowers and trees including oaks, sycamores and olives; 2) at the heart of campus are green grass and shade trees with large canopies, consistent with the Americancollege campus tradition; 3)within and between buildings are gardens and courts with more highly developed and variegated.

FR-17

Final Report -


The Thirty Year Landscape and Open Space Plan. The Mall forms the principal north-south organizational axis of campus and the Promenade the principal east-westaxis. The Mall and Promenade are articulated in the traditional style of the American campus quadrangle--grass and trees. More developed gardens and courts givecharacter and life to the spaces between and within buildings. Native, drought tolerant meadows with oaks, sycamores and olives lie on the outer reaches of campus.

COLLEGE PARK

4


SOUTH

2

3

7

AYALA PARK

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5

4

1

PROMENADE

MALL

DETENTION POND

OVAL

ROUNDABOUT

FR-18



Priorities of Landscape and Open Space

The priorities of the landscape and open space plan have been to create coher-ent, meaningful open spaces that organize the campus environment while bothproviding a sense of collegiality within the College community and remainingopen and welcoming to the surrounding neighborhoods. It is imperative that thecampus be seen as an extension of the overall College Park landscape and openspace network providing places to stroll, play and relax-- not just for students,faculty and staff, but for the community of College Park and the City of Chino asa whole.

Native, Drought Tolerant Landscape. At the outer reaches of campus are meadows of Califor-nia grasses, flowers and trees anchoring the campus to the natural environment of the SanGabriel Valley while conserving water resources in places where greenery and shade are lessacutely needed. The Oval at the west termination of the Promenade provides an expanse ofnatural landscape providing a pleasing foreground for the College as one approaches from“A” Street and visual relief from within the College upon approach from the east.

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Oaks Avenue is the principal entry to College Park and will be lined withallees of large canopy shade trees terminating in the monumental foun-tain and gardens of the roundabout.

The Mall runs north-south, south from the Main Instruction Building ter-minating at the detention ponds at the southernmost boundary of thecampus.

The Promenade connects pedestrian and bicycle circulation between“A” Street to the west and “B” Street & Eucalyptus to the east.

Shaded courts and gardens form outdoor living rooms within and be-tween buildings.

The courtyard of the Community Center is a critical amenity associatedwith the banquet facility providing outdoor banquet overflow, pre-func-tion and post-function space, thus expanding the versatility and utility ofthe facility.

Tree lined allees, a linear garden and a shaded autocourt with a fountainarticulate the vehicular approach to the Community Center and create awelcoming and gracious gesture for guests.

Tree lined allees and a large autocourt punctuated with specimen shadeand flowering trees flanking its perimeter form the primary and honor-ific entry to main campus.

The Thirty Year Landscape and Open Space Plan (Refer to plan on page 18)

DETENTION POND

SOUTH MALL

OVAL

FR-19

Final Report -


American Campus with Grass and Trees. The Mall and the Promenade form the organizingaxes of the campus plan and are the principal open spaces, linking all parts of campus andmaking relationship with the surrounding pedestrian and bicycle network of College Park.Articulated in the tradition of the American college campus these spaces are lined withdouble allees of trees, punctuated with large canopy shade trees and crisscrossed with pathsreaching to destinations across campus in every direction..

Gardens and Courts. The outdoor spaces within and between buildings are critical oppor-tunities in the creation of an environment at once humanely scaled, in tune with the publicspaces within the buildings and varied in character. Water features, flowers, paths and par-terres, sculpted hedges, palms and shade trees are all put to play to create pleasant and usefuloutdoor living rooms.

PROMENADE MALL

MAIN INSTRUCTION BUILDINGCOURTYARD

MAIN INSTRUCTION BUILDINGFRONT YARD

ACADEMIC BUILDINGCOURTYARDS & GARDENS

MAIN INSTRUCTION BUILDINGAUTOCOURT

COMMUNITY CENTERAUTOCOURT

FR-20



Building Sites and Their Capacity

Sites to accommodate instructional and non-instructional facilities in fulfillmentof the thirty year plan are arranged in well defined rectangular (or nearly rectilin-ear) areas flanking the Mall. Four of the sites are congregated on the north andsouth side of the Promenade and another is situated along the frontage of thediagonal leg of Eucalyptus Avenue facing the residential neighborhoods to theeast. The construction of new buildings will emanate from the origin of campusat the Village Center established by the Main Instruction Building and the Com-munity Center both of which will be completed in phase I. Construction willmigrate southward from the Main Instruction Building along the Mall and Euca-lyptus as the campus expands.

In addition sites are identified in four outlying locations: 1) adjacent to the MainInstruction Building flanking “A” street and facing the roundabout is a sitereserved for the College Library (Learning Resource Center) the first of the build-ings to be constructed subsequent to the completion of Phase I; 2) on the AyalaPark property north of the Community Center a future Visual and Performing ArtsCenter will complete this multipurpose, community oriented complex; 3) at thenortheast quadrant of campus a site is identified for a future two level three-courtPhysical Education facility anchoring the athletics and recreation precinct; and,4) at the southern panhandle of the campus property sites are identified to ac-commodate an events arena and combined football, track and field stadium aswell as practice fields.

The five areas at the heart of campus constitute approximately 8 acres or 350,000SF in area. A building-floor-area-to-site area (FAR) ratio of 1.0 allows for twostory buildings covering half of the eight acres and open space in the form ofcourts and gardens to cover the other half. The United States Green BuildingCouncil (USGBC) recommends as part of its nationally recognized sustainabledevelopment guidelines maintaining an FAR of 60,000 per acre or approximately1.37 which would require either less open space or three story buildings in someareas of campus. At an FAR of between 1.0 and 1.37 the five sites at the heart ofcampus will accommodate between 350,000 and 500,000 GSF of building areaacross the life of the College.

In total the long term building capacity of the plan includes the heart of campus(at 350-500,000 GSF) in addition to the three outlying sites: Ayala Park, northeastrecreation/athletic quadrant and the south panhandle and thus more than accom-modates the needs of the campus as it develops into full enrollment and beyond.

The Campus Regulating Plan: Total Building Capacity 550-600K SF. Building sites in thethirty year plan include five areas at the heart of campus and sites at three outlying areas:Ayala Park, the northwest quadrant and the southern panhandle. Including the 350-500,000SF capacity of the five sites, the 90,000 SF of Phase I buildings (Main Instruction, CentralPlant and Community Center) the 28,000 SF Visual and Performing Arts expansion of theCommunity Center, the 36,000 SF Library and the 60,000 SF Physical Education facilitythe campus building capacity totals approximately 550-600,000 SF, exclusive of the eventsarena and stadium in the south panhandle.

FR-21

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Final Report -


The Thirty Year Plan Building Sites Capacity. Most campus expansion is accommodated on five parcels at the heart of campus constituting approximately 8 acres or 350,000 SFin overall area. At an FAR of between 1.0 and 1.37 (as recommended by the USGBC) these five parcels support between 350,000 and 500,000 GSF of overall gross building areain two and three story buildings separated by open space in the form of courts and gardens of a variety sizes and shapes comprising approximately half of the overall availableacreage.

FR-22

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Building Character

The character of buildings on campus will be developed within contemporaryinterpretations of the traditions of the Spanish colonial, mission and early Cali-fornia architectural heritage of the San Gabriel Valley and its agricultural past.The creation of a believable architectural expression within the context of thestandard construction technologies and practices of today is dependent uponcapturing the fundamentals of these traditions as expressed in the array of visualeffects, details and materials that most graphically and symbolically characterizethem as recognizable traditions. These essential expressive techniques include:

Solidity and Mass.

The massing of the buildings will be formed to create a sense of solidity andsubstance in order to command the length and breadth of open space uponwhich they face and to create presence within the dramatic setting of the SanGabriel Valley and the Chino Hills. This solidity will be achieved with the expres-sion of simple geometric shapes with strong profiles and broad opaque surfacesupon which shade and shadow are cast to give definition and depth to thebuilding envelope. Examples of models within the traditions are farm buildingssuch as barns, sheds and silos, villas, missions, campaniles and towers as wellas agricultural outbuildings with sloped and gabled roofs.

Opacity and Aperture.

Openings in the vertical surfaces will be controlled to preserve the integrity andcontinuity of expanses of opaque surfaces that maintain the volumetric strengthof the buildings’ massing. These openings can be of a variety of shape and size,but will in any case communicate the logic of underlying structural systems in theoverall composition of the building envelopes. The composition of openings andsurfaces will to the extent possible accommodate maximum depth consistent withthe goal of mass and weight and additionally to protect interior spaces fromdirect sun.

Simplicity and Detail

Building envelopes will be articulated in a way which balances simplicity anddetail through the manipulation of surface profile, shade and shadow. Surroundsat windows and doors will reinforce the expression of solidity of the buildingvolume and the depth of aperture while providing an intimacy of scale in areas

more closely experienced-- in particular those at eye height and those which willbe touched by human hands. At the buildings’ outer edges, corners and profilesan array of details will give clarity to the overall composition and a level of finishcommensurate with the institutional prestige of these buildings. With a moredetailed level of articulation these surrounds and profiles serve to mediate thesubstantial scale of the building with the more intimate experience of the day- to-day use of the building.

Smooth and Rough

The buildings will be grounded in their sites in a way which evokes a sense ofpermanence and compatibility within the dramatic natural setting. Their baseswill be rendered in surfaces and materials that are “of the earth”, rich in texture,variegated, with colors that blend with the soil and rocks found naturally in thearea. At surrounds and profiles these rough textures might contrast to theexpanse of smooth surfaces tautly forming the volumes of the building envelope.Smooth and rough details will give definition to and contrast with smooth andrough surfaces. Contrasts of delicacy and robustness in profile, material andtexture will add variety and interest to the building’s overall composition.

Materials and Color

The palette of materials will include cement plaster, concrete and stone in avariety of possible forms, shapes and textures as well as terra cotta barrel tiles,terra cotta pavers and tiles and ceramic tiles. The material expression of thebuildings will communicate both a modesty and dignity as well as a sense ofpermanence through all the seasons. The weight and mass of materials will notonly contribute to the aesthetic presence of the buildings but create real thermalmass in order to maintain naturally cool interiors in protection against the forcesof the hot San Gabriel Valley sun. Colors will harmonize with the untouched partsof the natural setting and the perennial blue sky--earth tones, white, browns,greys and deep reds; primary and/or bright colors will be avoided; and artificialmaterials such as plastic, rubber, metal panel are prohibited.

FR-23

Final Report -


Building Character. The creation of appropriate and believable building character will be achieved through contemporary interpretations of the Spanish colonial, mission and early Californiatraditions of the architectural and agricultural heritage of the San Gabriel Valley. The essential expressive qualities of these traditions include solidity and mass, expanses of opaque surfacespunctuated with deep apertures, the contrast of smooth and rough, simple surfaces with articulate profiles at edges and corners.

FR-24



The Village Center

The purpose of the Village Center is to create one focal point that brings togetherall facets of College Park--a place the marks the spot that is College Park--symbolically and functionally identified with the entire community. It is importantthat it is regular in shape and fully constituted as a unified whole. The scale ofthe Village Square’s open spaces must be carefully calibrated so as to control thedimensional separation of the buildings facing ontothe roundabout in order thatvisual and functional relationships are made across its length and breadth. It isequally important that the streets surrounding the roundabout are modest bothin scale and vehicular use in keeping with the goals of the College Park SpecificPlan which calls for a pedestrian friendly “walkable” Village Center.

Chaffey’s Relationship with the Village Center

The Roundabout at Village Center. This rendering (by CollaborativeWest, the landscapearchitect for SunCal, the developer of College Park) shows the roundabout with its grandfountain as viewed from the steps of the Community Center. To the right in the backgroundis Chaffey’s Main Instruction Building. The mixed-use commercial center is to the left.

The Fountain in the Roundabout. Dramatic in scale and design the fountain at the centerof the roundabout will be the focal point of the Village Center.

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The roundabout is the heart of the Village Center; a monumental fountainwill mark its center and together with surrounding gardens create theforeground for the Main InstructionBuilding upon approach along OaksAvenue from the north.

A forecourt in front of the Main Instruction Building sets up a sequence ofspaces that leads to the Mall at the heart of campus.

Visual and pedestrian connections are direct into and out of the center ofcampus forming tangible relationship with surrounding streets and neigh-borhoods.

The Autocourt adjacent to the Main Instruction Building and Library isshaded with large trees and articulated as an outdoor room, its floorpaved with high quality cobblestone.

A string of spaces-- art gallery, lobby and courtyard-- creates a pedes-trian sequence connecting the Village Center with Ayala Park. The court-yard is a critical component of the Community Center functioning asentry vestibule from the west, banquet overflow and pre- and post-function space.

A shaded autocourt with a fountain, a linear garden and allees of treestogether create a gracious pedestrian promenade that completes theconnection between the Village Center and Ayala Park through the Com-munity Center.

FR-25

Final Report -


The Village Center. Flanked on three sides by the College’s Main Instruction Building , the Community Center, the Library and the storefronts of the retail/mixed-use center the Village Center is the heart of College Park.

LIBRARY

MAIN INSTRUCTIONBUILDING

COMMUNITYCENTER

MIXED-USECENTER

HIGH DENSITYRESIDENTIAL

AUTOCOURT

HIGH DENSITYRESIDENTIAL

VISUAL &PERFORMINGARTS

ROUNDABOUT

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MIXED-USECENTER

FR-26


- Final ReportPHASE I PLAN

Phase I

The Measure “L” Bond passed in November, 2002 dedicated $43M for the con-struction of facilities to accommodate 2500 full-time students (FTES) upon open-ing and growing into 5,000 FTES by its fifth year. Some funds will be dedicated toshared infrastructure development costs of College Park; but, most will go totwo buildings: 1)the 65,000 SF Main Instruction Building;and, 2) the 28,000 SFCommunity Center which will be shared with the City of Chino. Phase I willadditionally include surface parking lots on campus and within Ayala Park ac-commodating 700-800 cars, as well as enough landscape and open space to setthe tone and character of the campus well into the future.

Phase I Illustrative Plan.


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The Main Instruction Building will house multiple functions includingstudent services, instructional space, a learning resource center,lectur halls, etc. The forecourt, atrium, south courtyard and part of theMall will be developed as part of this project.

The Community Center will house a banquet facility, art gallery, danceand fitness studios and be shared with the City of Chino. The court-yard is a critical component of the facility.

The principal vehicular entry to campus will be established with theallees of trees leading in from “A” Street and the autocourt adjacentto the Main Instruction Building.

Across “A” street allees of trees, a linear garden and an autocourtlead to the main entry of the Community Center.

Phase I campus entrances and parking are linked with a north southvehicular spine lined with allees of trees.

The first phase of the North Parking Lot (North-A) will serve both theCommunity Center and Ayala Park. Another entrance to this lot ispossible off of Oaks Avenue.

The Central Lot will serve the heart of campus.

A Central Plant will be established adjacent to the site of the futurePhysical Education Building near the Aquatic Center and in a locationboth central to the future campus and convenient for service access.

The Scope of Phase I

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FR-27

Final Report -

Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 PHASE I PLAN

Phase I Landscape and Open Space Plan. Phase I Vehicular Circulation and Parking Plan.

The Phase I Parking Lots

• Central

• North (A)

Total:

463

315

778

Spaces

Spaces

COLLEGE PARK

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4

AYALA PARK


CENTRAL

NORTH(A)5

COLLEGE PARK

2

AYALA PARK


3

1

4

5

7

3

FR-28



The Phase I Program

A preliminary program was developed by the College’s Educational Master Planconsultant, MAAS Companies that will be refined over the course of program-ming and pre-design phases of the Phase I development. Instructional , instruc-tional support and non-instructional support facilities are to be accommodatedin the first two buildings, the Main Instruction Building and the CommunityCenter in ways which allow for maximum flexibility of use, future renovation intoother uses and expansion. The MAAS program is carefully calibrated to providefor the quantity and range of spaces necessary for instruction and support pro-grams serving 3500 students in the College’s fifth year, while positioning theCollege for State of California funding in that year to support expansion with theconstruction of new buildings and renovations of the existing ones. The Phase Iprogram, less the central plant, food services and bookstore includes 53,600“Assignable Square Feet “ (ASF) arranged into six basic categories.

1) Laboratories. Rooms include space for art, science, computers, foreign lan-guages and culinary arts and range in size from 1000 SF to 1800 SF.

2) Lecture Rooms. The program includes eight classrooms at 800 SF, capable ofseating 40 each and seven classrooms at 700 SF, accommodating 35 each.

3) Additional Instructional Space. This category includes a variety of spaces tofill out the needs of a new campus wanting to offer a broad range of course work.Rooms include several success centers including math, computers, writing andreading; others identified are a dance studio, fitness studio and two lecture hallswith sloped seating.

4) Miscellaneous Instructional Support Space This includes an art gallery, asmall library resource center, AV/TV studio and culinary office space. It alsoincludes 2000 SF for Food Services and 1600 SF for a Bookstore which will not bebuilt in Phase I. The College has opted to work with the mixed-use center acrossthe street to provide these services.

5) Student Services. Approximately 7,000 SF to be provided in Phase I for alimited student services facility that will upon expansion of the College expandinto renovated space within the Main Instruction Building.

6) Faculty Offices. Approximately 4,000 SF will be set aside for faculty officesand related support functions.

STUDENT SERVICES 7,070 ASF

FACULTY OFFICES 3,930 ASF

MISCELLANEOUS INSTRUCTIONAL & INSTRUCTIONAL SUPPORT 5,600 ASF

FR-29FR-30

Final Report -


LABORATORY 10,800 ASF

CLASSROOM 8,500 ASF

ADDITIONAL INSTRUCTIONAL SPACE 17,700 ASF

FR-30



The Main Instruction Building

The Main Instruction Building. The 65,000 GSF main building will be built on Collegeproperty on the south side of the roundabout and the north side of the Mall.

Preliminary Sketch: The Front Facade of the Main Instruction Building. This studyindicates the scale of the Main InstructionBuilding facing onto the roundabout.

Arranged in a two-story modified “H” configuration the Main Instruction Build-ing is shaped to give maximum presence of the College within the Village Center.Its north side consists of a shallow forecourt that looks onto the roundabout andprovides a gracious welcoming space for those entering from the Village Center.On its south side a generously scaled courtyard opens out onto the Mall andthe Chino Hills beyond. This courtyard is the main common area of the buildingand the focal point of the campus community in its beginning years.

A lobby at the ground floor connects the north forecourt to a double height openair atrium which connects to the south courtyard. From the lobby covered openair hallways extend laterally left and right to reach the restrooms , elevators andstairs. Student services are arranged around the north forecourt. On the upperfloor around the north forecourt are instructional support administrative func-tions, faculty offices, work spaces and conference rooms.

The south courtyard is surrounded by instructional space on three sides at bothfloors. A sloped floor lecture theater anchors each terminus of the east and westwings. Covered outdoor walkways link the classrooms and line the courtyard toenhance the sense of community in the experience of the building by studentsfaculty and staff.

Laboratory................................................................................................

Lecture Rooms.......................................................................................

Additional Instructional Space...........................................................

Miscellaneous Instruction and Instructional Support..................

Student Services...................................................................................

Facuty Offices........................................................................................

Total:

5,400

8,500

10,100

1,500

7,070

3,930

36,500

ASF

ASF

Main Instruction Building Program

FR-31

Final Report -


Second Floor

Main Building Conceptual Floor Plans. Student Services, Learning Resource, Success Centers and Administrative functions are grouped around the north forecourt at the front of thebuilding facing the Village Center. Instructional support, faculty offices and workspaces are on the second floor at the front of the building. Lecture halls, classrooms and labs at both thefirst and second floors surround the couryard on the south side of the building.

Ground Floor

FR-32



The Community Center

The 26,000 GSF Community Center is to operate as a joint-use facility shared byChaffey College and the City of Chino. Its location on the west side of theroundabout between the Village Center and Ayala Park is chosen to maximizeshared use opportunities. It is anticipated that the culinary arts kitchen and thebanquet facilty will serve as a general purpose community conference facilitythat will be used by the City and private parties for such events as weddings,family reunions, organizational meetings etc. As such the planning and design ofthis building will strike a careful balance of fulfilling the needs of a communitycenter while accommodating the instructional needs of the College. The buildingwill in the first years accommodate a small culinary arts and hospitality programand other seed programs within the overall College curriculum. With the expan-sion of enrollment and the construction of new instructional facilities on campusthe culinary arts/hospitality program will expand into spaces vacated by thoseother programs as they move elsewhere. The ground floor of the CommunityCenter consists of the instructional kitchen and its loading and service functionsat the southwest corner. A service dock will be located at this corner of thebuilding within a walled court to conceal it from view.

Preliminary Sketch of Community Center from Roundabout. A major facade of this buildingfaces onto the Village Center. An entrance to the courtyard encourages pedestrians to passthrough on their way to Ayala Park .

The Community Center from Above. This multi-purpose building anchors the corner of AyalaPark and establishes a relationship between the park and the Village Center. It will be built bythe College and shared with the City of Chino.

Laboratory.............................................................................................

Lecture Rooms....................................................................................

Additional Instructional Space.........................................................

Miscellaneous Instruction and Instructional Support................

Student Services.................................................................................

Facuty Offices......................................................................................

Subtotal:

5,400

0

7,600

4,100

0

0

17,100

ASF

ASF

The Community Center Building Program (College owned)

The Community Center Building Program (City owned)

Classrooms..........................................................................................

Total:

1,400

18,500 ASF

FR-33

Final Report -


Ground Floor Second Floor

Community Building Conceptual Floor Plans. The nascent culinary arts program and kitchen are located at the ground floor at the southwest corner of the building, adjacent to andserving the banquet hall facing onto the garden court. A reception hall/exhibition space functions as a breakout space and entry from both the courtyard and the Village Center . Two Cityof Chino owned and operated classrooms complete the ground floor, while a dance studio, fitness studio, and instructional support occupy the second floor.

FR-34

COURTYARD COURTYARD BELOW

2,500 SF

ART GALLE

RY


- Final ReportIMPLEMENTATION

The Costs of Things, the Sizes of Things and How They Are Funded.

The $43M available for Phase I construction of the Chino campus defines whatwill be built in Phase I. The financial limitations of the available funding will bebalanced with the pressures of program accommodation--the inclusion of thoseprograms and services necessary for a fully functioning campus on open dayserving 2500 students.

Beyond instruction, instruction support and non-instruction facilities the Col-lege must invest in parking facilities, utilities infrastructure and landscape andopen space without which the College will not be fully functioning and appearincomplete. It is anticipated at this time that surface parking lots providingapproximately 750-800 spaces on approximately 6 1/2 acres will suffice for thefirst five years of operation. In addition approximately 7 acres will be developedwith hardscape, landscape and trees in order to create not only a workable but adignified and gracious campus environment. Underground utilities includingstorm water, domestic water, waste and gray water as well as dry utilities (electri-cal, information technology) will serve the three new buildings totaling approxi-mately 90,000 GSF, the parking lots, landscape and open space.

The Land Area of Phase I

At two stories the buildings will occupy just over one acre. In combination withthe 6 1/2 acres of parking and the 7 acres of landscape and open space the PhaseI build-out will occupy close to 15 acres. Since about 1/3 of the parking, land-scape and open space and building area will be located within Ayala Park, it isworth noting that Phase I construction will occupy less than 10 acres, or lessthan 10% of the 100-acre site.

Shared Development Costs.

In addition to its Phase I build-out the College is obligated to participate inshared development costs attributed to infrastructure needs of College Park,including roads and utilities necessary to service the College. This obligationmust also be fulfilled within the $43M bond funding; although the College’s totalcommitment will be amortized across the thirty year period in which it will expandto full student enrollment at 15,000.

Phase I Facilities Budget and Program

In understanding the probable costs of shared development infrastructure, park-ing, on-campus utilities and landscape and open space for the new campus fund-ing available for the buildings themselves suggests that building area constructedwithin Phase I would be limited to between 85,000 and 90,000 GSF, depending onhow building area would be calculated, assigned and ultimately designed.

ASF/GSF

In order to avoid false expectations and misspent energies in the programming ofPhase I build-out it was imperative to acknowledge these limitations, and furtherto understand the relationship between gross floor area (GSF) and assignablefloor area (ASF). Assignable floor area is that space which is defined as strictly“assigned” to a particular use, such as a classroom or faculty office. Unassign-able areas are lobbies, building envelope, structural columns, partitions etc. Theyare considered not strictly usable areas and therefore are counted as “gross”floor area. The ratio of ASF to GSF is expressed as a percentage and defines thebuilding efficiency.

The State of California has surveyed Community College buildings and as late as2002 published guidelines that establish normative building efficiencies by pro-gram type. The guidelines show that on average buildings exhibit an efficiency of65%, although depending on the program some efficiencies are as high as 70%(engineering, theater arts, warehouses, exhibition areas) and some as low as 60%(health, music, psychology, science, faculty offices).

In practice, 65% efficiencies are difficult to achieve and based on an antiquatedmodel of post WWII building practices in California in which public spaces serv-ing classrooms and offices were minimized if not entirely eliminated . In this modelthe community enhancing functions of un-assignable interior public and semi-public spaces in the form of double loaded corridors, gracious stair halls andwelcoming lobbies were sacrificed in the name of building economy. Fifty yearsof experience with these buildings have taught us that this is no longer an accept-able model. Further the California Building Code, Americans with Disabilities Act(ADA) and advancements in information and multimedia technologies within theeducation system have conspired to increase a building’s nonassignable spaceneeds not currently recognized in the State’s efficiency guidelines.

FR-35

Final Report -Chino, California

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 IMPLEMENTATION

Phase I Area Calculations. This diagram and the area calculations based on it are the foundation upon which the conceptual cost plan of Phase I is developed. Unit costs based on currentand projected standards of the construction industry in Southern California are applied to arrived at an overall picture of projected costs broken down by project component.

FR-36

COLLEGE PARKCOMMUNITY CENTER &RELATED SITE WORK



Average Building Cost Per SF : $189.50/SF

Average Building Cost Per SF : $213.67/SF

Higher Education Education Buildings in Southern CaliforniaHard Construction Unit Cost Survey (2002)

Santa Monica CollegeCal State NorthridgeLos Angeles Trade Technical CollegeCal Lutheran UniversityUniv. Cal. RiversideUniv. Cal. RiversideCal State PomonaCal State San MarcosCal State San Marcos

Liberal ArtsStudent UnionMulti-PurposeEducation/TechnologyCampus SurgeEngineeringBusinessAcademic InstructionHumanities Building

$179.95$180.88$190.00$203.67$132.59$201.20$221.05$219.51$216.11

California Community College Chancellor’s OfficeHard Construction Unit Cost Survey (2000)

ArtBusiness AdministrationEngineeringLanguage ArtsMusicScienceTheater ArtsAdministrationFaculty OfficesLibraryPhysical EducationAudio Visual ArtsExhibitionCafeteriaComputer LabsHealth Care

.......................................................................................$171.00

.......................................................................................$171.00

.......................................................................................$219.00

.......................................................................................$191.00

.......................................................................................$194.00

.......................................................................................$246.00

.......................................................................................$215.00

.......................................................................................$169.00

.......................................................................................$165.00

.......................................................................................$140.00

.......................................................................................$151.00

.......................................................................................$276.00

.......................................................................................$198.00

.......................................................................................$158.00

.......................................................................................$172.00

.......................................................................................$196.00

.....................................................................................$X.00 +

.......................................................................12% x ($X.00) +

.......................................................10% x (@25% x $X.00) +

........................................7.9% x (10% x (@25% x $X.00)) =

How Project Costs Are Calculated

Construction Hard Costs.

Contractor’s Mark-Ups (1)

Design Contigency (2)

Escalation (3)

(1) Contractor’s Mark-Ups : General Condition and Profit

(2) Design Contigency reduces throughout design process from 10% at Schematic Design to 2.5% at 100% CD.

(3) Escalation to construction mid-point @ 3% per annum.

(4) Note that Cost Summary excludes: Construction Contingency, Design Fees, Testing, Permits, Construction Management Fees, Insurance, F,F & E, etc.

Base Construction “Hard Cost” Assumptions

Buildings

Landscape/Open Space

Surface Parking

Structured Parking

Utilities

..............................................................................$265.00/SF

.................................................................$12.00 - $30.00/SF

....................................................................$5.00- $10.00/SF

..................................................................$40.00- $65.00/SF

..............................................................................$125.00/LF

Conceptual Cost Estimating.

Rules of thumb unit cost estimating techniques are the most useful and reliable atthe conceptual planning stages of the project. A survey of educational facilitiesin Southern California and within the State of California Community College sys-tem until recently revealed that a unit hard cost for building construction havebeen historically somewhere just under $200/SF. However, due to the age ofthese statistics and given recent inflationary pressures in the construction in-dustry related to world-wide economic forces out of anyone’s control this figurecan no longer be considered reliable or relevant. As such, in the interests ofsound financial planning we have found it necessary in June of 2004 to increasethe current base unit cost assumption by between 30% and 35%, from $200/SF to$265/SF, after design contigency and escalation. Similar studies give us hardcosts for landscape and open space, surface parking and utilities. Actual projectcosts are calculated by applying a series of mark-ups as described below.

Total Project Costs (4)

FR-37



Preliminary Summary Cost Estimate. Note that total costs include contractor fees and overhead as well as a 10% design contingency and cost escalation through the start date ofconstruction anticipated to be February 2006; but do not include project management and design fees, permit, test and inspection fees, land survey, geotechnical studies or F,F & E.

FR-38

LF



The Chino Campus Expansion Plan. The MAAS Companies Education Master Plan scopes the expansion of the Chino campus according to a phased schedule based on five year increments anda comprehensive funding strategy.. By the year 2020 the campus will support a student headcout of about 8900 with approximately 260,000 GSF in instructional and support facilities, largelyfunded through the State of California. Parking lots will expand to accommodate over 2000 spaces (maintaining the ratio of 1 space per 5 students) by the year 2020.

FR-39



The Chino Campus in the Year 2020. Campus buildings and parking lots grow outward from the origin established in Phase I with the Main Instruction Building and theCommunity Center. The Library is the next building to come on line (Phase IIA, 2010). It completes the gateway to Ayala Park arriving from the Village Center.

The Phase IIC Parking Lots

• Central

• North (A)

• North (B)

• Southwest (A)

• Southeast (A)

Total:

463

315

520

462

697

2457

Spaces

Spaces

AYALA PARK


NORTH(A)

2

NORTH(B)

SOUTHEAST (A)

COLLEGE PARK

CENTRAL

7SOUTHWEST (A)

10

14

3

5

9

8

11 6

6

FR-40



Phase IIA , Year 2010. The Library occupies the remaining key site facing onto the VillageCenter. The North lot is expanded and a 20,000 GSF instructional building is constructed southof the autocourt.

COLLEGE PARK


4

1

AYALA PARK

11

2

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

In the year 2010 a 36,000 GSF Library is constructed on the site that has beenestablished in the 30-year vision. The Library will face onto the VillageCenter and complete the gateway to Ayala Park.

The North parking lot is expanded in 2010 (North “B”) with the constructionof the Library. This lot will serve both the College and Ayala Park. Eventhough it is situated in the park it is conveniently located in relationship tofacilities on campus. The vehicular connection to Oaks Avenue is put inplace at this time.

The north-south vehicular spine established in Phase I is extended north-ward and connects with a drive running along the north boundary of AyalaPark linking the north lots to the YMCA parking lot.

The autocourt serving the Main Instruction Building will serve two addi-tional buildings at the completion of Phase II, including the Library and anadditional instruction building.

The first of the new instruction buildings after Phase I will be built south ofthe autocourt across from the Library next to the Main Instruction Building.In 2010 (Phase IIA) about 20,000 GSF in a two-story building will cover mostof the available site.

An additional 45,000 GSF of general purpose instruction, support and admin-istration space is planned for the year 2015 distributed on two sites facingonto the Mall.

In 2020 the Education Master Plan stipulates that 56,000 GSF of instructionand instruction support space will be developed. The campus plan placesthis on a critical site along Eucalyptus southeast of the Main InstructionBuilding

With the construction of the Phase IIB (2015) facilities the first phase of thePromenade is established connecting the east side of the Mall with thewest side and the Southwest parking lot. In Phase IIC (2020) the Promenadeis extended to “B” Street at Eucalyptus.

The first phase of the Southwest Lot (A) is constructed in the year 2015. Thewest segment of the South Loop Road connects this lot to “A” Street thusopening a new vehicular entrance to campus.

The first phase of the Southeast Lot (A) is constructed in the year 2020when the student population is projected to reach almost 9,000. A newvehicular entrance to campus is thus established at Eucalyptus.

The Central Plant is expanded incrementally with each addition to campus.The utility backbone (trench) established in Phase I is extended as neces-sary upon each addition.

The Scope of Phase II (See also Illustrative Plan on page 40)


• Central

• North (A)

• North (B)

Total:

463

315

520

1298

Spaces

Spaces

5

NORTH B

FR-41



Phase IIB, Year 2015. Additional instruction and support space is built in two locations at theheart of campus. The first phases of the Southwest lot, the South Loop Road and the Prom-enade are constructed.

Phase IIC, Year 2020. Instructional space is built southeast of the Main Instruction Buildingallowing Student Services to expand in situ. The first phase of the Southeast lot is built.


• Central

• North (A)

• North (B)

• Southwest (A)

• Southeast (A)

Total:

463

315

520

462

697

2457

Spaces

Spaces


COLLEGE PARKAYALA PARK


6

SOUTHEAST (A)

COLLEGE PARK

SOUTHWEST (A)

The Phase IIB Parking Lots

• Central

• North (A)

• North (B)

• Southwest (A)

Total:

463

315

520

462

1760

Spaces

Spaces

9

11

8

10

7

8

6

FR-42

AYALA PARK



Chaffey College Governing Board

Lee Mcdougal, PresidentGary L. George, Vice PresidentKatie Roberts, ClerkPaul Gomez, MemberKathleen R. Brugger, Immediate Past President

Chaffey College Administration

Dr. Marie Kane, Superintendent/PresidentSteve Menzel, VP for AdministrationEarl Davis, VP for Business AffairsMark Robbins, Purchasing Director

Chaffey College President’s Cabinet

Ardon Alger, Faculty Senate PresidentRobert (B0b) Bell, Vice President, Student ServicesDon Berz, Associate Superintendent & VP of InstructionDr. Larry Buckley, Dean, Visual & Performing ArtsBen Bull, Past President, Classified SenateNatalie Chipman, President, Classified SenateElizabeth Cipres, Dean, Counseling & MatriculationJenny Dannelley, Dean, Student Support ServicesLaura Hope, Interim Dean, Learning Advcmt & Language ArtsWayne Hubert, Dean Learning Advancement& Language ArtsDean Jennings, President of CSEA Bargaining UnitCraig Justice, Dean Special Programs and ServicesBob Olivera, Associate Dean, PE/AthleticsBret McMurran, President, Chaffey Faculty AssociationPaul Parnell, Dean, School of Social and Behavioral SciencesInge Pelzer, Executive Assistant to Superintendent/PresidentFrank Pinkerton, Associate Dean, Library/Learning ResourcesChris Willis, Dean, School of business & Applied TechnologyMuriel Zimmermann, Dean, Physical/Life/Health Sciences

Chaffey Counsel

Stephen P. Deitsch

ACKNOWLEDGMENTS

State of California

Robert McKinnon, Senior Real Estate Officer, State of CaliforniaDonald Brackenbush, Goodell BrackenbushJames Goodell, Goodell Brackenbush

City of Chino

Pat Griffith, Assistant City ManagerSylvia Scharf, Urban Planning ConsultantChuck Coe, Director of Community DevelopmentTina Sray, Director of Community ServicesEarl Nelson, Director of RedevelopmentPat McArdle, Community Services ManagerJoe Indrawan, Civil Engineering ManagerJose Alire, Transportation Manager

SunCal Companies

Larry Lazar, Vice President, SunCal CompaniesKelly Buffa, Planning Design SolutionsMichael Madden, Michael Madden AssociatesCraig Thibault, The Collaborative WestMark Lenning, The Collaborative WestPaul Wilkerson, Linscott, Law & GreenspanJohn Leonard, RBF Civil Engineers

3D/International

John Morrill Project ManagerDavid Wollenberg, Senior Design ManagerMary Trisler, Executive Assistant

The MAAS Companies

Dan RosenbergJoyce M. BlackKen Cereghino

MDA Johnson Favaro

Jim Favaro, PrincipalSteve Johnson, PrincipalGregory Stackel, ArchitectNoel Toro, Designer

Chino, CACHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines -


Appendix I : Design GuidelinesJune 2004


Developed by:








The City of Chino



3D/International

The MAAS Companies

MDA Johnson Favaro


- Appendix I Design GuidelinesCHAFFEY COLLEGE CHINO CAMPUS PLANChino, CA

Chaffey College Chino Campus Design Guidelines

This document lays the groundwork for the establishment of a consistent aes-thetic direction for the Chino campus, guidelines on how to achieve this aes-thetic and a process with which to review and approve the development ofarchitectural projects for the life of the campus.

The report is divided into three sections as follows:

Introduction

This section introduces the purposes and benefits of design guidelines andestablishes the context within which they are developed. The importance of thecampus’ interface with the Village Center as stipulated within the College ParkSpecific Plan is underlined as the starting point for not only how the campus islaid out, but how buildings are configured and given character in the vicinity ofthis nexus within College Park. The institutional tradition of the American collegecampus is introduced and discussed in two ways: 1) the interface of the campuswith surrounding urban fabric (“town and gown”); and 2) the role of open spacein the form of quadrangles and courtyards as the key organizing force of thecampus proper.

Guiding Principles.

This section begins with a general discussion of what constitutes institutionalpresence and why it is important in the educational setting; issues of identity andimage are introduced as well as the role of building signs in contributing to andyet not exclusively determining such identity. This is followed by a review of keyorganizing principles in the configuration of buildings: 1) notions of flexibility,adaptability and economy in the layout of building footprints and floor plans 2)basic organizational concepts of outward and inward orientation, including prin-ciples of separation and connection, passage and sequence ; 3) the role of court-yards and gardens within buildings; and, 4) conceptual approaches to the designof circulation between and within buildings. A comprehensive discussion ofbuilding character follows beginning with a general discussion of tradition andinnovation , how in contemporary practice consistency with tradition is realisti-cally achieved and effective strategies with which to create character within aspecific tradition and within the economies, technologies and tastes of today. Itconcludes with a more in depth review of principles guiding the designs ofbuilding envelope, doors and windows, materials and details.

Building Envelope. Design guidelines are both specific and open ended, circumscribing anapproach and vocabulary for the designs of buildings, while allowing for an infinite array ofpossible interpretations such that both unity and variety are achieved in an overall environ-ment that in accumulation is always more than the sum of its parts.

Phase I Buildings and Design Review

The principles laid out in the previous section are applied to the first two build-ings to be built on the new campus as illustrations of how design guidelinesmanifest in specific designs. The Main Instruction Building and CommunityCenter will establish the tone and character of campus without dictating specificdesigns of subsequent buildings. With these guidelines, two standing examplesand a formalized process of design review and approval, conformity with anoverall aesthetic direction is in the future more likely.


INTRODUCTION

The Purposes of Design Guidelines

Town and Gown: The Village Center and the College Campus

Establishing Place: The Institutional Outpost

First Impressions: Oaks Avenue and the College Park Entrance

PHASE I BUILDINGS


The Community Building

GUIDING PRINCIPLES

Institutional Presence

Identity, Symbol and Image

Rules of Configuration: Flexibility, Adaptability & Economy

Outward Orientation & Inward Orientation

Quadrangle, Courtyard and Garden

Circulation

The Necessary Evolution of Traditions

The Achievement of Character in Contemporary Practice

Opaque Materials

Solid and Void, Doors and Windows

Transparent, Translucent & Diaphonous Materials

.................................................1

....................................................3

..................................................5

..................................................7

................................................31

....................................................37

......................................................9

....................................................11

...............................................13

...............................................15

.................................................17

...............................................19

...................................................21

.................................................23

.................................................25

...............................................27

...................................................29

DESIGN REVIEW

Review and Approvals Process ................................................41


INTRODUCTION

The Purposes of Design Guidelines

The master plan for Chaffey College Chino Campus outlines a comprehensivestrategy for the construction of new buildings and grounds at College Park .The Design Guidelines build upon the framework of the master plan and articu-late specific building design goals and parameters which are to be applied tospecific projects as they are implemented. Expert design is a necessary elementof the successful implementation of the plan. Policy and administration alone arenot enough to reach a desired outcome. Without specific guidelines that reflectthe consensus judgement of the College community in place, even the mostrational process will end with disappointing results. These guidelines are notresults in and of themselves but are a path to successful results. They areintended as a guide for present and future College staff and the design profes-sionals who will implement projects in fulfillment of the plan. They are intendedto give the process structure while at the same time allowing for creative solu-tions to individual conditions and specific contexts not contemplated within themore generalized scope of the master plan.

A picture is worth a thousand words and this document presents many images. Itwould be easy but misguided to interpret the images as prescriptions of a style.They should be seen as aids to understanding fundamental principles that arehard to write or read about in the absence of images. To prescribe a style in thisdocument would violate a fundamental principle: context is everything, both interms of time and place. However, specific guidance is provided with regard tomaterials and details as they relate to enclosure and expression that cut acrosstime boundaries and will be supportive of the vision of College Park and theChaffey College campus.

College Identity

Community colleges today exist as any enterprise in an environment of intenseand increasing competition. All colleges face the challenge of recognitionwithin and beyond their service area. The community college in particular com-petes for traditional and nontraditional students, providing convenience andaccess on the one hand and an identity that projects success, opportunity, seri-ousness of purpose and a commitment to innovation. The purpose of theseguidelines is to make evident the important role of physical place in establishingan identity that enhances the academic mission of Chaffey College. As in adver-tising, one must in a concise way deliver a message that is comprehensive,accurate, memorable and compelling. From the big picture to the details, every

element must be supportive of the message and encourage one to investigate thesubject further. Unlike advertising, where ideas and trends may have the life-span of a grasshopper, buildings and certainly colleges must remain vital fordecades.

Also unlike advertising which relies on images and graphics for message andimpact, the Chaffey College “brand” must rely on architecture and landscape. Infact if new Chaffey College Park structures depend on site signage, graphics andlogos for identification then the guidelines have failed in their principal mission.The guidelines insist on accomplishment of fundamental building and open spaceplanning principles from which a true and memorable identity can be established.If endurance and vitality is a goal, tradition and precedent are as important asinnovation and originality. It is foolish to ignore the precedent of the traditionalcollege campus from its inception through its later development-in particular inthe West and in California - and its role in establishing and maintaining a valuablebrand. Colleges are embedded in our memory and our aspirations as somethingdistinct from their surroundings and the character of the college campus and itsdemarcation from its surroundings is critical. New students of every generationand every type know this and depend on this added sense of purpose communi-cated through the physical characteristics of a place.

Policies, Principles, and Guidelines

Policies, principles, and guidelines are an integral part of the Chaffey Collegecampus plan. Without them the plan can go awry; with them the plan can bedeveloped, changed, or remade.

Policy: The Governing Board has determined that a new center extending theprestige and opportunity of Chaffey College be created in Chino. This newcenter shall be a catalyst for the development of a new community that reachesbeyond its campus and is in turn deeply imbedded in the cultural life of thiscommunity.

Principle: The above policy will be fulfilled by a campus with a distinct identity,designed and arranged to form a community of buildings that define a commonpublic realm and have a character that relates to the place.

Guideline: This principle will be accomplished through the form, dimensions,and alignment of buildings, landscape, and civic space as specified in the cam-pus plan and in this appendix, the Design Guidelines.

App I -1

Chino, CACHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines - INTRODUCTION

Town. Before WWII towns across America were defined by coherent pedestrian orientedcenters with public squares and parks surrounded by commercial, residential and institu-tional uses in dynamic relationship.

Gown The American campus tradition is grounded in the English tradition of institutionssuch as Oxford and Cambridge Universities.

App I -2


Town and Gown: The Village Center and the College Campus

The Village Center has been designed as a place for community level gatheringsand social interaction, as a gateway to the College Park, and to provide commu-nity level services. The core feature in the Village Center is a “Town Square.”While the origins of this mixed use area are widespread from Europe to Centraland South America, its most recent descendant is seen in mid-century small townAmerica. All serve the same function and hold the same symbolic value. Thememorable examples depend on similar physical attributes wherever they arefound- continuity of street or square building frontage, a bias towards pedestrianactivity, and a mixture of uses that enlivens the physical ensemble. The contribu-tion of mid-western or southern American towns was to add the central park andbandstand- the town green -which fit well with the traditions and practices ofsmall close-knit communities during warm summer months.

The campus anchors the Village Center. On the campus side of the street, theindividual expression of the independent retailer gives way to the singular coher-ent expression of a civic landmark. The open green college campus is a counter-point to the courts and plazas associated with the Village Center. Strong pedes-trian entries and visual links from the Village Center into the College campus willbe important elements of the design.

Continuity and Variation

There should be no attempt to “theme” the Village Center. The path to a place thatis memorable and reflects the Chino community starts with authenticity rooted inthe physical conditions of the region and its built environment as well as in theaspirations and circumstances of those who currently reside there. One of thesurest guiding principles is to strive for continuity between related styles ratherthan strict conformance to one style. If the goal is to establish an environmentthat relates to the agrarian heritage of Chino and in general the architecturaltraditions of Southern California there is a broad range of opportunity within thatspectrum including both contemporary and traditional expressions. As long asboundaries are clearly described, variation is necessary and desirable.

The College plays an important role in establishing a restrained dignified foil tothe more textured and variegated mixed use commercial/residential environment.In the language of the Midwestern small town , the College’s presence is similarto that of the courthouse or library - the solid, enduring institution- that is thefocus of community’s aspirations and pride.

To articulate the College vision--endurance and stature combined with a mod-esty that connects the campus to its community-- the architects and landscapearchitects must consider scale, attributes of quality materials and strategies forselective usage, articulation of surface for maximum impact in the brilliant Califor-nia sun, and the precedents that exist for integrating building structures in thenatural and cultivated environment. The goal is to produce distinctly Califor-nian buildings that are formal in disposition but rooted in this State’s agrarianand architectural past.

INTRODUCTION

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The Village Center. Two story building fabric with enough continuity to promote a sense of place and variety to encourage vitality and flexibility overtime.

INTRODUCTION

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The European Abbey. Complete living and working environments these institutions werecentered on the courtyard--or “cloister”-- and the sanctuary. They were focal points of themainly agrarian/ feudal societies of medieval Europe.

Establishing Place: The Institutional Outpost

Establishing a new campus and indeed a new community where none exists isperhaps the greatest challenge facing this project. The new structures built onthis blank site must in phases reflect the full authority and identity of ChaffeyCollege in part and in whole. It would be a failure of the master plan if fullimplementation of the thirty year plan is required to make the buildings feel like aCollege. Therefore in some ways the first phase buildings should be seen ascarrying genetic material of the fully formed campus to come - microcosms of atotal learning community. There are examples from history of similar kinds ofinstitutions-- serial outposts of a larger organization-- created with the intentionof extending the benefits of the specific community beyond its initial borders.Each are condensed microcosms of a larger coherent system and each sharephysical characteristics that foster the development of community. Three ofthese examples include 1) the European abbey from the years 800-1200 AD the 2)Junipero Serra missions from the 17th and 18th centuries found along the coastof California; and 3) the Mediterranean palazzo, a well known building type thatemerged during the Renaissance and endured throughout the 19th century insuch reincarnations as libraries, train stations, museums and school buildingsacross America.

These models are helpful in enabling Chaffey College Chino Campus to bettervisualize ways to achieve a sense of place, a more appropriate and readily recog-nizable identity that associates the college with the higher purposes of learningand yet does so in a condensed form that reflects initial Phase 1 implementation.

The characteristics shared by all of these models are instructive: 1) The primacyof the courtyard as the principle shared focal point of the community; 2) thesecondary role of the loggia or colonnade as the circulatory spaces that createeveryday community and link inside with outside; and, 3) the centrifugal andcentripetal hierarchy of spaces of a variety of size, configuration and intensity ofuse ( ranging from a sanctuary to a grain storage room) distributed about openspaces of a variety of size and function in the form of captured courtyards,gardens and quadrangles.

INTRODUCTION

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The Mediterranean Palazzo. The palazzo was more than a big house--it was often the seat ofgovernment and a complete working environment with stables, offices and communalmeeting rooms. American libraries, city halls and theaters of the 19th century relied heavilyon this model.

The California Mission. The ability of the mission complex to quickly establish workingcommunities is indisputable. Note the role of the courtyard and the anchoring main space ofthe sanctuary in the creation of the sense of place.

INTRODUCTION

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INTRODUCTION

First Impressions: Oaks Avenue and the College Park Entrance

Oaks Avenue is one of the primary entrances to College Park. While it is not intendedas the primary day to day vehicular entrance to the College it is certainly the symbolicentrance. The approach into College Park via Oaks Avenue from Edison Avenue ismarked by flanking meadows surrounded by border tree planting. The design ofthese meadows blends the characteristics of a cultivated landscape with that ofindigenous grasses - a transitional landscape - perhaps as simple and powerful asrows of lavender bordered by a double row of ornamental pears. Flanking pavilionson either side of the road at the southern end of the entrance fields are the firststructures signalling entrance to College Park. These pavilions straddle the walks oneither side of the street and are sized to form a vehicular gate framing the roadway.Oaks Avenue leads to the roundabout with its fountain and landscape. Anchoringthe roundabout and terminating the axis of Oaks Avenue is Chaffey’s Main Instruc-tion Building.

This powerful axis and the symbolic entrance to the College and College Park requiresimplicity and formality in the massing and detail of the north facade of the MainInstruction Building. According to the campus plan, the visual axis of Oaks Avenueis continued into a forecourt in front of the Main Instructional Building as the first ina sequence of spaces on the College campus that lead to the mall at the heart of thecampus with its dramatic views of the Chino Hills to the south.

The Roundabout

A primary function of the building facades of the Main Instruction Building and theCommunity Center is to spatially reinforce the roundabout. This traffic circle is morethan a vehicular intersection and all details-- from curb, through landscape to build-ing front-- should support the purpose of this space as the arrival point and center ofthe Village Center. It is important that the space formed around the circle is regular inshape and fully constituted as a unified whole. The massing of the CommunityCenter and the (Phase II) Library on the western side of the roundabout form asymmetrical portal to “A” street.

The building lines indicated in the campus plan describing the Main InstructionBuilding, Community Center and the Phase II Library are not merely “build-to”or setback lines. They are the lines of the building facades and are set to visuallyconnect all sides across the dimension of the roundabout roadway, in order toreinforce this space as the heart of College Park.

The Village Center. Building facades at the Village Center roundabout will reinforce thegeometry of the circle. In particular the profile of parapet or roof edge is most effectivein reflecting and amplifying central focus of the fountain garden.. The retail develop-ment along the east side of the circle may or may not result in a uniform setback andmassing relative to the circle. The College by contrast will be simple in massing andwill therefore best insure a coherent Village Center architectural expression.

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Chino, CACHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines - INTRODUCTION

View of Main Instruction Building at the Terminus of Oaks Avenue and the Roundabout. The Main Instruction Building anchors the terminus of the Oaks Avenue approach from Edison Avenue tothe north and revealing itself upon entry into the roundabout establishes the face of the new campus. The symmetrically projecting wings, forecourt and dominant central entrance create a dignifiedfirst impression upon entry to College Park via Oaks Avenue.

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Key Principles

• Strong, simple bold building massing. Use simplicity rather than complexity to conveypermanence and stability.

• Balance of surface articulation and surface smoothness to introduce interest. Thebalance should be weighted to greater amounts of smooth surfaces to articulated ortextured surfaces.

• Use smaller amounts of quality durable materials rather than large amounts of inexpensive less durable materials. Overextending in this area with inadequate or innappropriateresidential or industrial materials counters the message of permanence, seriousnessand stability.

• Detail should be focused on building entrances. This is the area that welcomes thecommunity and the future student. Expenditures here will be most dramatically experienced to the benefit of all.

• Openings should be generous as opposed to meager. This is a public building thatshould encourage entrance and access. Solid walls should be used as a foil to makeentrances and openings more dramatic.

Institutional Presence

GUIDING PRINCIPLES

Colleges and universities are memorable because the campus that is formed is arefuge from its surroundings whether situated in an urban or suburban context.The contrast between the noisy and busy city boulevard and the parklike charac-ter of the college campus is the first visual clue of the transition to the academicenvironment. In terms of planning, generosity of open space on the collegecampus is the primary characteristic that distinguishes the American traditionfrom that of its European predecessor. The ideal of grand buildings situated atgreat distance within a setting of grass and trees has been a powerful inspirationsince the founding of the nation. In fact, even schools established in Americantowns and cities where land is scarce, have gone to considerable expense tosimulate a rural environment, most characteristically manifested in the great lawnsand quads of our best known and best loved colleges. Thus it is open space thatsomewhat counter intuitively, but nevertheless definitively establishes the insti-tutional presence we most often associate with the institution of higher learning.

Building scale and mass should likewise distinguish the College building from itssurroundings. This may be accomplished by simplicity of profile and materialwhen compared with the visually active and complex surrounding commercialenvironment. Materials should be restrained in color and texture. Addition oftexture and surface articulation should be considered a foil to highlight smootheconomical surfaces. This balance will create a dramatic impact not dependent oncomplex form. Articulation of surface through the use of stone or patternedconcrete or plaster may give weight to the building and may functionally providemore durable surfacing at the building’s base. Judicious use of substantial mate-rial or surface articulation contrasted with light smooth surfaces satisfy the eyefor detail without overwhelming. The combination of materials that mediate be-tween the color and texture of the ground at the building’s base and strong simpleprofiles against the sky will result in buildings that express longevity and perma-nence.

Exposing means of construction or structure for its own sake suggest expediencyand impermanence. Use of materials associated with industrial buildings havecounter productive results and sends mixed messages: the school is a warehouseand the students are workers.

Shackitecture. Fragmented forms, expend-able building materials, frivolous details andresidential scales of articulation areinnappropriate in an institutional setting.

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Chino, CACHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines - GUIDING PRINCIPLES

Insitutional Presence. A building has institutional presence by virtue of its scale and mass, as well as the dignity of its materials, restrained, carefully calibrated detail and an outward orientedand gracious entry. Scaling devices such as benches, lighting and articulation of edges and profiles mediate the potentially intimidating effects of a building’s size.

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Identity, Symbol and Image

GUIDING PRINCIPLES

The Campanile. The freestanding bell tower or campanile is the traditional American collegecampus landmark. Its role is to provide orientation and visibility for campuses typically vast inextent and complex in form. They serve additionally to telegraph the presence of the College asan institution apart from the surrounding community.

The community college historically developed in response to needs that werespecific and of a different nature than universities or four year colleges:

1) The community college serves a relatively small regional area.

2) The community college appeals to specific local needs and interests.

3) Community colleges introduced the concept of economically providing edu-cation and training by allowing the student to live at home.

4) A community college offers a wide range of “adult education” courses tolocal residents. In this way it functions as community centers, and often be-comes the scene of local activities and organizations.

First and foremost, the physical expression of the campus and its open spacesare what will best convey the image of Chaffey College as a civic landmark. Nologo, signage or graphics can take the place or do the job of the architecture ofthe campus. The building facade and street edge condition are critical in estab-lishing a memorable identity. Street tree planting, sidewalks of a generousdimension with provisions for seating and lighting, and distinctive paving atentrances and forecourts extend the internal landscape of the campus out to thestreet front and thus telegraph the College identity to the community.

To differentiate the Chaffey College buildings from the surrounding Village Cen-ter landscape the profile at the roof edge offers the best opportunity. Integratingrooftop design elements with the body of the building will provide an identifiableCollege landmark.These kinds of features should be lit at night; and buildingidentification signage or the College logo can be integrated into their designs.

Major signage and graphics should integrate with the architecture of thebuildings and be developed as substantial forms that distinguish College graph-ics from that of the surrounding commercial and retail establishments.

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Occidental College, Eagle Rock, CA

University of California, Berkeley, CA,


Graphics and Signage. Techniques of building identification in the form letter signs and logos are to be incorporated as integral components of the architecture. This willdistinguish College identification from surrounding retail fabric. There is a long tradition of integration of lettering and building wall surfaces to draw upon. Fonts orletter style should be chosen that will endure as tastes and styles change. Often what is “hot” today is embarrassing a year from now. This is particularly true in the caseof logos and the use of color. Signs should have volume and weight. Letters freestanding ,in relief or otherwise embossed into the vertical surfaces of walls of the buildingsand site walls are appropriate methods within an institutional setting. Various forms of lighting--surface mount, internal, backlit--offer a variety of dramatic effects.Primary colors, plastics and moving or blinking signs should be avoided.

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A certainty in the planning of community college build-ings is change over time. Programs come and go,methods of instruction change, and technology evolves.Idiosyncracy in building configuration is antitheticalto the principal of flexibility. Elaborately complex build-ings often fit the program like a glove on day one, butrestrict the possibility of change from that point on.The starting point must be the classroom . It is thefundamental building block of the College building.Structural grids, floor plate size and relationship of cir-culation must be carefully coordinated with the sizeand shape of the classroom. Simply stated, classroomsare to be rectangular and fall within the size range givenby teaching methods, ergonomics, the scale of the hu-man body, furniture and the limits of technology.

Flexibility and adaptability are most easily achieved fromthe starting point of simplicity in building configura-tion and their related structural systems. Structural sys-tems should be as simple and economical as possibleso that College resources can be devoted to quality-of-life items such as finishes, lighting and technology.The simplest structural system that starts from reason-able spans that accommodate the basic classroom andoffice unit with minimum obstruction of columns andbrace frames will result in lower quantities of materialand therefore lower costs. Hidden structure not readilyperceived should be minimized to allow expenditures inareas that you can see, feel, and touch. Complex ge-ometries will necessarily result in inefficient use of spaceand therefore increase costs relative to usable space.

Building design is to be guided by the imperative thatinfrastructure and systems costs be minimized, in def-erence to the investment of resources in the identityand life quality enhancing architectural techniquesdiscussed in these guidelines.

Rules of Configuration: Flexibility , Adaptability, &Economy

Flexibility in Plan. Optimal classroom size and efficient circulation should be considered in the choice and configuration of thebuilding floor plate and structural system. The primary structural frame should be straightforward and cost efficient eliminat-ing costly structural gymnastics. For building shaping in specific areas, consider opportunities with lighter weight secondarystructural systems tied to the primary structure that enables articulation of the building skin at important landmark conditions.

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Cheaper detailing and more of it does not result in quality buildings orreinforce the image of the College as a durable civic institution. At-tempts to replicate tradition on the cheap looks just that: cheap.

Complex forms unaccommodating to future adaptation. Structuralcosts are increased at the expense of other building components

Simple forms reflect the classroom and office unit. Structuralcosts are reduced and resources can be devoted to better finishesand details as well as building technology.

Traditional means and methods that typified buildings of a gen-eration ago can be reinterpreted. The best course is to choosemodest amounts of substantial quality material and use it in asensible way to articulate a simple structure. This is the best wayto meet today’s building budgets and also acknowledge limita-tions in construction quality, and advances in construction tech-nology.

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Outward Orientation: Facade, Wall and Gate

GUIDING PRINCIPLES

The visibility of the academic life of the College is an important factor in lendingvitality to the Village Center. Conversely, large amounts of glass that expose allconditions of an open office administrative area sends inappropriate messagesto visitors of College Park. Visible backsides of file cabinets, office furniture,waste baskets and a disorderly arrangement of “back-of-the-house” office sup-port space is undesirable at best. In its presentation to the community TheCollege should take care to select program areas that highlight student activityand the opportunities afforded by education at Chaffey College. Care shouldalso be taken to balance window and wall area to frame these views to greatestbenefit, maximizing view from inside-out and vice-versa.

Windows should be generous in scale, particularly on the north face of thebuilding facing the Village Center and the mountains to the north. The roomsplaced along this important north facade will have the greatest opportunity forvisibilityApp I -15

from the Village Center sidewalks, plazas, courts and the roadway itself, particu-larly in the evening when the sky is dark and activities on the interior of thebuilding are most visible. These rooms should be considered integral to thepresentation of the College upon entering College Park and their functions, inter-nal arrangements and outward posture should therefore be carefully considered.

Walls and gates may seem antithetical to a welcoming college campus; however,they do serve a symbolic and functional purpose. Functionally, they screenvehicular noise and define safe pedestrian areas separate of automobile traffic.Symbolically, they establish a precinct of focused purpose. To accomplish thesymbolic function and remain welcoming requires a nuanced understanding andskill in balancing enclosure and accessibility.

Chaffey College, Chino Campus, Main Instruction Building Village Center Facade


Inward Orientation: Forecourt , Passage and Courtyard

GUIDING PRINCIPLES

The entrance forecourt is a powerful way to connect the College to its neighbor-hood as the public foyer to campus. This forecourt should face the VillageCenter roundabout and project a welcoming place, humanely scaled mediatingpassage from the busy precinct of the roundabout to the interior life of thecampus. As a partially enclosed courtyard it should open to the street-- the formitself, one of “open arms” that welcomes entrance. Some degree of closure isnecessary to create an environment that defines a place apart from the bustle ofthe neighborhood and yet also functions for special community or College events.

A courtyard has many interpretations but posits one simple requirement: somedegree of enclosure must be in place. Courtyards or forecourts surprise anddelight because they create an environment other than the street or the parkinglot they adjoin. Planted areas, the sound of water, distinctive paving should be adramatic in contrast to striped asphalt , streetfront curbs and traffic noise.

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To be effective, the passage from one to the other must be marked by a boundaryof some kind. Enclosure can come in the form of screen plantings that take theplace of walls, or a screen of columns, or a limited and precise amount of wall tocontain a space- “shoulders” if you will - that imply the edges or beginning of awall that would otherwise be there. Changes in paving at the ground plane willalso be effective in implying this partially “invisible” fourth wall. Without thesethe courtyard has no definition - it is merely a space between buildings, a qualita-tively different matter.

An aperture in a wall, a peek through a gate, scaled properly can signal invitation,but also frame a composed scene and heighten the experience of passage. Thegates that punctuate the walls of Harvard Yard are rarely if ever locked much lessclosed. They are however important symbols of passage into a precinct of sharedand special purpose. They divide but more importantly connect visually andphysically the College and the community.

Womens’ Gymnasium, University of California, Berkeley


Quadrangle, Courtyard and Garden

GUIDING PRINCIPLES

The campus plan envisions completion of the College campus landscape throughindividual landscape projects that are connected to building projects. Under-standing the landscape typologies and characteristics of those typologies is ahelpful strategic tool for realizing these projects in a way that when completed,they form together a more coherent integrated campus. This approach whichbreaks the campus into fundamental landscape structures best ensures that whileproviding variety of experience and scale, the total memorable image of the cam-pus is greater than the sum of its parts. The building block typologies are thequadrangle, the court, and the garden.

The Quad

The quadrangle or “quad” is one of the most common and flexible campus openspace types. A green lawn framed by campus buildings or pathways createsplaces that can be used for formal events, informal gatherings, recreation or as anoutdoor classroom. Trees planted in or around the quadrangle provide shade andcan assist in defining pathways. Tree locations must maintain the flexible use ofthe space. As this space is the “heart of the campus” it should be furnished withseating.

The Courtyard

Courtyards are smaller in scale and are more variegated in character with morerefined detailed attention paid to paved surfaces, plant texture, color, and compo-sition. As such they become memorable landmarks on a large campus--namedand intimately connected to the buildings they adjoin. They are rooms and ifeffective are extensions of the rooms that adjoin them. They become thereforeparticularly useful for post and pre-function events for the community and theCollege. Special attention is required in attending to the ground surface so as toallow for many people gathering for an evening event, without creating a sea ofpaved surface. A combination of paved surface and a permeable material such asdecomposed granite or gravel allows for both the function of gathering and theappearance of a garden refuge.

The Garden

Less typologically constrained and more intimate in nature gardens give life tointerstitial spaces on campus where more articulate environments are desirable. Quadrangle. The Jeffersonian model of the campus quadrangle has defined the American

college campus experience for over two hundred years.

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Tranquility , Refuge and Intimate Outdoor Space. In addition to quads and courtyards, spaces around and in between buildings are critical to a campus life that is able to flourish outside of theclassroom. Extensive greenery, attention to detail in the form of furniture and water elements as well as an overall scale of intimacy will complement the large multifunction quadrangles andcourtyards. The garden becomes a quiet place to meet a colleague, read a book between classes, or simply to relieve oneself of the intense activity and concentration of teaching and learning.

GUIDING PRINCIPLES

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Quadrangle GardenCourtyard


Circulation

GUIDING PRINCIPLES

Not possible in all parts of the country the ability to blurthe boundary between indoor and outdoor environmentsin Southern California is a remarkable opportunity. Thisboundary between inside and outside will be the territorythat students and staff will spend much of their time. Ourbenign climate enables this outdoor area to take the placeof enclosed corridors. This is the area where informal meet-ings between classes and events take place and where the“community” in community college manifests most readily.

Opportunities for shade and seating in shade should beprovided with generosity. Seating areas and site furnitureshould be integrated with garden surfaces or building ar-chitecture. Various materials should be considered for sur-faces underfoot to maximize visual interest but also to allowfor the possibility of increasing the amount of permeablesurface in the place of concrete. As a result storm water willbe more efficiently drained and in a manner that is sensitiveto regional environmental goals. Materials and surfacesshould be durable and simple to minimize maintenance con-cerns.

The biasing of building circulation toward the perimeter obbuildings affords opportunities for more articulate archi-tecture and the ability to connect interior spaces to thesurrounding landscape. Care is to be taken in the configu-ration and design of these spaces to ensure such integra-tion and the accommodation of places in which the informalsocialization that is so critical a component of the total edu-cational experience is able to thrive.

Campus Circulation. Outdoor circulation and gathering areas should be simple and straightforward in configuration andcharacter. Design strategies should be inspired by agricultural precedents in the form of groves and windbreaks for shade andthe articulation of passage. Materials and details should be considered that maximize the amount of permeable surfaceon the campus. This strategy of tree planting and non-concrete or asphalt paving will reduce heat island effect , contributepositively to storm water management and result in a simple but visually interesting composition of landscape, courtyardsand walkways.

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Building Circulation. Replacing an interior corridor that serves classrooms or offices with an exterior walkway or loggia allows more light and ventilation into theclassroom or office. It also affords the best opportunity for academic life to extend to the “outdoor classroom” - a shady space under a tree for conversation orinstruction.

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The Necessary Evolution of Traditions

The College and its design professionals will inevitably and necessarily relyupon precedents and images from architectural precedents to convey designintent. Precedents may emerge from the full chronology of architectural tradi-tions--ancient to contemporary-- but they must embody the principles outlinedin these guidelines. A style is not dictated or prescribed. Words such as“Spanish colonial” or “mission” are used as emblems or categories of specificqualities that are desirable. Precedents are employed to foster the communica-tion of desired attributes in a manner that is understandable to most people.

Extreme care must be taken with use of contemporary materials and constructiontechnology in the evocation of precedents. EIFS is not adobe and moldedstyrofoam cornices and window surrounds cannot take the place of stone. Adrawing or model may convey a beloved style, but satisfactory results are depen-dent on correct material selection and detail execution. Dignity and substancemay therefore come in the form of simple geometries and bold profiles. Simplerprofiles allow for greater attention to quality of materials and the performanceand appearance of details. This is truly the area where experimentation andadvancement influence the evolution of traditions.

Updating a tradition is not simply dropping the ornament or the details. Themethod is not necessarily one of stripping down. In fact, intensification of detailin certain areas may and should occur. For example the eye is naturally drawn tothe intersection of a building and the sky. Articulation in that area is particularlyeffective. Similarly placing detail close to the human eye in traffic areas is alsoproductive.

Investigation is encouraged into new technologies that use computer directedcutting tools for producing carved or complex shapes in a variety of materials.This is a case where technology has brought back the possibility of craft,filling a noticeable void in the capabilities of contemporary construction prac-tices.

GUIDING PRINCIPLES

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Building Character . Attempts to replicate traditional architecture within the limitations of contemporary construction economies and methodologies inevitably lead to the devaluation of thetraditions. Indiscriminate applications of available technologies such as curtain wall construction while economical are inappropriate in the institutional setting and devalue the learningenvironment. The balanced arrangement of apertures within surfaces with depth and integrity, articulated with judicious ornamentation at edges and profiles produces an architecture that ishumanely scaled, gracious and dignified while achievable within today’s economy and appropriate to contemporary tastes.


GUIDING PRINCIPLESGUIDING PRINCIPLES

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The Evolution of Tradition. Adherence to tradition is by no means an automatic or thought-less endeavor. On the contrary, with the evolution of economies and technologies of construc-tion, not to mention tastes, the evolution of tradition while unavoidable is inherent in anauthentically engaged design ethic.

The creation of a believable architectural expression within the context of the stan-dard construction technologies and practices of today is dependent upon the suc-cessful capturing of the fundamentals of traditions as expressed in the array of visualeffects, details and materials that most graphically and symbolically characterize themas recognizable traditions. The economies of contemporary construction, its method-ologies, limitations and advanced technologies are necessarily different from thosepractices that gave us the traditions which are our point of reference. The examplesillustrated here are aimed at demonstrating the wide range of techniques available tous today in realizing the essential characteristics of the referent traditions withoutresorting to forced (in pragmatic or economic terms) or overtly artificial means.

The articulation of roof profile so lovingly admired in the humble evocations of theSpanish baroque in the colonial settlements and missions of California and the south-west can be achieved through volumetric articulation (within the limits of the efficientbox described earlier in this appendix) not dependent on the labor intensive, craftbased practices of the 16th and 17th centuries. Powerful expression in building massis given through the simple means of the contrast of deep apertures set within disci-plined taut vertical surfaces. These surfaces are given definition through the con-trolled employment of shadow, and the embroidery of contrasting materials at edgeconditions in ways which are achievable today.

The grandeur and the integration of inside-out that we appreciate in the colonnadesand arcades of Mediterranean architecture are easily achieved with current construc-tion capabilities and yet not constrained by the limitations of the spanning capabili-ties of stone and brick. With steel and concrete other possibilities emerge--hopefullywith the result of improving upon what was possible in the past. Expanses of glass,not possible before the invention of steel frame construction and curtain wall tech-nologies are not necessarily incompatible with our referent traditions; and yet discre-tion in the application of transparent and translucent surfaces is critical in maintainingthe integrity of the tradition upon which the buildings’ architectural vocabularies arebased.

Finally, all traditions share the appreciation of materials, their inherent natural quali-ties, and their expressive potentials manifested in how they are arranged, contrasted,detailed and finished. Contemporary practice is no different offering a myriad ofvariations on the game of composition in which contrasts of color, texture and weightare put to play in the creation of meaning and character in architectural expression.

The Achievment of Character in Contemporary Practice

Articulated Profile Depth of Aperture


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GUIDING PRINCIPLES

Innovation and Novelty. Innovation by definition means change in something already established. Guidance is provided by precedent and while experimentation is encouraged,novelty in and of itself is not the goal. The challenge is to extend traditions that have carefully evolved over time and endured for good reasons. These traditional forms can bemade relevant to our contemporary taste and functional requirements. Today’s construction opportunities and constraints will inevitably result in an evolution of the architecturallanguage.

Colonnade Loggia Transparent Surface Textured Surface


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Opaque Materials

Plaster surfaces should be smooth. Control or drift joint patterns should be minimaland unobtrusive. Joints and the patterns of joints should be related to buildingelements where possible. Grand compositional schemes or elaborate patterns forjoints should be avoided. In general joints should disappear, be minimal in dimensionand not of a contrasting color. Consideration should be given to edge vulnerableareas of plaster surfaces (base and ledge conditions and in some cases corner condi-tions) with stone detailing. Plaster at the base of a building wears badly and the colorand type of stone should consider the effects of wear and the limitations of mainte-nance.

Dimensional stone or stone tile is an effective way to introduce contrast in surfacetexture. In particular a stone base course of some kind gives substance to thebuilding and is a good transition material between the wall and the ground plan.Stone detailing also adds emphasis to important entrances or windows.

Brick if used should be more horizontal in shape than traditional brick similar to aRoman brick. The color should be golden and not in the red or brown ranges. Thosecolors tend to work better in East Coast and Midwestern climates. The golden colorworks well with the more brilliant sky and the light of Southern California. Thismaterial wears well and can be used as a thin tile rather than a full dimensional brick ifdetailed properly.

Metal panels may be used as detail canopies or soffits or as wall panels. The panelsshould be smooth, flat with crisp square finished edges. Panels should be generousin proportion with minimal number of Joints to eliminate fussiness. Joints should alsobe minimal in size and joint filler material not of a contrasting color to the panel. Metalpanels may be a factory painted product in an approved color, bronze, or silver (alumi-num mil finish).

Corrugated metal panels, exposed panel fasteners or other materials typicallyassociated with industrial buildings or warehouses are prohibited as finish mate-rials. Exposed structure is discouraged and if unavoidable shall be clad witheither bronze anodized aluminum finish or aluminum mil or a paint finish thatmatches. All surfaces within 7’-0 above grade shall have anti-graffiti treatmentsuch as a transparent coating or paint or a transparent sacrificial surface.

Plaster

• smooth

• paint finish, not integral color (grafitti protection)

• minimal expression of joints

• border with finer material at important areas

Brick

• slim, horizontal profile

• golden color, not brown or red

• contrast with smooth simple surfaces

Metal Panels

• smooth and taut

• aluminum or bronze finish; no color

• to articulate a roof canopyor an entrance surround


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BrickPlaster Metal PanelStone


GUIDING PRINCIPLES

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Solid and Void

Window placement and their sizes are not simply an automatic result of programrequirement and functional considerations within the building. Placement andscale are a result of choice given force and guidance through the tools of compo-sition. The issues are straightforward and easy to understand:

1) Generous scale for light and ventilation

2) Outward orientation giving visual access to the college and its operations

3) Orderly and dignified street presence.

The variations are almost infinite and alternatives must be developed and evalu-ated carefully before selecting the best balance of function, conformance withthe floor plan and aesthetic direction.

Regularity and Repose, Generous Proportions, Solidity and Depth. The relationship of solidwall surface area to window area whether considering horizontal or vertical arrangements iscrucial in expressing the substantial nature of the building. Depth of aperture creates a senseof solidity and permanence and protects interior spaces from excessive solar exposure.

Doors and Windows

The placement, size and character of doors and windows is perhaps the mostcritical design decision in the formation of a new building. The choice has aprofound effect on function and quality of life for building occupants. Doorsand windows on a street facade establish the expression of the building as anoutward looking and welcoming institution more than any other design element.Composition is at the heart of the process of locating windows in a room and ona wall. Windows arranged on a wall surface should be generous in size and bebalanced in consideration with reciprocal solid wall area for maximum effect.Windows with many divided lites should be avoided as these are more closelyassociated with residential architecture.

Depth of window surround plays a greater role than the window itself in project-ing an image of substance. Window sills in deep window walls should be sur-faced with a material that will not easily show evidence of dirt and pollution.Stone or precast sills are the best choice if the window is set back a great depth.Where possible windows should be operable and the location of the operableportion of the window should be considered relative to optimal view area. Whenmaximum clarity and visibility is desired, orientation and lighting are critical inaddition to a quality glazing system.

Chino, CA

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines - GUIDING PRINCIPLES

App I -28

Random Composition. The expression of the interior programof the building with no regard to outward posture of the build-ing is an injustice to the dual obligation of a building facade:provision of light and air to interior spaces as well as presenta-tion of an ordered exterior of properly scaled elements.

Ungenerous Proportions. Size and shape of building windowsshould provide ample light and view to building occupants.Generous scale of openings should override graphic composi-tional strategies and reflect the importance of the street orcourtyard frontages.

Insufficient Depth. In addition to the shape of the window, thedepth of the profile or window surround is an important at-tribute in reinforcing the mass and substantial character of thebuilding.


GUIDING PRINCIPLES

App I -29

Transparent, Translucent and Diaphanous Materials

Definitively not a part of the referent traditions chosenfor the Chaffey College Chino campus, expansive sur-faces of transparent, translucent or diaphanous materi-als such as curtain walls and metal screens were for themost part not possible before the turn of the 20th Cen-tury. This of course does not mean there are not tradi-tions of screens in most if not all of the world’s tradi-tions as most characteristically expressed in North Af-rica , the Mediterranean and Southwest Asia--all inter-estingly sharing climates not dissimilar to the SanGabriel Valley in Southern California.

The indiscriminate use of glass walls or screens with-out thought to the spaces upon which they face iscounter productive in an open semi-rural environmentin which the definition of place is particularly precari-ous. The disorienting effects of monolithic buildingssheathed in glass are familiar to anyone who has expe-rienced the typical Southern Californian suburban cor-porate office park.

Nevertheless, while glass curtain walls may not be ac-ceptable as the total exterior skin of a building, but theirlimited use in particular areas of the building, with sen-sitivity to solar orientation may emphasize program ar-eas where high visibility is desired. Windows and cur-tain wall window frames should be either bronze anod-ized finish or aluminum mil finish. The only paint ac-ceptable is a factory applied color that matches a bronzeanodized or aluminum mil finish. Glass should be asclear as possible with no distinct color and no mirrorreflectivity. Mirrored glass curtain walls are never ac-ceptable.

Screens. Porous surfaces in the form of screens made of brick, ceramic tile and wood have been part of architectural traditionsin the Meditteranean, North Africa and Southwest Asia for centuries. They are a way to contol intense sunlight and reduceheatloads creating interiors that are naturally cool and yet filled with light.

Chino, CA

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines - GUIDING PRINCIPLES

App I -30

Transparent, Translucent and Diaphanous Surfaces. Glass, metal and other materials in applications not possible before the 20th century offer a variety of opportunities for innovation providedcare is taken to harmonize with the referent traditions upon which the architecture of the Chino campus is to be based.


PHASE I BUILDINGS


Interpretation of the Building Design Guidelines might vary depending on locationof projects within the campus site. There will be slight differences possible within agenerally consistent language for Phase 1 buildings located around the Village Cen-ter as compared to later Phase buildings facing the mall at the south end of thecampus. However, architectural consistency is the goal across the campus and theillustrations of design intent for the Main Instruction Building and the CommunityBuilding represent an application or interpretation consistent with the guidelines.

The Main Instruction building contains 36,500 ASF on two floors within 60,000 GSF.An open air passageway and lobby connects the north forecourt to a double heightopen air atrium which in turn connects to the south courtyard. Student Servicefunctions are centered around the north forecourt and the open air atrium. Class-rooms and lecture halls are arranged around the south courtyard.Sloped floor lecturehalls terminate the east and west wings as they face the mall. Covered outdoorwalkways or loggias surround the south courtyard and link the classroom instruc-tional space.

The following are illustrations of applications of the principles of the design guide-lines outlined in this appendix. The elevations are rendered within the limits of thereferent traditions and yet are easily achieved within current construction technolo-gies. A uniform pattern of discrete openings, with substantial depth is articulatedthrough edge details, the contrast of materials and special articulation at key loca-tions such as entrances, passages and in front of important interior spaces. A stonebase articulates the building’s relationship with the earth, while an articulate eave,rendered in dark metal panel and terra cotta barrel tile mediates the building’s rela-tionship with the sky. Iconoic importance is given to the main entrances with deco-rative flourishes and sculptural appointments, expressive of the educational andcivic purposes of the building.

The Main Instruction Building Footprint.

App I -31

The Main Instruction Building North Elevation

Chino, CA

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines - PHASE I BUILDINGS

The North Elevation of the Main Instruction Building Facing the Village Center Roundabout. Windows generous in size provide light and ventilation to instructional space and studentservices and administration offices arranged along the north side of the building. Exterior materials include smooth finish plaster and rough cut dimensional stone or stone tile. Roughstone is used as a contrast to the smooth plaster and to add detail and substance to the building entrance. The stone base will protect the base of the building, minimizing maintenanceat pedestrian traffic areas. .

Primary Entrance @ North Forecourt.

App I -32


Longitudinal Section Looking West. A floor to floor height of 18’-0” allows for high ceilings at Student Service and large lecture halls located on the first floor. A 16’-0” floor to floorheight for the second floor allows for 11’ classroom ceilings.

East Elevation. This illustration of the east elevation of the building illustrates the principle of scaling window openings to the street, which will in turn provide ample light to buildinginterior. The balance of solid wall relative to window opening achieves an aspect of openness without sacrificing the institutional substance of the building. The smooth surface of theplaster is contrasted at the building base and on certain walls with rough textured stone. Key building entrance passages are marked with in this case, sculpture, or other detailarticulation. Where the window grid developed intersects with portions of the plan not calling for a large glazed opening, it is seen as an opportunity for detail.

PHASE I BUILDINGS

App I -33

Chino, CA

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004Appendix I Design Guidelines -

South Elevation. Stone faced walls terminate the east and west wings as they face the Mall. Building fountain elements are centered on theseflanking wings and face the large shaded landscape placing the sound of water near where students and staff gather in the shade of trees. The stonewalls act as a foil for the smooth plaster surfaces that line the South Courtyard. The central opening connects the South Courtyard via an exteriorpassage to the North Forecourt and the Village Center.

West Elevation. The West Elevation is similar if not identical to the East Elevation. As discussed in the guiding principles, classrooms and office space needs change over time. Windowapertures and the key building entrances are placed and sized relative to overall organization of program needs internally and urban envelope parameters externally. This reflects theinviolable and inseparable relationship established in the master plan between open space on the campus and the buildings that define it.

PHASE I BUILDINGS

App I -34


East Elevation - Alternative B

Alternate Interpretations. The issues regarding architectural character will receive more detailed study in successive phases of the design process. There is no magic to good design - it is the resultof an exhaustive iterative process. The best results will be achieved when alternates are considered against each other and the principles and guidelines established here. These two interpretationsare variations upon themes established in the guideline and are but two of many possibilities. The process is not random and the results should not reward novelty for its own sake. The processis guided towards simple but sophisticated solutions as opposed to a quest for variety.

East Elevation - Alternative A Bay Detail - Entrance Passage - Alternate A

Typical Bay Detail - Alternate B

PHASE I BUILDINGS

App I -35

Chino, CA


Larger scale studies of typical bays and special conditions reveal that roof profile articulation is needed to add contrast to the simple and large expanses of plaster. Views indicate that deep windowprofiles and pre-cast or stone sills are necessary to add substance to the building. One strategy depends on dimension and proportion and the other uses relatively small amounts of fine durablematerial for great effect while maintaining economy. Detail at important entrances can come in the form of integrated art work that is commissioned for the building and designed in concert withit.

View of Exterior Entrance Passage - Alternate A View of Typical Bay - Alternate B

PHASE I BUILDINGS

App I -36


The Community Center

The 25,000 GSF Community Center is located on the northwest side of the VillageCenter roundabout. It’s principal facade follows the curve of the roundaboutand terminates the Eucalyptus Avenue visual axis. The curved portion of thePhase 2 Library facade on the campus side is intended to mirror the CommunityCenter facade and the two together form a symmetrical gateway flanking “A”Street, the entrance from Village Center to Ayala Park. The building geometryreflects two important functions of the Community Center. As an instructionalbuilding, a simple, economical rectangular nine-square bay structure is devel-oped to contain flexible classrooms, laboratories, culinary arts kitchen and thebanquet facility dining rooms. As an instrument in the urban design scheme, acurvilinear section adjoins this rectangular form and contains entrance and pre-function programs that address the geometry and the symbolic focus of theVillage Center Roundabout.

All sides of this building must be carefully considered as it is the interface be-tween Ayala Park to the west and the Village Center to the East. A prominententrance on both the east and west face of the courtyard flanking the buildingwill encourage pedestrians to pass through on their way to and from Ayala Park.The loading dock and the service entrance on the west facade facing the parkmust be carefully designed and screened to reflect the dual-faced nature of thebuilding. The courtyard on the north side of the building adjoins the banquetfacility dining and pre-function rooms. This courtyard can function as an en-trance and pre-function area as well as overflow seating for large events. Aloggia surrounds a lushly planted garden at the center of the courtyard. Theloggia is of sufficient depth to allow for additional eight seat banquet tables thatwill ring the courtyard garden. The courtyard will eventually connect the Com-munity Center to a Visual and Performing Arts Building of similar massing to thenorth.

Multiple entrances to the building will allow for the flexible use of the two tenantsand banquet/conference patrons in the building. Banquet and conference facili-ties will be accessed primarily from the courtyard and Village Center roundaboutfacade entrances. Two entrances along the the south facade allow independentaccess to dedicated City of Chino classroom/studios and to Chaffey Collegeinstructional areas. The courtyard and Banquet/Pre-function entrance shouldbe weighted as the primary visual entrance to the building. The two south facadeentrances should be of equal visual weight to each other and defer in detail to theprimary entrance.

College Park site plan illustrating scope of Phase 1 projects and the location of the Commu-nity Center..

The Community Center. The Phase 2 Library is seen on the left hand side of the image. TheLibrary facade is intended to mirror the Community Center facade and form a gateway to AStreet and Ayala Park to the west.

PHASE I BUILDINGS

App I -37

Chino, CA


The Community Center. An elevation view of the Community Center as seen from the Village Center roundabout illustrates design continuity with the Main Instruction Building. Specialarticulation however is given to the curved facade that directly faces the circle in the form of dramatically larger windows that open the pre-function areas to the flanking lawn overlooking thecentral fountain. The roofline profile is also distinguished from the surrounding building with subtle forms that reinforce the circular curving geometry of the roundabout.

PHASE I BUILDINGS

App I -38


Ordinate Elevations- South and East. The main community entrance to the building must access the banquet/conference facilities. Pre-function lobbies are located behind thecurved facade that flanks the roundabout seen at the right hand side of the south elevation. Secondary entrances are articulated to serve day to day access for college studentsand staff as well as providing access to City of Chino programmed classroom/studios also seen on the south elevation facing A Street. Materials and architectural expressionare coordinated with the Main Instruction Building.

South Elevation

East Elevation

PHASE I BUILDINGS

App I -39

Chino, CA


North Elevation

West Elevation

Ordinate Elevations - North and West. Large windows facing north and located high in the double height volumes of the banquest facility are indicated on the north elevation. These windowswill provide light and an expansive view of the sky for these rooms.

PHASE I BUILDINGS

App I -40


The Design Review Process

To ensure that each new project and each phase of work for that project complieswith the Master Plan Design Guidelines Chaffey College Chino Campus has adopteda Design Review Process. The purpose of this process is to facilitate clear commu-nication between project design professionals and the College with the goal ofimplementing successful projects in fulfillment of the Master Plan.

The Design Review Committee

A Design Review Committee representing a cross section of College Administra-tion, Staff and Students will be formed to guide the Design Review process andinterpret the guidelines as they apply to specific projects. This committee will becomposed of a minimum of four persons and a maximum of 6. Committee memberswill be expected to be familiar with the scope and intent of the Design Guidelinesand the Facilities Master Plan. Committee members will be expected to reviewproject documents and submittals at milestones in the development of a projectprior to Design Review Meetings and be prepared to discuss approval, rejection orrevision of projects or project components.

Professional Oversight

The College may choose to retain Design Consultants as professional advisors tothe process.

Introductory Project Orientation Meeting

Prior to starting design work for each project, the assigned Project Design Architectwill meet with the Vice President of Administrative Services and the Project Man-ager to review the intent of the Design Guidelines. The meeting agenda will includereview of the building and/or project design program and schedule, budget re-quirements and clarification of any questions related to the Design Review Pro-cess.

Submittal No. 1: Schematic Design Review

The following drawings are required for a Schematic Design Review:

· Site plan showing building footprint and relevant contiguous site im-provements including the pertinent systems and elements enumerated inthe Design Guidelines.

· Floor plans of each floor illustrating building program elements· Building Elevations illustrating massing, material designations and di-

mension of building elements.· Building Sections illustrating existing and proposed grading, finish floor

elevations, relationship to existing or proposed adjacent buildings and/orimprovements

· Landscape Plan illustrating planting areas, character and size of trees,pedestrian walkways, drives, courtyard plans and water features

· Building Perspective Views, 3-D computer Models and/or Schematic De-sign Project Models

Review Process

When the Vice President of Administrative Services and the Project Manager havedetermined that all requirements for Submittal No. 1 have been met, the DesignReview Committee must either approve or disapprove with comments within 45calendar days.

Submittal No. 2: Design Development

After review and input provided during the Schematic Design Review the ProjectDesign Architect shall prepare selected Design Development Documents for re-view by the Design Review Committee.

The following drawings/documents are required for a Design Development Review:

· All drawings required for the Schematic Design Review with additionalDesign Development detail and progress illustrated.

· Exterior material palette and color selection boards

DESIGN REVIEW DESIGN REVIEW

App I -41

Chino, CA


Review Process


Submittal No. 3: Construction Documents

After review and input provided during the Design Development Review the ProjectDesign Architect shall prepare selected Construction Documents for review by theDesign Review Committee.

The following drawings/documents are required for a Construction Document Re-view:

· All drawings required for the Design Development Review with additionalConstruction Document detail and progress illustrated.

· Exterior material palette and color selection boards

Review Process


App I -42


ACKNOWLEDGEMENTS

Chaffey College

Dr. Marie Kane, Superintendent/PresidentSteve Menzel, VP for AdministrationChaffey College President’s Cabinet

State of California

Robert McKinnon, Senior Real Estate OfficerDonald Brackenbush, Goodell BrackenbushJames Goodell, Goodell Brackenbush

City of Chino

Sylvia Scharf, Urban Planning ConsultantChuck Coe, Director of Community DevelopmentTina Sray, Director of Community Services

SunCal Companies

Larry Lazar, Vice President, SunCal CompaniesKelly Buffa, Planning Design SolutionsMichael Madden, Michael Madden AssociatesCraig Thibault, The Collaborative WestMark Lenning, The Collaborative West

MDA Johnson Favaro

Jim FavaroSteve Johnson

Chino, CACHAFFEY COLLEGE FACILITIES MASTER PLAN 2004Appendix II Technical Guidelines -


Appendix II : Technical GuidelinesJune 2004


Developed by:








The City of Chino



3D/International

The MAAS Companies

MDA Johnson Favaro


Appendix II Technical Guidelines

- Appendix II Technical GuidelinesCHAFFEY COLLEGE FACILITIES MASTER PLANChino, CA

Campus Utilities and Infrastructure

This appendix describes the utilities infrastructure component of the campusmaster plan, including Phase I, Phase II, and the 30-year vision. The disciplinesincluded are civil utilities infrastructure with narratives and diagrams that de-scribe the storm drain, domestic water, reclaimed water, and sanitary sewer sys-tems; mechanical, electrical, plumbing (MEP) infrastructure and telecommunica-tions systems with narratives and diagrams that describe heating and air condi-tioning systems, electrical, plumbing, and telephone/voice/data campus infra-structure and Phase I building systems

The existing site is currently an open field with no infrastructure or buildings.The City of Chino and the developer of College Park (SunCal) have produced areport called the Specific Plan that describes the development of the entire Col-lege Park site, including the site utilities in the public right-of-way. The SpecificPlan does not address utilities within the site of the campus or points of connec-tion for utilities. This information is contained in this document.

A system of trenches will have been designed throughout the campus in each ofthe phases to distribute utilities from the street to the central plant and from thereon to the buildings. A cross section of this trench appears in a preliminaryconceptual diagram within this report.

The central plant will produce chilled and hot water for the heating and coolingsystems in each building. It is located in the western portion of the campus so asnot to impact the campus growth but still be in a centralized location. The centralplant building will be built out in Phase I to accommodate the utilities needs forboth Phase I and Phase II. Utilities for the 30-year vision will require expansion ofthe central plant. This provides the campus with the necessary infrastructure forthe first twenty years without incurring additional front end cost for later phases.

The main electrical service will be located in the area of the central plant. Exactpoints of connection will need to be finalized during the planning, design andconstruction of Phase I.

This report is currently submitted in DRAFT form. The planning team is awaitinginformation requested from the City of Chino and SunCal, the College Park devel-oper. Some of the analysis and documentation within this report can not becompleted until final information is received.

Chaffey Chino Campus. The site is a 100 acre vacant site, formerly owned by the State ofCalifornia as surplus property associated with the California Correctional Institution for Men.It was originally agricultural land.


CIVIL UTILITIES INFRASTUCTURE

College Park Storm, Sewer and Water Supply Infrastructure

Campus Storm Drain and Sanitary Sewer Infrastructure

Campus Domestic, Recycled and Fire Water Infrastructure

EMERGENCY AND SERVICE VEHICLE ACCESS

College Park Street Infrastructure

Campus Service Vehicle Access

Campus Emergency Vehicle Access

Thirty Year Conceptual Building Occupancy Type and Separation Analysis

MECHANICAL, ELECTRICAL, PLUMBING (MEP) & TELECOMMUNICATIONS SYSTEMS

Campus Heating, Cooling and Plumbing Systems

Campus Electrical Service and Distribution Systems

Telecommunications Systems

The Phase I, Phase II and Thirty-Year Utility Trench

The Central Plant

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PHASE I BUILDINGS

Control Quantities and Building Efficiencies

Code Analysis and Exiting Diagrams

Structural Systems

ACKNOWLEDGEMENTS

................................................31

.....................................................35

..................................................39

................................................45


College Park Perimeter Street Classifications. City of Chino General Plan Circulation Ele-ment (February l992

College Park Interior Street Classifications. College Park Specific Plan, February 12, 2004

College Park Arterial Access

College Park is located approximately two miles south of the Pomona Freeway(State Route 60) and approximately two miles east of the Chino Valley Freeway(State Route 71). Central Avenue bounds the project site to the west, EdisonAvenue to the north, Eucalyptus Avenue to the south and Euclid Avenue to theeast. The property is bounded on the south by the State of California Correc-tional Institute for Men property. Eucalyptus Avenue is currently used by ser-vice vehicles to access the correctional facility from Euclid Avenue. With devel-opment of College Park, Eucalyptus Avenue will provide direct access to theresidential neighborhoods, Chaffey College, and the Village Center. The serviceroad providing access to the correctional facility will be relocated south of theCollege Park’s southern project boundary and will join Euclid Avenue at a newintersection. Along the northern boundary of the project site, several streetsintersect with and terminate at Edison Avenue, including Twelfth, Benson, Oaks,Magnolia, Mountain, and Cypress Avenues. The extensions of Oaks Avenueand Mountain Avenue will provide north-south access to College Park. Addi-tional north-south access to College Park will be provided by San Antonio Av-enue and Fern Avenue, north of Eucalyptus Avenue.

Arterial and Street Access to Campus

The three arterials and one street within College Park serving the Chaffey Collegecampus are:

Street

Oaks Avenue

Eucalyptus Condition 1A

Eucalyptus Condition 1B

Eucalyptus Condition 2

Mountain Avenue

“A” Street

“B” Street

Description

113’-0” ROW; 4-lane, 18’-0” median, 10’-0” left turn lane.

85’-0” ROW, 2-lane, 18’-0” median.

95’-0” ROW, 2-lane, 18’-0” median.

139’-0” ROW; 4-lane, 18’-0” median, 10’-0” left turn lane.

88’-0” ROW, 2-lane, 14’-0” median.

87’-0” ROW, 4-lane, 14’-0” median.

76’-0” ROW, 2-lane,


App II -1


The College Park Street System. The Chaffey College campus is served by three arterials : Oaks Avenue from the north, Eucalyptus Avenue from the east and “A” Street from the west.


App II -2


Service Vehicle Access

Service vehicle access into campus is generally from “A”-Street, “B” Street andultimately the South Loop Road.. Phase I buildings will be served by mediumsize trucks to small refuse and storage facilities incorporated into the buildings toaccommodate supplies delivery and refuse pickup .

With the construction of the Phase II facilities the College will have to considerthe initiation of a central receiving and disposal area to serve the entirety of thecampus. The master plan has identified the site of the Central Plant and futurePhysical Education Building as the most appropriate for this facility due to itscentralized location and easy service access.

All buildings on campus are accessible by materials management vehicles andwill include disposal depots at each site.

The Community Center concept plan includes a generously scaled service yardadjacent to the kitchen/banquet facility. This yard and vehicle access to it arecapable of accommodating 55’-0” eighteen-wheel trailer trucks typical of somefood service providers.

Service Vehicle Access


App II -3


Emergency Vehicle Access

Emergency Vehicle Access

The Chino Valley Independent Fire District is the responding agency and regu-lates fire department access, hydrant locations, and fire protection water pres-sure within the City of Chino. Typically Fire Departments in Southern Californiastipulate the following:

• All portions of the ground floor of each building shall be within150’-0” of a public way or fire lane.

• Fire lanes shall be 20’-0” wide for buildings less than 28’-0” inheight (from grade to top of parapet) and 28’-0” wide forbuildings greater than 28’-0” in height.

• Final fire hydrant location will be determined after consultationwith the Fire Department during each phase.

The Emergency Vehicle Access Diagram shows the locations of the fire lanes inthe Thirty-year Campus Plan.


App II -4


Thirty-Year Building Occupancy Type And Separation Analysis

The California Building Code (CBC) regulates building sizes according to theirOccupancy Classification, Construction Type, and relationship to the propertylines and adjacent buildings. When more than one building is placed on a singlepiece of property, the CBC stipulates that an assumed property line will be placedbetween the buildings to calculate building allowable sizes and wall and openingratings.

These diagrams show the allowable building sizes for the Campus Plan based onassume occupancies and the recommended Construction Type II-1-hour.

See pages 35-38 of this report for a more in depth code analysis of the Phase Ibuildings, the Main Instruction Building and the Community Center.

Key Map


The Events Arena and Stadium.

App II -5

Chino, CACHAFFEY COLLEGE FACILITIES MASTER PLAN 2004Appendix II Technical Guidelines - EMERGENCY AND SERVICE VEHICLE ACCESS

Campus Wide Conceptual Code Analysis by Building Type. This diagram relates building construction type, size and distribution to account for basic fire and life safety requirements ofthe plan.

App II -6


College Park Storm Drain Infrastructure

College Park Storm Water Drainage Infrastructure

College Park lies within portions of the County’s Eastern District, also known asthe Cypress Channel District, and Western District. Cypress Channel Districtruns from Euclid Avenue westerly to the extension of Mountain Avenue, whilethe Western District extends westerly from Mountain to Central Avenue. Thedrainage area tributary to the proposed college Park Specific Plan totals approxi-mately 918 acres, of which 348 acres lie north of Edison Avenue, while the remain-ing 570 acres are located within the College Park specific Plan boundaries. Theremaining 139-acre area is located within the future expanded Ayala Park, whichwill continue to drain to Central Avenue. An existing pipe along Magnolia Av-enue carries runoff from the 348 acres north of Edison Avenue. This pipe termi-nates in an unimproved earthen open-channel just south of Edison Avenue. Theopen channel continues south to Chino Creek.

Drainage System Concept.

The drainage system for College Park is designed not to exceed outflows under apredevelopment condition. Storm flows within neighborhoods will sheet flowwithin local streets to a network of storm drains ranging in size from 30 inches to72 inches to detention/water quality basins located adjacent to the southernproperty boundary, ultimately draining into the existing Magnolia and Cypresschannels. To the west of Magnolia channel, storm water will sheet flow from thenorth to south to the intersection with “B” Street and “F” Street where it will beconveyed through a 30-inch storm drain to a 48-foot storm drain, then flow southwithin a 54-inch storm drain to a detention/water quality basin. This basin willultimately convey flows through a 42-inch pipeline to Magnolia Channel.

Magnolia Channel

Magnolia Channel currently conveys a 348-acre area north of Edison Avenue.This drainage enters the existing channel by way of a 72-inch storm drain thatterminates at the beginning of the channel just south of Edison Road. Magnoliachannel will be improved to a 30-foot by 10-foot soft bottom channel within theproject boundaries. The College Park Plan area’s tributary to this channel willprovide drainage onsite by using a combination of sheet flow and storm drainfacilities so that the storm water runoff will enter a series of detention/waterquality basins before outletting into the channel at the southern boundary. Useof water detention/water quality basins will reduce the amount of runoff from theproject through the exiting channel to points south.

COLLEGE TO DRAIN TO POND AT SOUTHEND OF ITS SITE FOR DETENTION PRIORTO RELEASE INTO MAGNOLIA CHANNEL

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CIVIL UTILITIES INFRASTRUCTURE

App II -7


College Park Sanitary Sewer Infrastructure College Park Water Supply Infrastructure

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App II -8


Campus Detention Pond

A detention pond will be used to limit the additional run-off being added to theMagnolia Channel (Refer to the Specific Plan Preliminary Hydrology Report forfurther details). The detention pond will be sized to allow a peak flowrate of 15.3cubic feet per second to be released from the campus to Magnolia Channel. Therainfall intensity used to determine the detention will be calculated base on a 100-year storm event. The detention pond shall be sized to meet the released peakflowrate for each phase of the Chaffey Master plan. The chart below shows anestimated size. The actual size should be determined early during the Phase 1 finaldesign. The depth of the pond is based on the Specific Plan, but requires confirma-tion from the City.

Civil Utilities Infrastructure

Under the College Park Specific Plan referred here as the “Specific Plan”, the Cityof Chino and the College Park developer, SunCal, will be designing infrastructureto accommodate the utility demands that exit the Chaffey College Chino campussite. Infrastructure to be provided shall include storm drain, sanitary sewer,domestic water, recycled water, telephone, gas, communication, and power. RBFConsulting, the Civil Engineer for SunCal has prepared the master plan for thiswork.

Information Upon Which This Narrative is Based.

The following is a list of information that has been received from the developersCivil Engineer, RBF, and has been used as a basis for the master plan:

Chaffey College Chino Campus Storm Drain

The proposed vacant site is approximately 100 acres. Of this area, 10 acres arededicated to perimeter roadways, another 10 acres are north of the future ‘A’Street within Ayala Park and the remaining 80 are to the south of “A” Street oncampus. Generally, the site slopes gently from the northeast to the southwest atapproximately a 1.0% slope. In general, the top layers of earth are silty-sand withsmall patches of natural vegetation on the surface. Based on the direction of theSpecific Plan, the campus will retain its natural drainage to the south. For the 30-year plan, stormwater runoff will be captured prior to exiting the campus. Afterthe stormwater has left the campus, it will be routed through a City system to theMagnolia Channel.

Community Center Parcel

For the Community Center parcel, which is the 10 Acres to the north of ‘A’ Street,drainage will be accomplished through a pipe flowing to the south and thenconnecting to a new City storm drain pipe. It is assumed that the City pipe will bedirected through ‘A’ Street to the west and connect to an existing box culvert inCentral Avenue. The Community Center storm drain pipe that connects to thisCity main shall be constructed in phase I, and shall be sized to accommodate the30-year plan.

Maximum storage depth of a stormwater detention pond.

Confirmation of Community Center parcel stormwater runoff destination.(City pipe leading to Central Avenue system is assumed.)

Wasterwater generation factors from the City of Chino 1993 Sewer MasterPlan

City of Chino Water Department domestic water demand factorspressure and flow estimates for water line adjacent to campus.

The following is a list of information that has been requested from the SpecficPlan’s developer. This information is needed to complete the Chaffey CollegeChino Campus Civil utilities infrastructure master plan:

Preliminary Hydrology Report for the Areas of Magnolia Channel and Cy-press channel within the College Park Specific Plan, Dated April 2, 2004

College Park Specific Plan, Section 8, Infrastructure, Dated February 12,2004

1.

2.

3.

4.

1.

2.


App II -9


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2 2.11 57.4 4.2

03 7.91 57.4 2.4

Because the western portion of the campus is not being disturbed until the 30-year plan, it shall be allowed to keep its existing drainage to the southwest, whichis not tributary to the detention pond. The detention pond will also serve as abasin to provide treatment of the stormwater prior to release into the publicsystem. It shall be designed in such a way as to meet the local standard urbanstormwater mitigation plan (SUSMP).

Based on a projection of 20gpd/student and a peak flow factor of 3.5, Table 2shows calculated estimates of sewer flow:

Phased Growth of Sanitary Sewer Water Flows

During the final design, fixture unit counts and the Uniform Plumbing Codeshall be used to size the sewer lines.

esahP stnedutS wolFyliaDgvA)yaDrePsnollaG(

wolFkaeP)etuniMrePsnollaG(

1 005,2 000,05 121

2 009,8 000,871 234

03 000,51 000,003 827

Sanitary Sewer Infrastructure

Under the Specific Plan, the City will construct new 12” sanitary sewer lines inthe streets east of the campus and an 8” line in ‘A’ Street. The City system flowssouthward and is designed to accommodate flow from the Chaffey campus. TheCommunity Center shall connect to the 8” City line in ‘A’ Street. The remainderof the Chaffey campus shall connect to the 12” line east of the site. For phase I,the Chaffey sewer shall consist of only service laterals from the new buildingsconnected to the City mainexcept for the central plant. given the location of thecentral plant and its distance to the nearest street sewer main, the most economi-cal solution is to provide a septic tank during Phase I.

For phase II, an 8” shared line will serve all the newly constructed buildings andmake a connection to the City main. The central plant will tie into this sewer linein this phase. For the 30-year plan, additional 8” shared sewer lines and indi-vidual building laterals shall be constructed and connected to the City main eastof the site. During the construction of the City main line, the City shall construct8” laterals to the property line where connections are shown. Also 6” lateralsshould be constructed every 100 feet where future buildings will be adjacent tothe street.


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Phased Construction of the Detention Pond


Phase I Campus Storm Drain & Sanitary Sewer Infrastructure. A bio-swale brings stormwater from campus to the detention pond before discharging into Magnolia Channel

Ninety of the Chino campus’ one hundred acres will flow into detention ponds atthe southern most area of the site whereupon upon release storm water will draininto the Magnolia Channel to points further south. In the thirty year plan a 48”trunk line will take storm water runoff to the detention pond. Given the costs ofsuch infrastructure and the limited storm water runoff created in Phase I thistrunk line will not be built until subsequent phases of campus build-out.

During phase I, a bio-swale shall be constructed along the southeast propertyline. The bio-swale shall be sized to accommodate runoff for phase I only. DuringPhase II a stormdrain pipe shall be constructed to replace the bio-swale andcapture the runoff from Phase I. Stormdrain pipes that are constructed in the firsttwo phases shall be sized to accommodate the future flowrates up to the 30-yearplan. When it is possible, parking lots, plazas, and landscape areas shall be sheetdrained to a collection point, such as a catch basin. Roof drains shall connectdirectly to the subsurface stormdrain system. Note the growth of the detentionpond with each successive stage of development of the campus.

All storm water runoff created by Chaffey College facilities north of “A” Streetwithin Ayala Park will be conducted to a storm drain trunkline located within “A”Street carrying water to Central Avenue in the east.


Campus Storm Drain and Sanitary Sewer Infrastructure

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Phase II Campus Storm Drain and Sanitary Sewer Infrastructure. A 48” pipeline is installedto replace the Phase I bio-swale for the delivery of storm water to the detention pond.

Thirty Year Campus Storm Drain and Sanitary Sewer Infrastructure. By full build out thedetention pond has increased in overall area to nearly 4 acres (at a depth of five feet).


App II -12


Under the Specific Plan, the City will construct 16” water lines in streets east ofthe campus and in ‘A’ Street. The Community Center will connect a water serviceline to the main in ‘A’ Street. The remainder of Phase I, which includes the CentralPlant and the Main Instruction Building, will also connect to the main in ‘A’Street. The line from the Central Plant will be sized to accommodate the futurephases, and the 30-year plan. This line is estimated to be 10”, but should bedetermined when pressure and flow data have been obtained on the City main.Water meters will be placed in the public right-of-way at each connection to theCity main. During Phase II and the 30-year plan, interior routing of the water willbe constructed to service the additional buildings to the south. The water linesfor the campus will be placed in a joint utility trench. (See pp 27-28)

Recycled water will be used for irrigation purposes on the Chaffey campus.Under the Specific Plan, the City will construct 8” recycled water lines in thestreets adjacent to the campus. The connection will be made from ‘A’ Street forboth the main campus and the Community Center. Recycled water lines will berouted in a joint utility trench and will branch off as needed to provide irrigation.

As noted in the water section above, new City 16” water lines are adjacent to thecampus to the north and to the east. In phase I, the fire water lines will make aseparate connection to the City main in ‘A’ Street. For all phases, the fire waterpipe will be routed through the campus in a joint utility trench, similar to thedomestic water line (See pp 27-28). Also, the Community Center will make it’sown fire water connection to the same 16” main in ‘A’ Street. To keep the pres-sure of the fire water above minimum requirements as outlined in the Uniform FireCode, the fire water system will be looped. A second connection shall be madeduring phase II to the 16” main east of the campus. Because the of long length ofthe campus going north and south, during the 30-year plan, a 3rd connection willbe made to the 16” main east of the site and looped into the fire system. Again,during the 30-year plan, the fire water pipe will be routed to buildings through ajoint utility trench. Fire hydrants, fire department connections, backflow preven-tion devices, and other appurtenances, will be provided where needed through-out the campus. The Fire Department will review and approve the location ofthese structures.

Domestic Water

Fire Water

Recycled Water

Phase I Domestic, Fire Protection and Recycled Water


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Phase II Domestic, Fire Protection and Recycled Water Thirty Year Domestic, Fire Protection and Recycled Water


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Campus Heating and Cooling Systems

A single central plant consolidating the cooling and heating systems in onelocation, enables the use of more efficient equipment and simplifies maintenance.Considering the campus layout, the west side of the campus adjacent to thefuture physical education building is central to campus and yet adequately re-mote from buildings housing acoustically sensitive usages such as classrooms.The building housing the chiller, boilers, and associated distribution pumps willbe sized accordingly with space for the addition of new equipment to accommo-date future building loads. Distribution cooling and heating water piping will beburied underground in a joint utility trench (See pp 27-28). The trench will be agrid arrangement to facilitate future phases. The suggested routing of the trenchconsidered future construction, access to parking and establishment of a “ser-vice” side for the buildings. Distributed piping will be sized with regard todiversity. This allows for smaller piping and equipment to be installed by consideringthat each building on campus will not experience a peak load at the same time.

Considering a 60% diversity factor for campus loading, it is estimated two (2) 500ton chillers and nine (9) 1,800 MBTUH boilers can accommodate the campusthirty year plan. The equipment will be phased in as the campus expands. Theproposed equipment sizing and phasing described below considered first costwhile maintaining standby coiling and heating capacity throughout all phases.There are two types of central plant systems that will be utilized: variable primaryflow for chilled water systems and primary/variable secondary for the HeatingHot Water System. The flow through heating how water boilers should be heldconstant in order to achieve reliable operation. Fluctuation of flow through theboilers considered for this application can cause premature tube failure. A pri-mary/variable secondary system allows for constant flow through the boilers butvaries the heating hot water flow to the campus based upon the most demanding building.This is achieved by variable frequency drives on the distribution pumps.

Modern controllers on chillers allow the application of variable flow design.Variable primary flow can be applied to single, parallel or series plants. A parallelconfiguration would be recommended for this campus. The variable speed pri-mary chilled water pump circulates water through the chiller as well as throughthe building. The benefit of this system compared to a more conventional pri-mary/variable secondary system is that all the chilled water being pumped isused for cooling. In the primary/variable secondary system, any hilled water flowpumped through the decoupler consumes pump power but offers no cooling tothe campus. Also, the primary variable flow system typically experiences a lowerfirst cost than a primary variable secondary system, and is more efficient.

Variable frequency drive chillers can achieve part load efficiencies down to 0.39kW/ton and design efficiencies under 0.6 kW/ton. In order to achieve higheroverall plant efficiency, cooling and heating water distribution pumps and thecooling tower fans will also have variable frequency drives.

A new DDC control system will be provided to schedule and control chillers andboilers based upon campus wide demand. The distribution pumps will be con-trolled to accommodate the most demanding building. The control system willalso monitor each building for chilled water tonnage and heating hot water MBHutilization. Therefore, if any of the buildings are leased to tenants (bookstore,food service, etc.), the usage of the chilled water and heating hot water for airconditioning can be isolated and billed. Space for an exterior equipment enclo-sure adjacent to the boiler room will be allocated to house a future cogenerationsystem. A consistent heat sink is require to effectively utilize cogeneration.Since the campus will not be a 24 hour facility, the necessary heat sink will not beavailable until the aquatic center is constructed. At that time cogeneration shouldbe considered for the primary method to heat the pool while offsetting a portionof the campus electrical usage. Typically an 800 kw system is appropriate for thissize campus. Finally, the central plant building and heating/cooling system willbe designed for expandability. The chilled water and heating hot water pipinggrid provides flexibility for the anticipated expansion of the campus.

Phase I Heating and Cooling Systems

This phase will provide 90,.000 square feet in two buildings on the campus, theMain Instruction Building and Community Center. The campus projected peakcooling load is approximately 220 tons while the heating load is approximately2,700 MBH. The Main Instruction Building in this phase will house classrooms inaddition to office space. The projected cooling load is 150 tons while the pro-jected heating load 1,200 MBH. Two 30,000 cfm variable volume air handlers willprovide cooling and ventilation for the building. These units will be located in apenthouse on the roof. Heating will be provided via reheat coils at the terminalboxes. Distribution ductwork will be routed in the second floor ceiling space andvia shafts to the first floor ceiling space. A plenum return will be utilized to theextent possible. Each classroom and lab will be provided with individual zonecontrol. Administrative and faculty areas will be zoned by exposure and usagewith no more than three offices per zone. A total of 40 zones is projected for thisbuilding. Chilled and heating hot water will be provided from the central plant.Chilled water piping will be routed through the building to the roof mounted airhandlers. Heating hot water piping will be routed adjacent to the supply ductworkat each floor for service to the terminal box reheat coils.

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

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The Community Center building in this phase will house culinary arts instruc-tional space, a dance studio, fitness lab, art lab and gallery, AV/TV studios anda banquet hall. The projected cooling load is 70 tons while the projected heatingload is 500 MBH. Three variable volume air handlers will provide cooling andventilation for the building. A 10,000 cfm unit serving the first floor culinary labs,dance studio and art gallery will be located on grade in the loading dock area.The remaining two units will be located in an enclosure on the roof. One 8,000cfm air handler will serve the banquet hall while the remaining 9,400 cfm unit willserve the second floor spaces. Heating will be provided via reheat coils at theterminal boxes. Distribution ductwork will be routed in the ceiling space at eachfloor. A plenum return will be utilized to the extent possible. Each classroom andlab will be provided with individual zone control. A total of 18 zones is projectedfor this building. Chilled and heating hot water will be provided from the centralplant. Chilled water piping will be routed through the building to the roof mountedair handlers. Heating hot water piping will be routed adjacent to the supplyductwork at each floor for service to the terminal box reheat coils.

The central plant will be initiated in this phase. The plant will provide chilled andheating hot water to the campus via underground distribution piping. A build-ing and equipment layout that can expand with the campus will be provided.The building is projected to ultimately be 5,000 square feet with an adjacent3,000 square foot cooling tower enclosure. An additional 500 square foot enclo-sure will be planned for a future cogeneration system. This enclosure should belocated adjacent to the boiler plant but as far from the cooling tower enclosure aspossible.

The chilled water plant will be a variable flow primary system with a 20 degreeFahrenheit design temperature difference. This phase will provide on dual com-pressor centrifugal chiller with variable frequency drives. Each compressor willbe sized for 250 tons. This configuration provides redundancy without increas-ing the equipment space requirements and allows for operation at low loads.Two primary chilled water pumps will be provided with variable speed drives.One pump will be standby. Each pump will be sized for 600 gpm at 100 feet ofhead, allowing for the future campus expansion. Condenser water will be pro-vided by an induced draft cooling tower. One cell will be provided in this phase.Provisions will be made for the addition of two more cells in future phases. Twocondenser water pumps will be provided with one pump being standby.

The heating plant will be a primary-secondary system with a 60 degree Farenheitdesign temperature difference. This phase will provide three 1,800 MBH inputhigh efficiency boilers with one being standby. Each boiler will have a dedicated

inline primary pump. Two secondary heating hot water pumps will be providedwith variable speed drives. One pump will be a standby. Each pump will be sizedfor 450gpm at 100 feet of head, allowing for the future campus expansion.

Distribution piping will be provided from the central plant to the Main InstructionBuilding and Community Center. Stubs with valves will be provided for thefollowing future buildings:

1. Gymnasium and Aquatic Center2. Phase 2 branch to east buildings3. Thirty Year branch to southwest buildings4. Phase 2 Instructional building (south)5. Phase 2 Instructional building (north)6. Phase 2 Library7. Thirty Year Community Building

Phase II Heating and Cooling Systems

This phase will add 170,000 square feet in four building to the campus. The newbuildings will house instructional space and the library. Upon completion of thephase the campus will consist of six building totaling 260,000 square feet. Thecampus projected diversified peak cooling load is approximately 600 tons whilethe heating load is approximately 7,000 MBH. The central cooling and heatingplants will be expanded in order to accommodate the additional cooling load.This phase will provide one 500 tons centrifugal chiller with variable frequencydrive. One primary chilled water pump will be provided with variable speed drive.This pump will be sized for 600 gpm at 100 feet of head, allowing for the futurecampus expansion. One cell will be added to the cooling tower in this phase.Provisions will be made for the addition of one more cell in a future phase. Onecondenser water pump will be provided. A the completion of the phase thecooling plant capacity will be 1,000 tons. Standby pumps will be maintained forthe chilled and condenser water systems. This phase will provide four 1,800MBH input high efficiency boilers. Each boiler will have a dedicated inline pri-mary pump. At the completion of the phase the heating plant capacity will be10,800 MBH(inpu). One standby boiler will be maintained. Distribution pipingwill be provided form the stubs provided in Phase I to two instruction buildings,the Library and the east instruction building. Stubs with valves will be providedfor the following future buildings on the main serving the east instruction build-ing sites: 1) Thirty year branch to southeast buildings; and, 2) T h i r t y - Ye a rbranch to eastern most instructional building (fronting Eucalyptus street)


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Thirty Year Heating and Cooling Systems

This phase will add 190,000 square feet in an estimated twelve buildings to thecampus. Seven new buildings will house instructional space. One building willbe shared with the community. The remaining buildings will house athleticfacilities. Upon completion of the phase the campus will consist of approxi-mately eighteen buildings totaling 450,000 square feet. The campus projecteddiversified peak cooling load is approximately 1,100 tons while the heating loadis approximately 13,500 MBH. The central cooling and heating plants will beexpanded in order to accommodate the additional cooling load.

This phase will provide a 500 ton centrifugal chiller with variable frequencydrive. One primary chilled water pump will be provided with variable speeddrive. This pump will be sized for 600 gpm at 100 feet of head. One cell will be1,500 tons. Standby pumps will be maintained for the chilled and condenserwater systems.

This phase will provide four 1,800 MBH input high efficiency boilers. Eachboiler will have a dedicated inline primary pump. At the completion of the phasethe heating plant capacity will be 15,900 MBH (input). One standby boiler will bemaintained. Distribution piping will be provided from the stubs provided inPhase I and II to the remaining Instructional and athletic buildings.

A cogeneration system for pool heating and on site electrical generation will beevaluated in this phase. An enclosure adjacent to the boiler room will be pro-vided for the required turbine(s) and heat exchanger(s).

Waste and Vent

The building waste system will be connected to the nearest site sewer mainWaste piping will be provided for each plumbing fixture. Indirect waste receptorswill be provided for condensate discharge and kitchen fixtures, as required bycode. A grease interceptor will be provided as required. The interceptor will belocated below grade outside the building footprint in an accessible location. Thevent system will terminate through the roof. Vent piping will be provided fromeach fixture or trap. Laboratory buildings will be provided with a neutralizer pitlocated below grade outside the building footprint in an accessible location. Theestimated size neutralizer for a single building is 250 gallons. Waste piping inlaboratory buildings will be polypropylene. Elevator pits will be provided with amanually activated waste water transfer system in accordance with current code.A suction line will be provided from the pit to a transfer pump located adjacent tothe pit. The pump will transfer waster water to a 50 gallon drum(s) for disposal.

Roof Drainage

Roof drains will be connected to the nearest site storm water main (See pp 11-12).Overflow drains will terminate at a visible location.

Campus Plumbing Systems

Domestic Water

Domestic cold water will be provided from the nearest site water main through aback flow preventer assembly. Domestic hot water will be generated by means ofa natural gas fired, storage type water heater in each building. Water temperaturewithin the hot water distribution system will be maintained by means of a hotwater supply and return piping connections at the water heater. Groups of fix-tures will be provided with isolation valves for ease of maintenance. Each plumb-ing fixture will be provided with isolation valves for maintenance purposes aswell.

Natural Gas

Natural gas will be provided from the nearest site gas main. A central regulatorwill be provided to meet the pressure requirement of the connected buildingequipment and seismic shut-off valves provided at all entries into the building.


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The 25,000 SF Community Center will house culinary arts instruction space, adance studio, fitness lab, art lab and gallery, AV/TV studios and a banquet hall. Adomestic water meter will be provided on the “service” side of the building.Domestic cold water will be provided to all fixtures and the domestic hot watersystem. The building will require a 100 gallon storage type water heater. Domes-tic cold water will be provided to all fixtures and the domestic hot water system.Domestic hot water will be provided to all sinks and lavatories. A hot water returnline will be provided to maintain the system temperature and reduce wastedwater. A natural gas meter will be provided on the “service” side of the building.Natural gas will be provided to the kitchen equipment and domestic water heater.A regulator will be provided at each piece of gas fired equipment.

All fixtures will discharge to the building waste system. The main building wasteline will be connected to the site sewer system via a 1500 gallon interceptor. Theinterceptor will be located in an accessible area of the service yard. Each fixtureand trap will be connected to the building vent system. The vent system willterminate through the roof. The elevator pit will be provided with a manuallyactivated waste water transfer system in accordance with current code. A suc-tion line will be provided from the pit to a transfer pump located adjacent to thepit. The pump will transfer waste water to a 50 gallon drum(s) for disposal. Thebuilding sprinkler system will be connected to the campus fire main It is antici-pated that the fire system pressure will be sufficientand a fire pump not neces-sary. Two interconnected wet standpipes will be provided. Sprinklers will be fedfrom one standpipe via a detector check assembly.

Phase I Plumbing Systems

This phase will provide 90,000 square feet in two buildings. The 65,000 SF MainInstruction Building will house classrooms in addition to office space. A backflow preventer assembly and domestic water meter will both be provided on the“service” side of the building. Natural gas will be provided to the domestic waterheater. A regulator will be provided at the water heater. All fixtures will beconnected to the building vent system. The vent system will terminate throughthe roof. The elevator pit will be provided with a manually activated waste watertransfer system in accordance with current code. A suction line will be providedform the pit to a transfer pump located adjacent to the pit. The pump will transferwaste water to a 50 gallon drum(s) disposal. The building sprinkler system will beconnected to the campus fire main. It is anticipated that the fire system pressurewill be sufficient and a fire pump not necessary. Two interconnected wetstandpipes will be provided. Sprinklers will be fed from one standpipe via adetector check assembly.

Primary Loop System

A primary closed loop system with isolating switches at each building offersimproved system reliability and service continuity. In this system, power issupplied continuously from two sources at the ends of the loop. A properlydesigned loop quickly recovers from a single cable fault with no continuous lossof power to utilization equipment. A second important feature of the loop systemis that a section of the cable may be isolated from the loop for repair or mainte-nance while other parts of the system are still functioning.

Primary Selective System

The primary selective system is comprised of two separate feeders that originatefrom the main switchgear and serve an isolating switch located at each building,thereby providing a source of normal and alternate source of power. Upon failureof the normal source, the building is switched to the alternate source. Switchingcan be either automatic or manual, but there will be an interruption until load istransferred to the alternate source. Cost is higher for these systems as comparedto a loop system because of the duplication of the primary cable and switchgear.

An evaluation of both the above systems revealed that the primary loop systemwould be more economical and will provide the campus with a reliable service aswell as the ability to isolate faults easily without interrupting power to the entirecampus.

Campus Electrical Service and Distribution System

The electrical distribution system at the proposed Chino Campus will comprise of5kV distribution system that will combine the benefits of not only providing areliable service to the campus but also provide capability of scheduling mainte-nance on medium voltage equipment without interrupting power to the campus.Considering the total demand of the campus in future and based on an ultimatebuild out of approximately 500,000 SF, the following options of distributing powerto the campus were evaluated. Both these options provide the campus with theease of isolating faults with in the campus distribution system and minimizepower interruptions to the buildings.

• Primary loop system with isolating switches at each building.• Primary selective system with isolating switches at each building.


App II -18


• Gymnasium and Aquatic Center• Phase 2 branch to east buildings• Thirty year branch to west buildings• Phase 2 Instructional Building (South)• Phase 2 Instructional Building (North)• Phase 2 Library• Thirty year Community Building

Our proposed single line diagram for the campus is included at the end of thesection. Emergency power provisions at the campus will be limited to the MainTelecom distribution facility and the Campus Police Facility. This will be achievedby providing Diesel fueled emergency generator close to the facility to meet theiremergency power demands.

In light of the above, a 5kV primary closed loop electric distribution system with15kV isolating switches will be utilized to serve each building on campus. A new5kV main switchgear with pull section, utility meter module, relay modules, main1200A, vacuum interrupting circuit breaker and two 600A 5kV feeder breakers willbe provided on the south west side of the campus near the proposed CentralPlant. An enclosure will be provided to house this main switchgear. The utilitycompany will provide the 5kV incoming service to this switchgear through autility provided meter. Dedicated pathways will be provided for the utility ser-vice. The point of connection to the utility company is being coordinated withthe developer’s consultant at this time and the same will be shown once thelocation has been provided to us. Two 5kV feeders originating from the 600Afeeder breakers will form a loop system around the campus and will serve eachbuilding on campus via isolating switches. The isolating switches will be utilizedto provide capability of isolating faults on lateral feeders serving each buildingas well as faults that would occur in the loop. The 5kV feeders will comprise of5kV, 133% 500kcMil screened EPR cables and will be routed throughout thecampus in (2) 5” concrete encased duct bank. The lateral feeders from eachisolating switch will be sized based on the connected load of the building.

Duct Bank

Duct banks will be provided from the Main switchgear to Community Centerand Instructional Buildings. Stub ups will be provided to following futurebuildings:

Phase I Electrical Service

A total of approximately 90,000 SF are being added under phase I of the project.the 65,000 Main Instruction Building and the 25,000 Community Center.

An evaluation of the total square footage and demand of these buildings re-vealed that the Community Center will require a 500kVA 5kV-480/277V serviceand the Main Instruction Building will require a 1000kVA, 5kV-280/277V service.

A medium voltage substation comprising of a 5kV air switch, a 500kVA, 5kV-480/277V medium voltage VPI (Vacuum pressure impregnated) transformer and a600A main distribution board (MSB) with 600A main breaker and feeder breakersand located in the electrical room will serve the proposed Community CenterBuilding. A medium voltage substation comprising of a 5kV air switch, a 1000kVA,5kV-480/277V medium voltage VPI (Vacuum pressure impregnated) trans

For the Community Center, a 225kVA 480-120/208V dry type transformer servedfrom the main distribution board (MSB) will be provided which in turn will servea 1200A 208/120V distribution board/225A branch circuit panel boards that willmeet the power requirements of the building. HVAC and lighting loads will beserved from the 480V main distribution board and 225A 480/277V branch circuitpanel boards respectively. For the Main Instruction Building a 500kVA 480-120/208 V dry type transformer served from the main distribution b board (MSB) willbe provided which in turn will serve a 1200 A 208/120V distribution board/225Abranch circuit panel boards that will meet the power requirements of the building.HVAC and lighting loads will be served from the 480 V main distribution boardand 225A 480277V branch circuit panel boards respectively.

Proposed Distribution Voltages.

• 480V, 3 phase, 3 wire for all motor loads 1 horsepower and larger 277V forlighting

• 120/208V, single and three phase for power loads and outlets• 120/208V systems will be fed off K-rated transformers for nonlinear loads


App II -19

former and a 1200A main distribution board (MSB) with 1200A main breaker andfeeder breakers and located in the electrical room will serve the proposed Instruc-tional Building. Both the 5kV air switches will derive their power from the 5kVelectrical loop distribution system through a 15kV isolating switch.


AREA AVERAGE FOOTCANDLES

Instructional 50 FC on deskSpaceOffices 50 FC on deskFitness Lab 50 FC minimumDance Studio 50 FC minimumArt Lab and 50 FC minimumGalleryBanquet Hall 50 FC minimumElectrical 30 FC at floorRoomsTelecom 60 FC at floorRoomCorridor 15 FC at floor

Lighting

Light fixtures and systems will be selected for efficiency, durability, maintenanceease, and support the architecture. Indoor lighting will be tailored to buildings’needs and design and will utilize energy efficient lighting systems. The interiorlighting will consist of fluorescent fixtures with high coefficients of utilization,with T5 and T8 lamps and low harmonic electronic ballast. Fluorescent, high-pressure sodium or metal halide fixtures will be installed on the outside buildingperimeter as needed. All exterior lighting, including building perimeter lighting,will be standardized around the campus to minimize lamp and ballast types.Dimmable lighting will be provided in banquet hall and multipurpose rooms.

Lighting Control System

Bi-level Switching will be provided in all spaces that exceed 100 SF and 0.8 watts/SF and single level switches will be provided in service areas and utility rooms.Automatic shut off for the building will be accomplished through low voltagelighting control panel and override switches in compliance with current Califor-nia Energy Code. Corridor lighting will be controlled with lighting control paneland override switches in compliance with CEC code. Occupancy sensors and bi-level switches will be provided in classrooms offices. Lighting and controls shallcomply with Utility Energy Savings program. Outdoor lighting will be controlledby a photocell that interfaces with the lighting control panel. Emergency lightingwill be provided in egress pathways and public access areas and illumination willmeet the minimum one-foot candle level during loss of normal power as set forthin the current CBC standard. Emergency lighting will be provided through bat-tery back up systems installed in the light fixture.

will be installed per current codes. Indicating devices will consist of horns andstrobes and will be distributed and installed through out the building per currentcodes. The new fire alarm system will be of ‘Notifier’ make consistent withcampus standards and will be connected to the central network to annunciate atthe Local Campus Police facility.

Grounding

A new grounding system will be provided for the new switchgear. A centralgrounding system will be provided from the building service substation to pan-els, metallic conduit and raceways. A separate ground conductor will be pro-vided for all circuits.

Duct bank

Duct bank will be provided from the stubs provided in Phase I to two Instruc-tional Buildings, the Library and the East Instructional Building. Stub ups will beprovided to following future buildings in this phase: 1)Thirty year branch tosouthwest buildings; 2) Thirty year branch to eastern most instruction building.

Lighting, power and fire alarm systems will be provided in each of these buildingsas described in Phase I above.

Phase II Electrical Service

A total of approximately 170,000 SF is being added under phase II of the project.The buildings that are being added in this phase are the Instructional Buildingsand the Library. At the end of this phase, the campus will consist of 6 buildingswith a total square footage of 260,000.The primary 5kV loop system will be ex-tended to these buildings and substations comprising of 5kV air switch, mediumvoltage 5kV-480/277V transformer and a low voltage 600V distribution sectionwill be provided in the electrical room of each building to meet the power de-mands of the building. The 5kV loop system through 15kV isolating switches.

Fire Alarm System

A new manual, addressable fire alarm system conforming to current CaliforniaBuilding, Fire and NFPA 72 Codes will be installed in the building. Initiatingdevices comprising of manual pull stations, smoke detectors and duct detectors


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Thirty Year Electrical Service

Approximately 190,000 SF in seven buildings are added to campus past the year2020. They will comprise of instructional buildings, a performing and visual artsfacility and athletic/recreational facilities. The primary 5kV loop system will beextended to these buildings and substations comprising of 5kV air switch, me-dium voltage 5kV-480/277V transformer and a low voltage 600V distribution sec-tion will be provided in the electrical room of each of these buildings to meet thepower demands of the building. The 5kV air switches in each building will derivetheir power from the 5kV loop system through 15kV isolating switches.

Duct bank

Duct banks will be provided from the stubs provided in Phase I and II to theseproposed buildings under this phase. Lighting, power and fire alarm systems willbe provided in each of these buildings as described in Phase I above.

Site Lighting System

The proposed site lighting system will be designed with an effort to standardizefixtures and lamps at the proposed campus. The site lighting system will basi-cally consist of two types of exterior light fixtures. One fixture type will be usedin parking lots and roadways and the other fixture type will be used for thewalkways internal to the campus. The following is a description of the type oflight fixtures that will be utilized in these areas:

Roadway/Parking Lots

The lighting system for the roadways/parking lots will consist of 25’ high polemount exterior light fixtures equipped with cut off optics and 250W high-pres-sure sodium vapor lamps. These poles will be spaced to achieve an averagefootcandle levels of 1.5-2fc.

Walkways

A fixture with 12’ high pole and equipped with 70-100W high pressure sodiumvapor lamp will be utilized to illuminate the walkways leading to and from thebuildings. These poles again will be spaced to achieve an average footcandle of1.5-2fc.

Community Center Electrical Room Layout

Main Instruction Building Electrical Room Layout


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Thirty Year Campus Wide Electrical Single Line Diagram


App II -22


Telecommunications Systems.

The Chino campus will require state-of-the-art telecommunications services inorder to meet the needs of students, faculty and administrators. The assump-tions listed here were developed from interviews with students, faculty, andadministrators at the Chaffey College campus and should also apply for the newChino campus: 1)Every student will have access to a computer. This requirementwill continue to stimulate usage on the voice and data systems both on campusand off campus; 2) Each faculty member will have a personal work station in hisor her office requiring a multimedia equipped computer with access to voice,data, and video networks. This will enhance the capability of faculty members inresearch activities and aid in the development of classroom materials; and, 3)Instructors will have multimedia communications available in the classroomsincluding the use of full motion video with overhead projection. This will requireeasy access to the campus systems that are capable of operating at continualhigher speeds and bandwidths; 5) Each student using laboratories will haveaccess to a computer for completing experiments and conducting research byconnecting them with other research sources and campus-wide computer sys-tems; 6) Communication system usage will continue to increase both on and offcampus as the new campus develops. This will require a new infrastructure thatwill be capable of operating at high service levels and easily upgraded to meetchanges in technology.

Major Systems.

Voice, data, and video systems will be the major telecommunications systems forthe campus. Each of these systems will be implemented during Phase I to meetthe initial requirements and augmented during phase II and the Thirty Year planto meet the increasing demands. A summary for reach of the major telecommuni-cations systems is described below.

Telecommunications Systems

The implementation and phasing plan provides for three project phases. Each ofthe phases is describe below.

Phase I - Construct Telecommunications Pathway & Media Systems for theMain Instruction Building, Community Center, & Central Plant Buildings;Establish an Interface with Verizon Communications.

1) Construct an underground conduit system connecting the Main InstructionBuilding with the other new buildings; 2) Construct an underground conduitsystem connecting the Main Instruction Building and the Community Buildingwith the Verizon underground conduit system; 3) Construct a temporary MainDistribution Frame in the main telecommunications room of the Main InstructionBuilding. The room will be a permanent telecommunications room to serve theMain Instruction Building; 4) Establish a demarcation in the Main InstructionBuilding with Verizon for long distance service.; 5) Install centralized switchingequipment in the Main Instruciton Building for the campus voice, data, and videosystems; 6)Install interbuilding copper cable and air blow fiber cable systemsfrom the Main Instruction Building to other Phase I buildings; 7) Constructtelecommunications rooms in each building and the supporting pathway andmedia infrastructures to support voice, data and video communications; 8) In-stall electronic equipment to support the voice, data, and video systems.

Phase II - Relocate the Main Distribution Frame (MDF) to a Permanent Loca-tion in the Library & Expand the Pathway& Media Systems for the Phase IIBuildings.

1) Expand the underground conduit system to all Phase II buildings; 2)Relocatethe MDF and all centralized switching equipment from the Main InstructionBuilding to the Library; 3)Relocate the demarcation with Verizon from the MainInstruction Building to the Library; 4)Establish video service with the local cabletelevision provider; 5)Expand the copper cable and air blown fiber cable systemsfrom the Library to all Phase II buildings; 6)Transfer the copper cable and fibercable systems serving the Phase I buildings to the new MDF in the Library;7)Construct telecommunications rooms in Phase II buildings and the supportingpathway and media infrastructures to support voice, data, and video communica-tions; and 8) Install electronic equipment to support the voice, data, and videosystems.

Thirty Year - Expand Telecommunications Infrastructure Pathway and MediaSystems.

1) Expand the underground conduit system to all Thirty Year buildings; 2) Ex-pand the copper cable and air blown fiber cable systems from the Library to allPhase III buildings; 3)Transfer the copper cable and fiber cable systems servingthe Phase I buildings to the new MDF in the Library; 4) Construct telecommuni-cations rooms in Phase III buildings and the supporting pathway and mediainfrastructures to support voice, data, and video communications; 5)Install elec-tronic equipment to support the voice, data, and video systems.


App II -23


Voice System.

The campus will require a voice telephone system to serve the occupants of thenew buildings. The consultants recommend the purchase and installation of aPrivate Branch Exchange (PBX) switch that is compatible with the PBX thatserves the main Chaffey college campus. Currently, the Chaffey campus utilitiesa Nortel PBX switching system that is connected to Verizon Communicationswith T-1 trunk lines for long distance services. The new switch should be ca-pable of being expanded during Phase II and the Thirty Year Plan to meet theincreasing voice service requirements.

Our recommendation is to initially house the PBX in the main telecommunica-tions room of the Main Instruction Building to serve all the Phase I buildings.The initial installation would require the demarcation, or Minimum Point of Entry(MPOE), with the Verizon in this same room. During Phase II of the campusexpansion, a new Main Distribution Frame (MDF) room with the approximate sizeof 800 to 1,000 SF would be included in the new Library. This room would serveas the permanent centralized MDF facility for housing the electronic equipmentand cable termination equipment for the voice, data and video networks. Afterthis room is completed, the centralized MDF, voice switch data electronics, andassociated equipment would be relocated from the Main Instruction Building.The MPOE will also require relocation to the new MDF room at the same time ofthe voice switch relocation.

The initial switch installation will have capacity to take care of the requirementsfor the buildings constructed during Phase I. The new switch will also be equippedwith new features and functions including a five digit numbering plan for com-pleting calls to the main Chaffey campus and ultimately to all the district sites.The switching equipment will be augmented with additional modules duringPhases II and the Thirty Year Plan to accommodate growth requirements result-ing from new service demands in the existing buildings and the construction offuture buildings. Usage on the voice system will continue to increase as newvoice mail and automated attendant applications are implemented. The systemwill allow the college to provide efficient communications in meeting the needs ofcampus clients in areas of registration, admissions, class schedules, generalannouncements, etc. The usage on the telephone system will also continue toincrease due to people off campus obtaining access through a computer with aconnection to the telephone system using a modem. A connection throughVerizon, the local carrier, or another access provider, will be required for thosepersons accessing the campus system from locations that are not in the localcalling area of the campus.

Voice Over Internet Protocol (VolP)

Voice over IP is an alternative methodology for delivering telephone servicesusing a digital internet protocol. This method of delivering voice services wasconsidered as an option during the development of the Chaffey campus masterplan. This methodology was not adopted. We recommend the same type ofswitching architecture for this campus as the one being implemented and up-graded on the main Chaffey campus.

Services to the Community Building

This building will be a joint-use building with the campus and the City of Chinorequiring connections to the campus voice telephone system and also directconnections with Verizon and the local cable television provider. Initially therewill be copper and fiber cable connections to the campus networks and addi-tional conduits from the public street into the building for direct cable connec-tions with the other utilities.

Special Voice Systems

The campus will require centralized monitoring capability of the elevator tele-phones, emergency telephones, and alarm circuits on the campus. This will beprovided over the copper cable system from each building to the MDF and a tiecable from the MDF to a designated centralized monitoring.

Data System

The new campus will require a universal data network that interconnects allcampus buildings and is connected to a centralized data center. Each buildingwill require new data electronics to meet current requirements and capable ofbeing upgraded to meet new technology applications and to expand the systemto provide and maintain high service levels.

The campus data system will be accessible both from the buildings on campus aswell as from remote locations. Technology trends are moving in the direction ofEthernet based systems that will be implemented with a fiber cable system in astar topology originating from a hub site in the Instructional Building. Duringphase two, the main data switches will be relocated to the new MDF facility in theLibrary along with the relocation of the voice switch. The new MDF will serve asthe centralized hub for all campus voice, data, and video systems. The future


App II -24


Special Systems

Fire Alarm System - There are different types of copper and fiber cable networksthat may used to monitor the fire alarm network for all campus buildings from theFire Alarm Control Panels in the buildings to a centralized monitoring location.We recommend a separate air blown fiber bundle from the MDF to all campusbuildings in the campus tube cable system and a fiber tie cable to the centralizedmonitoring location. See Electrical Systems for additional details on the fire alarmsystem.

Video System

There will be need in most classrooms on campus to have video capability tofacilitate the instructors’ requirements. The first stage in video services mayinclude video service over the data network. As video requirements and applica-tions continue to develop there will be additional demands for a new infrastruc-ture to provide video services throughout the campus. Some of these applica-tions are indicated below:

Broadband System - This application can provide entertainment programming,educational programming, or a combination of the two. This type of system issimilar to CATV systems found in the surrounding cities. The entertainmentoption would provide for the distribution of programming from the local CATVservice provider to the general areas on campus where students congregate orwait in lines. The education option would exclusively distribute local and/orremote generated educational programming to the classrooms and staff areas forin-house training programs. A hybrid solution provides both entertainment and

data system will be equipped with centralized servers, routers, and bridges tocontrol the data transmissions on and off campus. The infrastructure to supportthe new data network will be an air blown fiber and tube cable system thatinterconnects all campus buildings.

At the time the campus will be ready for operations, we anticipate the data net-work will be operating at a rate of 100 megabits per second for the backbone and10 base-T Ethernet from the electronics in the telecom rooms to the desktop.Some applications in limited locations on campus will be operating at one gigabitper second. The new fiber cable system will be capable of operating universallyat ten gigabits per second in the backbone and one gigabits to the desktop afterthe data electronics are upgraded to the standard.

Wireless Data Applications

There will be requirements for students’ faculty and administrators to be able toaccess the campus data networks from lecture halls and other joint use locationson campus. This will require small antennas installed in locations that are acces-sible with laptop computers instead of standard computers cabled to a telecom-munications room. The antennas will be connected with category 6 coppercables and fiber optic cables to the campus data network. The wireless connec-tions will eliminate the need to provide separate cable connections to eachworkstaion in a lecture hall or other large gathering area.

educational programming on the same system. Typically, the premium and/orpay per view programming channels are deleted from the local CATV serviceprovider’s broadband signal and educational programming is inserted. Our rec-ommendation is for the College to implement a hybrid type of system.

Instructional Television Fixed Service (ITFS) - This application provides for thetransmission of local television video services from a media center or head-endon campus to remote sites providing a library of programs that can be transmittedon demand. This application would not be viable until a head-end for the videosystem could be created in the MDF at the Library during phase two construc-tion. During the construction of the Library, we recommend a location on the rooffor the installation of a satellite dish and a conduit system for the cable systeminto the MDF room.

Video conferencing - The College may want to develop one or more videoconferencing meeting rooms on campus with dedicated facilities VideoConferencing may be delivered to any location on campus using different typesof cables and equipment depending upon the quality of service. We anticipatethat the College will have an interface with Verizon to transport the signal usingeither an Integrated Services Digital Network (ISDN) service over the coppercable network or a T-1 service over the fiber cable network.Video conferencingmay also be provided using computers connected to the data network usingsmall cameras to project the images. This application will require compatible dataelectronics. Another application may include classroom presentations from aninstructor on campus to students at remote training centers, home, and othereducational institutions. Campus sites set up for video conferencing will beutilized for group classes or meetings and video connections over a computerwill be available for smaller applications. The off-site applications will continueto increase requirements for additional T1 lines to the campus from Verizon oranother access provider.


App II -25


Main Distribution Frame (MDF)

The telecommunications room in the Main Instruction Building will serve as atemporary campus Main Distribution Frame (MDF) facility until a permanentMDF is constructed in the new Library building during phase II. The permanentMDF will be approximately 800 to 1000 square feet in size and dedicated for thetermination of telecommunications cable and centralized equipment for the voice,data, and video systems that serve all campus buildings.

All new buildings will be connected to the MDF facility with an undergroundconduit system for routing new copper cables and air blown fiber tube cables.During phase one, a new conduit system will be constructed from the MainInstruction Building to the Community Center and the Central Plant. Thisconduit system will also include additional conduits to interconnect with thelocal cable television provider in the same roadway. The conduit system will beof sufficient size and vaults strategically located to accommodate the futurerelocation of the MDF to the new Library Building during phase II.

A separate conduit system will be required from the Main Instruction Buildingto the public roadway right-of-way. This will be for interconnecting the campusconduit system with a new conduit extension provided by Verizon Communica-tions from the existing conduit system serving the adjacent College Park subdi-vision. The campus provided conduit system will accommodate for the reloca-tion of the Verizon demarcation from the Main Instruction building to the Library during

Energy Management Control System (EMCS) - We recommend a fiber basednetwork from the Central Plant building to the mechanical system interface ineach building for monitoring and controlling the campus mechanical systems.There may also be requirements for additional tie cables to establish additionalmonitoring locations on campus. The system will utilize the campus data net-work over a fiber cable system or operate over a separate dedicated fiber bundlein the air blown tube cable system. See Mechanical Systems for additionaldetails on the EMCS.

Telecommunications Infrastructure

The telecommunications infrastructure consists of the interbuilding pathwaysand media that interconnect each building with the College’s centralized facility.It also includes intrabuilding spaces, pathways, and media inside each building.A summary of each of these components is listed below and the impact for eachproject phase.

phase II. There will also be a requirement for the campus conduit system servingthe Community Center to interconnect at the public roadway with a new conduitextension provided by Verizon Communications. The points of connection toVerizon Communications and the local cable television provider are being coordi-nated with the developer’s consultant at this time, and they will be shown once thelocations are available. During phases II and III, the conduit system will be ex-panded to interconnect with new buildings and provide ultimate pathways to theLibrary MDF facility.

Interbuilding Copper Cable System

A copper cable system will provide transport for voice services from all buildingsto the campus PBX. The new cables will be terminated on a Main DistributionFrame (MDF) in the Main Instruction Building during phase I. The MDF will berelocated to a permanent location in the Library during phase II. The copper cablesystem will be expanded during phases II and III to provide voice services to thenew buildings. The voice services will include switched telephone services fromthe campus PBX, elevator phones, emergency telephones, alarms, and other non-switched services from Verizon or an alternate access provider.

Interbuilding Air Blown Fiber System

An air blown fiber cable system will provide transport for voice/video servicesfrom all campus buildings to the data center. During phase one, the campus dataequipment will reside in the telecom room of the Main Instruction Building. Dur-ing phase two, the fiber cable network and the data electronics will be relocated inthe new MDF room of the Library. The fiber cable system will be expanded duringphase II to provide data and video services to the new buildings. The data systemmay include both academic and nonacademic data networks, fire alarm network,energy management network, and various video networks and applications.

Minimum Point of Entry (MPOE)

The College will require a connection with Verizon or another access provider toobtain long distance telephone service. In accordance with the Public UtilitiesCommission tariffs, the College will be required to provide a pathway system fromthe campus property line nearest the local access provider’s network in the publicroadway to the demarcation point for the campus. This demark will be initiallylocated in the Main Bldg and relocated to the new MDF during phase two. Thelocal access provider will install the cable networks at a cost to the College. Weanticipate connections with both Verizon and a local cable television provider.


App II -26


Phase I Utility TrenchUtility Trench Typical Cross Section

The Utility Trench

The utility trench contains all of the principal wet and dry utilities with the excep-tion of the storm drain and sanitary sewer. To the extent possible the utility trenchwill be located beneath vehicular drives.

The principal north-south trunkline of the trench will run along the north-southvehicular spine at the west side of the Central and North parking lots, the firstsegment of which will be installed in Phase I. Subsequent installations willextend this trunkline south until it meets up with the South Loop Road eventu-ally reaching the events arena and track and field and football stadium in thesouth panhandle. The principal east-west trunkline will run along the Promenadeconnecting the Central Plant at its far west end, to the buildings at its far east endalong Eucalyptus, and finally turning diagonally down along the Southeast park-ing lot toward “B” Street. Branch lines extending north and south will serve thebuildings on the east side of the Mall.


App II -27


Phase II Utility Trench Thirty Year Utility Trench


App II -28


Central Plant Structural Design Criteria

The Central Plant is a one-story structure. The exterior wall consists of concretemasonry units. The building is categorized as Type V construction.The one-story structure shall consist of 8” thick reinforced concrete masonry perimeterwalls. The wall shall be grouted solid in all cells. The masonry walls are the load-bearing wall supporting the roof loads and the shear wall resisting the lateralforces (wind and seismic). The roof construction shall consist of metal deckingsupported by steel beams. Refer to diagram abovefor the conceptual roof fram-ing plan.

Chilled Water Plant and Distribution System

The implementation and phasing plan provides for three project phases. Eachof the phases is described below.

Phase 1 - Construct New Central Plant and Distribution System to MainInstruction Building and Community Center

Phase 2 - Expansion of Central Plant Equipment and Campus Distribution Piping

Thirty Year- Completion of Central Plant Equip & Campus Distribution Piping

Install chiller, cooling tower, three boilers and their associated pumps.Install controls for new equipment and expand sequence of operationInstall chilled and heating hot water distribution piping from the isolationvalves provided in Phase I to the Phase II buildings. Isolation valves willbe provided in the piping system to facilitate future construction of thecampus while serving the Phase I and II buildings.Perform start, test and commissioning of the equipment and control sys-tems provided under this phase.

Install chiller, cooling tower, four boilers and their associated pumps.Install controls for new equipment and final sequence of operationInstall chilled and heating hot water distribution piping from the isolationvalves provided in Phase I to the Phase II to complete the distributionpiping.Perform commissioning of the equipment and control systems.

Construct new central plant building.Install a single chiller, cooling tower, three boilers and their associated pumps(including one standby pump for each system).Install central controls hardware and intermediate sequence of operation.Install chilled and heating hot water distribution piping from plant to MainInstruction Building and Community Center. Isolation valves will be pro-vided in the piping system to facilitate future construction of the campuswhile serving the Main Instruction Building and Community Center.Perform start, test and commissioning of the equipment and control sys-tems provided under this phase.

1.2.

3.4.

5.

1.2.3.

4..

1.2.3.

4.

Central Plan Conceptual Roof Framing Plan


App II -29


FACILITIES & SECURITY OFFICES ON SECOND FLOOR MEZZANINE

Chino Campus Central Plant Layout


App II -30


Control Quantities

Number of Stories (x 1,000)Gross AreaEnclosed AreaCovered AreaFootprint AreaVolumeGross Wall AreaFinished Wall AreaWindows or Glazing AreaRoof Area - FlatRoof Area - SlopingRoof Area - TotalInterior Partition LengthFinished AreaElevators ( x 10,000)Plumbing Fixtures ( x 1,000)HVACElectrical Load

.....................................................................2

............................................................59,320

............................................................53,893

............................................................10,853

............................................................27,370

..........................................................917,028

............................................................55,630

............................................................55,630

............................................................16,689

............................................................25,439

............................................................15,600

............................................................41,039

..............................................................2,088

............................................................53,893

.....................................................................2

...................................................................52

............................................................60,000

.................................................................750

EASFSFSFSFCFSFSFSFSFSFSFLFSFEAEA

CFMKVA

0.0341.0000.9090.1830.461

15.4590.9380.9380.2810.4290.2630.6920.0350.9090.3370.8771.011

12.643

Ratio toGross Area

The Main Instruction Building Control Quantities and Building Efficiency

The Main Instruction Building is an approximately 65,000 GSF, two story buildingin a modified “H” plan configuration with steel-frame structure with concrete slabfloor plate. The roof is essentially flat with built-up roofing system for weatherenclosure and an attached sloped roof section with terra cotta tile at the eavecondition around most of the building perimeter. A two story open-air atriumpierces the cross-bar of the “H”. The building enclosure will be rendered in acombination of hard plaster, applied brick and stone veneer.

Technically gross floor area is calculated by counting interior floor area at 100%value, while exterior covered floor area is counted at 50% value.

Basic Configuration of the Main Instruction Building. The building is a two story, steel frame,modified “H” shape, with an open-air atrium at the center of the cross bar. Circulation islimited to the perimeter of the two courtyards--the forecourt and the south court.

Gross Floor Area (GSF) Calculations

Enclosed Area (x 100%)..........................................................................................................................

Exterior Covered Area (x 50%).......................................................................................................

Total Gross Floor Area:

53,893

5,427

GSF

59,320 GSF

PHASE I BUILDINGS

App II -31

Chino, CACHAFFEY COLLEGE FACILITIES MASTER PLAN 2004Appendix II Technical Guidelines - PHASE I BUILDINGS

App II -32

Main Instruction Building Overall Building Efficiency. The ratio ASF (Assignable Square Feet) to GSF (Gross Square Feet) relates usable interior floor area with the total which includesthe ASF as well as vertical circulation, service cores, circulation and wall thicknesses. Exterior covered space is discounted by 50%.

ENCLOSED UNASSIGNED: 8,195 SF ENCLOSED UNASSIGNED: 9,575 SF


Control Quantities

Number of Stories (x 1,000)Gross AreaEnclosed AreaFootprint AreaVolumeGross Wall AreaFinished Wall AreaWindows or Glazing AreaRoof Area - FlatRoof Area - SlopingRoof Area - TotalInterior Partition LengthFinished AreaElevators ( x 10,000)Plumbing Fixtures ( x 1,000)HVACElectrical Load

.....................................................................2

............................................................25,985

............................................................25,985

............................................................15,128

...........................................................446,016

............................................................19,240

............................................................19,240.............................................................5,772

............................................................12,528............................................................5,200

............................................................17,728............................................................1,594

.............................................................25,985

.....................................................................1

...................................................................52

............................................................28,000

.................................................................500

EASFSFSFCFSFSFSFSFSFSFLFSFEAEA

CFMKVA

0.0771.0001.0000.582

17.1640.7400.7400.2220.4820.2000.6820.0611.0000.3852.0011.078

19.242

Ratio toGross Area

The Community Center Control Quantities & Building Efficiency

The Community Center is a two story building in a roughly square footprintconfiguration with a curved wing attachment at its east side. Its structural systemis steel frame with eccentrically braced seismic strengthening frames and metalpan concrete floor diaphragms. A 4,400 SF double height banquet facility occu-pies its northwest corner. The roof is essentially flat with built-up roofing systemfor weather enclosure and an attached sloped roof section with terra cotta tile atthe eave condition around most of the building perimeter. The building enclo-sure will be rendered in a combination of hard plaster, applied brick and stoneveneer.

Gross Floor Area (GSF) Calculations

Enclosed Area (x 100%)..........................................................................................................................

Exterior Covered Area (x 50%).......................................................................................................

Total Gross Floor Area:

25,985

0

GSF

25,985 GSF

App II -33

PHASE I BUILDINGS

The Community Center. The building is a two story, steel frame, modified box shape, with anopen-air courtyard on the north side and a curved wing on the east side.

The Banquet Facility and Kitchen. The relationship of these two key components of thebuilding influences the buiding’s configuration.


App II -34

PHASE I BUILDINGS

Community Center Overall Building Efficiency. The ratio ASF (Assignable Square Feet) to GSF (Gross Square Feet) relates usable interior floor area with the total which includes the ASFas well as vertical circulation, service cores, circulation and wall thicknesses. Exterior covered space is discounted by 50%. The banquet facility is double height and only counted once inthe area calculation. The courtyard is calculated separately.

ENCLOSED UNASSIGNED: 3,416 SFENCLOSED UNASSIGNED: 3,815 SF


Phase I Preliminary Code Analysis

A preliminary analysis for the Phase 1 buildings was performed for the CampusPlan. This analysis will provide recommendations for the Construction Typebased on Occupancy and general building criteria, verify that the InstructionalBuilding and Community Building conform to code, and provides general fireresistance design criteria for major elements.

Main Instruction Building

Occupancy types:

B Offices and office spacesClassrooms, up to 980sf (1 - 49 occupants)

A-3 Classrooms, 980sf – 5980sf (50 - 299 occupants)

Labs designated as type B or A-3, depending on size, but with special requirements:2 exits, all portions within 75’ of an exit,1-hour fire resistive separation

Building Height: 50’-0”

Number of Stories: 2

Floor Area

The Building Code defines floor area as all area within surrounding walls excludingcourts and including all areas under overhangs.(note: cost estimates differ from the Building Code. Cost estimates include areas underoverhangs – covered area – but count this area at 1/2 value)

1st floor 36,000 sf2nd floor 33,300 sfTotal 69,300 sf

Floor area is a combination of Occupancy Type B and A-3. Approximate ratios are:

Type B 47,000 sf +/-Type A-3 17,500 sf +/-

Possible Construction Types

Assuming more stringent Occupancy, A-3, 2 stories, 35’ – 40’ high, the buildingscan be any of the Construction Types listed below based on the following analy-sis

Type V-1-hour

Allowable SF: StoriesHeightBase 10,500 2 stories max50’ height limit50% increase forseparation on 2 sides 15,750Double for sprinklers 31,500Double for multistory 63,000* (* = each floor must beless than 31,500 sf)

Type III 1-hour and Type II 1-hour

Allowable SF: StoriesHeightBase 13,500 2 stories max65’ height limit50% increase forseparation on 2 sides 20,250Double for sprinklers 40,500Double for multistory 81,000* (* = each floor must be lessthan 40,500 sf)Depending on ratio of A-3/B, sprinklers may not be required and could beused as Fire Resistive Substitution.

Type II fire rated

Allowable SF: StoriesHeightBase 29,900 12 stories max160’ height limit50% increase forseparation on all sides 44,850Double for sprinklers 89,700Double for multistory 179,400* (* = each floor must beless than 89,700 sf)

The Design Team recommends Type II – 1-hour. This construction type willprovide the most durable building at the most reasonable cost.

App II -35

PHASE I BUILDINGS


Exiting Analysis. Occupancy numbers are determined for each room in the preliminary floor layout, based on area and function. Based on occupancies, the number andwidths of exit doors, corridors and stairs are determined

FIRST FLOOR SECOND FLOOR

App II -36

PHASE I BUILDINGS


Community Building

Occupancy types:

A2.1 Banquet spaces with greater than or equal to 300 occupants(more than 4,485 sf)

A-3 Banquet spaces with less than or equal to 299 occupants (lessthan 4,485 sf)

B Offices and office spaces, Fitness center, AV/TV studio (may beF-1), commercial kitchen, dance studioClassrooms, up to 980sf (1 - 49 occupants)

A-3 Art Gallery greater than 980sf

Art Lab Depending on what equipment is installed, will be designated astype B or A-3, depending on size, but with specialrequirements:2 exits, all portions within 75’ of an exit,1-hour fire resistive separation

Building Height: 50’

Number of Stories: 2

Floor Area

The Building Code defines floor area as all area within surrounding walls excluding courtsand including all areas under overhangs. (Note: cost estimates differ from the BuildingCode. Cost estimates include areas under overhangs – covered area – but count thisarea at 1/2 value)

1st floor 15,400 sf2nd floor 10,800 sfTotal 26,200 sf

Floor area is a combination of Occupany Type B and A-3. Approximate ratios are:

Type B 47,000 sf +/-Type A-3 17,500 sf +/-

Possible Construction Types

Assume more stringent Occupancy, A-3, 2 stories, 35’ – 40’ high, the buildingscan be any of the Construction Types listed below based on the followinganalysis

Type V-1-hour

Allowable SF: StoriesHeightBase 10,500 2 stories max50’ height limit50% increase forseparation on 2 sides 15,750Double for multistory 31,500* (* = each floor must be lessthan 15,750 sf)Sprinklers are not required and could be used as Fire Resistive Substitution inthis case.

Type III 1-hour and Type II 1-hour

Allowable SF: StoriesHeightBase 13,500 2 stories max65’ height limit50% increase forseparation on 2 sides 20,250Double for multistory 40,500* (* = each floor must be lessthan 20,250 sf)Sprinklers are not required and could be used as Fire Resistive Substitution inthis case.

Type II fire rated

Allowable SF: StoriesHeightBase 29,900 12 stories max160’ height limitDouble for multistory 59,800* (* = each floor must be lessthan 59,800 sf)Sprinklers would not be required

App II -37

PHASE I BUILDINGS


Code Requirements for Type II – 1 HourBuildngs:

CBC TABLE 5-AEXTERIOR WALL AND OPENING PROTECTION BASED ON LOCATION ON PROPERTY FORALL CONSTRUCTION TYPES

Type II One-hour Buildings with A-3, B Occupancies

Bearing Walls: Two-hour N/C less than 5 feet (A-3 morerestrictive)

One-hour N/C elsewhere

Non-Bearing Walls: Same as bearing except NR,N/C 40 feet or greater

Openings in Walls: Not permitted less than 5 feetProtected less than 10 feet

CBC TABLE 6-ATYPES OF CONSTRUCTION.FIRE-RESISTIVE REQUIREMENTS (In Hours)

Type II – 1-Hour Buildings

Element Rating:1. Bearing walls, exterior 1 hour2. Bearing walls, interior 1 hour3. Nonbearing walls, exterior Per Table 5-A4. Structural frame 1 hour5. Partitions, permanent 1 hour6. Shaft enclosures 1 hour7. Floors and floor-ceilings 1 hour8. Roofs and roof-ceilings 1-hour Noncombustible,

roofs >25’ above floor may be N/R, N/C.9. Exterior doors and windows Per Table 5-A and CBC 503.210. Stairway construction Non-combustible construction

Community Center Exiting Analysis. Based on occupancies, the number and widths of exitdoors, corridors and stairs are determined

FIRST FLOOR

SECOND FLOOR

App II -38

PHASE I BUILDINGS


Phase I Stuctural Systems Design Criteria

The objective of this preliminary structural design criteria development phase isto prepare the structural design criteria for the proposed campus of ChaffeyCommunity College in Chino, California. As part of the design criteria develop-ment, preliminary structural framing systems will be developed for the MainInstruction building, the Community Center and the Central Plant.

Scope of Work

The structural engineering scope of the preliminary structural design criteriaphase is briefly described as follows:

1. Review of the preliminary geotechnical investigation report prepared by Kleinfelder, dated October 4, 2002.

2. Preparation of the preliminary structural design criteria (for both gravity and seismic forces) for the buildings.

3. Preparation of the preliminary structural framing plans.4. Preparation of the preliminary layout of the seismic bracing system.5. Preparation of a preliminary structural narrative for the project.6. Preparation of the outline specifications.

Governing Building Code

The governing building code shall be the California Building Code (CBC), latestedition, and all other applicable governing building codes and design standards.

Design Criteria

The site specific design criteria as related to the soil conditions and seismicityshall follow the recommendations in the preliminary geotechnical investigationreport prepared by Kleinfelder, dated October 4, 2002. Should it be deemednecessary to have additional geotechnical design information or recommenda-tions, the structural design consultant shall make such requests accordingly.

Soil Profile Factor SB

Na 1.3Nv 1.6Ca 0.57Cd 1.02Seismic Zone Zone 4Fault Type B

Design Live Loads

Public areas 100 psf (non-reducible)Classrooms 50 psf*(reducible)Offices 50 psf*(reducible)Fitness, Dance Studios 100 psf (non-reducible)Roof 20 psf (reducible)Mechanical (roof) 50 psf (or equipment weight whichever is greater)

Wind

Wind exposure BWind speed 70 mph

Typical “Eccentric Braced” Frame Elevation The seismic strengthening system for bothPhase I buildings entails eccentrically braced steel frames.

App II -39

PHASE I BUILDINGS


The Main Instruction Building. The exterior wall consists of architectural finishes supportedby light gage metal stud framing. The building is categorized as Type II one-hour construc-tion. In accordance with the CBC, the structural frame, the floor, the roof and the exteriorwall of the building shall conform to a one-hour fire rating.

The Community Center. The exterior wall consists of architectural finishes supported by lightgage metal stud framing. The building is categorized as Type II one-hour construction. Inaccordance with CBC, the structural frame, the floor, the roof and the exterior wall of thebuilding shall conform to a one-hour fire rating.

App II -40

PHASE I BUILDINGS


(A) Main Instruction Building First Floor Framing Plan

Main Instruction Building Structural Systems

The foundation and first floor construction shall consist of conventional shallowconcrete footings with reinforced concrete slab-on-grade on natural grade orcompacted fill. Refer to the geotechnical report prepared by Kleinfelder for de-tails. Refer to Figure (A) for the conceptual First Floor Plan of the Main Instruc-tion building.

The second floor construction shall consist of concrete on metal decking sup-ported by structural steel beams, girders, and columns. The floor deck shallconform to the one-hour fire resistive requirement. A recommended floor decksystem is 3 1/2” normal weight concrete over 3” deep composite metal decking.Prior to reaching a decision on the floor deck assembly, it is recommended that afloor vibration/acoustical evaluation of the floor-and-beam system be under-taken to determine the satisfactory performance of the proposed floor system.Refer to Figure (B) for the conceptual Second Floor framing plan.

The roof shall consist of lightweight roofing materials over light gage metaldecking supported by steel beams, girders and columns. The light gage roofmetal decking shall be a minimum of 22. Refer to Figure (C) for the conceptualRoof framing plan. Along the perimeter of the building roof, the tile mansardsshall be framed with light gage metal stud framing.

The seismic bracing system of the two-story structure shall consist of steeleccentrically braced frames (EBF). The EBF shall be braced against laterally inaccordance with the requirements of the governing building code. Refer toFigure 8 for the conceptual EBF configuration. The conceptual floor and roofplans suggest the locations and number of EBF frames for the building. Theexact number of EBF frames required for the building shall be determined by thestructural engineer upon evaluation of the demands of the floor and roof dia-phragms and the redundancy requirement of the building.

App II -41

PHASE I BUILDINGS


(B) Main Instruction Building Second Floor Framing Plan (C) Main Instruction Building Roof Framing Plan

App II -42

PHASE I BUILDINGS


(D) Community Center First Floor Framing Plan

Community Center Building Structural Systems

The foundation and first floor construction shall consist of conventional shallowconcrete footings with reinforced concrete slab-on-grade or compacted fill. Re-fer to geotechnical engineering report prepared by kleinfelder for details. Refer toFigure 4 for the conceptual First Floor Plan.

The second floor construction shall consist of concrete on metal decking sup-ported by structural steel beams, girders, and columns. The floor deck shallconform to the one-hour fire resistive requirement. A recommended floor decksystem is 3 1/2” normal weight concrete over 3” deep composite metal decking.Prior to reaching a decision on the floor deck assembly, it is recommended that afloor vibration/acoustical evaluation of the floor-and-beam system be under-taken to determine the satisfactory performance of the proposed floor system.Refer to Figure (D) for the conceptual Second Floor framing plan.

The roof shall consist of lightweight roofing materials over light gage metaldecking supported by steel beams, girders and columns. The light gage roofmetal decking shall be a minimum of 22. Refer to Figure (E) for the conceptualRoof framing plan. Along the perimeter of the building roof, the tiled mansardsshall be framed with light gage metal stud framing.

The seismic bracing system of the two-story structure shall consist of steeleccentrically braced frames (EBF). The EBF shall be braced against laterally inaccordance with the requirements of the governing building code. Refer toFigure (F) for the conceptual EBF configuration. The conceptual floor and roofplans suggest the locations and number of EBF frames for the building. Theexact number of EBF frames required for the building shall be determined by thestructural engineer upon evaluation on the demands of the floor and roof dia-phragms and the redundancy requirement of the building .

App II -43

PHASE I BUILDINGS


(E) Community Center Second Floor Framing Plan (F) Community Center Roof Framing Plan

App II -44

PHASE I BUILDINGS


Consultant Team

MDA Johnson Favaro5898 Blackwelder Street, Ground FloorCulver City, CA 90232(T) (310) 559-5720; (F) (310) 559-8220Contact: Jim Favaro

KPFF Engineers6080 Center Drive, Suite #300Los Angeles, CA 90045 (T) (310) 665-1536; (F) (310) 665-9075Contact: Todd Engle

Mechanical, Plumbing, Electrical, Information Technology EngineersP2S5000 East Spring StreetLong Beach, CA 90815(T) (562) 497-2999; (F) (562) 497-2990Contact: Aravind Batra

Structural EngineersEnglekirk & Sabol2116 Arlington AvenueLos Angeles, CA 90018-1398(T)323-733-2640; (F)323-733-8682Contact: Lawrence Ho

ACKNOWLEDGEMENTS

App II -45

Appendix III - Supporting Analysis & Outreach

Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS PLAN 2004


Appendix III:Supporting Analysis and Outreach



Developed by:



Dr. Marie KanePresident// Superintendent





The City of Chino



3D/International

The MAAS Companies

MDA Johnson Favaro



- Appendix III Supporting Analysis and Outreach

An Early Study. Early in the process the notion of splitting Oaks Avenue into two one-wayroadways separated by a green mall was considered. The Main Instruction Building wouldhave anchored its south end, and the College would have been visible from Edison Avenue.

Supporting Analysis and Outreach

This appendix records in summary form the effort undertaken in the developmentof the master plan including preliminary and ongoing analysis, the many alterna-tives considered in the development of the plan and the outreach that took placein the development of the plan. It was imperative from the beginning that analy-sis materials generated by the consultant took their cue from the College commu-nity and made transparent the initial parameters and variables at play in thecreation of the plan. In this way the College understood and took part in theincremental decisions that led to the final plan. A foundation of common groundwas built, upon which now stands full ownership on the part of the ChaffeyCollege community.

The appendix is divided into three sections as follows:

Initial Parameters

This section memorializes in a coherent format those observations, goals andprinciples that set the stage for and guided the development of the plan. They arethe combined result of visual analysis and rigorous outreach with the ChaffeyCollege community, the City of Chino, the State of California and its consultantsand SunCal Companies, the private sector developer of College Park. Withoutthe documentation of these fundamental initial parameters the development ofthe master plan could not have proceeded. Included are sections devoted to 1)opportunities and constraints, 2) goals of the master plan; and 3) those principlesor planning techniques that gave guidance to the development of the plan in thefulfillment of the goals and in the context of the opportunities and constraints.

Supporting Analysis and Option Development

This section demonstrates the broad array of alternatives that were considered inthe creation of the plan that worked best for the College, the City and the residen-tial neighbors of the future College Park. Preliminary analysis diagrams set thestage by revealing such key parameters as the size of the site and the compo-nents of the plan to be accommodated on the site, the gross distribution ofbuildings, parking and athletic/recreation facilities, key site characteristics suchas where views are, priorities of relationship with the surrounding neighborhood,etc. The many alternatives generated in the development of the plan includedespecially a variety of ways to deal with the College’s relationship to the keyintersection of Oaks, Eucalyptus and “A” Streets and the Village Center.

Other development drawings shown here include alternatives for how to relate tothe roundabout, alternative configurations of the South Loop Road and for theMain Instruction Building.

Outreach.

Of the many meetings and workshops held with the College, the City of Chino,the State of California and its consultants, SunCal Companies and its consultantsas well as a number of stakeholders and interest groups (such as the CaliforniaCorrectional Institute) the President’s Cabinet workshops were most critical inthe development of the plan. This section records the content and findings of thethree workshops that took place in the summer and fall of 2003.



INITIAL PARAMETERS

Opportunities and Constraints

Goals of the Master Plan

Guiding Principles of the Plan

OUTREACH

Notes from the First Cabinet Workshop

Notes from the Second Cabinet Workshop

The Presentation at the Third Cabinet Workshop

SUPPORTING ANALYSIS AND OPTION DEVELOPMENT

Preliminary Analysis of the Site

The President’s Cabinet Preferred Alternative

The Town Square Option

Alternate Building Configurations at the Roundabout

Early Schemes

Alternate South Loop Road Configurations

Alternate Main Instruction Building Configurations

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Opportunities and Constraints

The following is a summary of the principle observations shared by the Collegecommunity in understanding the parameters--expressed as opportunities and con-straints-- of the given conditions of the 100-acre College Park site. These observa-tions were general in nature and only those which were believed to most influencethe ultimate shape of the master plan. They form the basis for the expression of thegoals of the master plan and those planning principles that would provide the toolsfor the fulfillment of the master plan.

Opportunities

Those facts of the site, functional parameters and building program of the newCollege campus which are expressed as opportunities were those that most clearlyprovide positive advantages to be capitalized on in establishing the conditions forsuccess in the realization of the plan. They are divided into four main categories: 1)Surrounding conditions or “neighbors”; 2) the 100-acre site itself; 3) the circula-tion system leading to, about and through the site including pedestrian, vehicularand bicycle circulation and 4) the building and site development program.

Neighbors

1. The southwest area of the San Gabriel Valley and the Chaffey College Districtis one of the fastest growing in the state. Major new residential track developmentsare underway in the area especially to the east and south of the new Chino campussite.

2 Adjacent to the campus to the east will be a new retail, mixed-use and residen-tial development; adjacent to the west and north will be the expanded City of Chinoowned Ayala Park with which the college is to share recreational and athletic facili-ties on and off campus. The college is obligated to work with both of these parties inthe planning of its campus and adjacent areas.

3. The College Park Specific Plan stipulates the concentration of college build-ing fabric at the confluence of the three roads Oaks, Eucalyptus and “A” where aVillage Center will be located. The college is obligated to concentrate buildings inareas of campus adjacent to this Village Center

B. The Site

1 The site is currently owned by the State of California and to be sold and givenaway respectively to a private developer, the City of Chino and Chaffey College.

2. The new campus site consists of approximately 100 acres, slightly sloping(north-south) vacant land with wide-open views of the San Gabriel mountains to thenorth and the Chino Hills to the south.

3. As described in the College Park Specific Plan the site is bounded on the westand north by “A” street, and the north and east by Eucalyptus and “C” streets.

C. Circulation

1. Major vehicular points of entry to the 700 acre College Park site are via CentralAvenue to the west, Edison Avenue to the north and Euclid to the east. Edison is aheavily trafficked east-west surface arterial in the San Gabriel Valley. Roughly mid-way between and parallel with Central and Euclid is Mountain another north-southarterial connecting with the Pomona Freeway (60).

2. The College Park Specific Plan stipulates a circulation infrastructure throughand about the new campus including vehicles. Public transportation (along Oaksand Eucalyptus), bicycle lanes and pedestrian trails.

3. The College is obligated to create pedestrian friendly interfaces with its neigh-bors and to accommodate cross campus pedestrian circulation as part of the largerCollege Park trail and path system.

D. Program

1. The College has $43 M to invest in the first phase development which mustinclude shared College Park development costs (roads, utilities, etc), buildings,landscape and parking.

2. The College would like to establish enough instructional and support spaceto accommodate an AA/transfer program for a minimum of 2500 students on open-ing day. This should be supported by adequate surface parking.

3. The College will invest in a Community Building on the Ayala Park propertywhich will house a starter Culinary Arts program; and the college will construct acompetition quality soccer field on its campus in the vicinity of Ayala park

INITIAL PARAMETERS

App III - 1



Constraints

Those facts of the site, functional parameters and building program of the newCollege campus which were expressed as constraints were those that most clearlyprovided challenges to address in assuring that the conditions for success in therealization of the plan were not hampered or in any way negatively influenced. Theyare divided into four main categories: 1) Surrounding conditions or “neighbors”; 2)the 100-acre site itself; 3) the circulation system leading to, about and through the siteincluding pedestrian, vehicular and bicycle circulation and 4) the building and sitedevelopment program.

A. Neighbors

1. The City of Chino has limited resources to invest in its expanded park and theCommunity Center. It will depend on the college’s ability to leverage its bond funds toprovide joint-use facilities shared between the college and the park.

2 Specific plans for the retail/mixed-use development in the Village Center willremain undefined until the parcel is sold by its current owner, SunCal development,retail tenants identified and architectural plans completed.

3. Immediately adjacent to the campus property to the south is the State of Califor-nia Correctional Institute for Men. Its structures and yards are visible from the prop-erty.

B. The Site

1 The College has agreed as part of its obligations within the College Park Spe-cific plan that the most southerly portion of the southern panhandle of the propertywill be dedicated to native owl habitat and never developed.

2. Portions of the site are remote, as much as ½ mile or more, from the VillageCenter adjacent areas of the site, particularly the eastern and southern extremities.

3. The views north toward Edison Avenue and the San Gabriel mountains beyondare obscured by the presence of large, regional serving power lines and verticalstructures supporting those lines.

C. Circulation and Parking

1. The College park specific plan discourages daily vehicular entry to the campusvia Edison and Oaks and requires that most of its traffic be concentrated on entry/exitvia “A” Street to the west and “C” and Eucalyptus to the west.

2. The College Park Specific Plan stipulates that the college must provide its park-ing in an area adjacent to Ayala Park for shared use. Students will be prohibited fromusing parking in the commercial development across the street, except as patrons ofthe commercial establishments

3. Ayala Park uses will generate heavy traffic especially on weekends along “A”street and Oaks Avenue.

D. Program

1. In the context of its obligations and infrastructure needs (parking, landscapeand utilities) the College has enough of its Phase I $43M bond funding to invest inapproximately 90,000 GSF area of building.

2. The Culinary Arts facility must accommodate the ability to provide banquetfunctions for 300 people including events such as wedding receptions and businessand/or community conferences.

3. The new buildings must accommodate a wide variety of instructional programsand change over time as the campus expands student enrollment and as offerings andteaching formats evolve over time.

INITIAL PARAMETERS

App III - 2



Goals of the Master Plan

The following are goals shared by College administration, faculty and staff forthe development of the new Chaffey College Chino campus plan in the context ofunderstanding the physical and functional parameters influencing its develop-ment in both the short and long term.

The College Park Concept

The daily life of the College shall be integrated with its neighbors, Ayala Park andthe retail/mixed use center across the street and surrounding residential neigh-borhoods within a consolidated, pedestrian oriented “Village Center” as stipu-lated within the College Park specific plan, adopted by the City of Chino.

Sense of Place Through Landscape and Open Space.

Through the incorporation of legible meaningful and generous landscape andopen space the campus shall be distinguished by its sense of place in intimaterelationship with the larger setting of the San Gabriel Valley and both is naturalattributes and rich agricultural heritage.

Permanence and Durability

The campus shall feel complete at each stage of its development such that itnever feels like a fragment of some unrealized whole. The buildings and openspace shall convey a sense of solidity, durability and permanence. The quality ofconstruction and design shall be commensurate with the dignity and purpose ofan institution of higher learning.

Community and Identity

Buildings and open space on campus shall create a sense of collegiality amongstudents, faculty and staff such that an educational community is created inwhich all participate, learn from each other and feel a sense of identity in relation-ship to the college. Programs and departments shall be developed to reflect aspecial sense of purpose and identity for this campus in addition to its generaleducation obligations.

Accessibility and Walkability

Parking shall be convenient, accessible and within walking distance of all desti-nations on campus; it shall also be generally out of sight from the prime expo-sures of the campus as it interfaces with Ayala Park, the Village Center and theresidential neighborhoods. Parking lots shall be arranged so as to promote theporosity and walkability of the campus allowing for secondary and tertiary net-works of paths, trails and bike lanes across, within and about campus to promoteconnections and relationships with the entirety of College Park.

Flexibility and Change

The architecture of the campus plan, the buildings and the infrastructure shallposition the College to remain flexible and changeable over time as programs anddepartments, evolve and contract, new technologies and teaching formats emergeand pedagogic and curricular purposes transform. The composition of the plan,the buildings and the open space shall create a stable framework within whichunforeseen demands of the future are given opportunity to flourish withoutcompromising the sense of permanence and dignity of the overall campus.

Preliminary Sketch. This drawing shows the beginning of the conceptualization of themain College frontage on the town square in the village center. The retail center is tothe left, the community center to the right.

INITIAL PARAMETERS

App III - 3



Planning Principles

The following are planning principles in support of the goals of the ChaffeyCollege Chino Campus plan as articulated by College administration, faculty andstaff in the context of understanding the physical and functional parametersinfluencing its development in both the short and long term.

Building Frontages

The College will concentrate building frontages at two of its main interfaces withCollege Park: Eucalyptus street on its northeast flank, facing residential neigh-borhoods; and “A” street along its north flank facing the Village Center. Thesefrontages shall be as permeable as possible at their ground floors to promoteaccessibility to and from campus across the streets shared by the college and itsneighbors.

Arrangement of Open Space

A major quad or “mall” oriented north/south open at both ends to assure lines ofsite to the San Gabriel mountains to the north and the Chino hills to the southshall anchor the heart of the campus. A series of coherent open spaces in theform of quads, courtyards and gardens in relationship with the main quad andwith each other shall create an integrated and hierarchical network of outdoorrooms to promote “communities-by-discipline” within the overall college com-munity.

Vehicular Circulation and Parking

Parking shall be in the form of surface lots and adjacent to both Ayala Park andthe buildings on campus that they serve. Parking shall be minimally visible fromboth “A” street and Eucalyptus, and vehicular entry/exit focused at the far east-ern and western corners of the campus site.

Building Configuration and Character

Buildings shall be to the maximum extent possible regular in shape, two stories(with occasional one and three story exceptions) and arranged to promote rela-tionship across well defined open spaces. The massing of buildings shall beconfigured to support the legibility of open spaces and the campus as a wholeand arranged in order to minimize dependency on graphic way-finding systemsand other means.

Buildings shall be composed so as to maximize neutrality with respect to thefunctions housed in order to promote flexibility and the ability to accept a varietyof uses over time.

Phasing Strategy

The arrangement of the plan shall be based on the establishment of buildingsfirst at the periphery of the Village Center as the principal anchors to the VillageCenter. Growth over time shall unfold from this starting point southward alongeach side of the main quad and southeast along the Eucalyptus frontage. Build-ings shall be planned to reinforce the legibility and primacy of open space as thedominant organizing force of the campus.

Building Character

The character of the architecture shall fall within the family of Early California,Mission, Spanish, Craftsman traditions found within the rich heritage of South-ern California in general and the agricultural past of the San Gabriel Valley inparticular. No matter the choice(s) the architecture shall be rendered in a believ-able, contemporary manner at home with the modern day technologies, contem-porary building practices and the economies of construction today, while main-taining a sense of durability and permanence in the composition of vertical sur-faces and apertures, the selection of materials and building systems.

INITIAL PARAMETERS

App III - 4



Land Use Plan. This diagram blocks out major uses of the site: building sites, PE/Athletics/Recreation, vehicular circulation and parking. Building sites are focused on the upper partof campus, and that PE/Athletics/Recreation is divided into two areas. Walking distances aremaintained at under 1/4 mile..

Preliminary Analysis Diagrams

ANALYSIS & OPTION DEVELOPMENT

App III - 5

Three diagrams documented critical physical facts about the site, the compo-nents of the future College campus to be accommodated on the site and therelationship between the two. Much surprise was expressed by the Collegecommunity, the City of Chino and SunCal Companies, the developer of CollegePark about some of the basic revelations of these diagrams. Most were surprisedto understand the scale of the site relative to the components of buildings,parking and athletic/recreation fields to be placed there, and the dimensions ofthe site relative to the distances pedestrians are comfortably able to cover. Thesebasic observations led to the conceptualizing of the concept land use diagramthat formed the foundation for the master plan.

Land Use Plan.

This diagram lays out the three principle land uses of the college campus, 1) thecore academic campus consisting of buildings and open space; 2) parking and 3)dedicated outdoor recreation/athletic facilities. It is based on principles summa-rized in the following two diagrams.

Site Characteristics.

This diagram summarizes the key influencing factors on the direction taken bythe master plan. Of importance are the understanding of the critical role of theVillage Center in shaping the campus plan, the imperative of the EucalyptusStreet frontage, relationships to the overall geographic setting and other factorssuch as the relationship of pedestrians and vehicles to the geometry of the siteand to each other.

The Sizes of Things

This diagram relates the size of the future campus site with those components tobe accommodated there. The buildings of the core academic campus and relatedopen space constitute about 5-10% of the overall campus area. Surface parkinglots and athletic/recreation fields consume the most of the available land.

ACADEMICCAMPUS

PE /REC

PE /REC

PARKING

PARKING



Site Characteristics. This diagram summarizes the characteristics and principles influ-encing the development of the 100-acre property which was to become the College’s newcampus. Priorities included maintaining frontages, views, controlling vehicular circula-tion, etc.

The Sizes of Things. This diagram illustrates the dimension and scale of the principalcomponents of the new college, including buildings, parking and recreation facilities. Noteexpanse of area required for parking and athletics/recreation compared to the land arearequired for building sites.


App III - 6


- Appendix III Supporting Analysis and OutreachANALYSIS & OPTION DEVELOPMENT

App III - 7

The President’s Cabinet Preferred Alternative

This plan differs from the adopted plan principally in the relationship of thecampus to the intersection of Oaks, Eucalyptus and “A” Streets and the VillageCenter that was to embrace this intersection. The principal topics of discussionin the conversation with the City of Chino and SunCal Companies, the developerof College Park focused on three issues: 1) the nature of the intersection of thethree streets at the Village Center; 2) the configuration, scale and character of thepublic space within the Village Center; and, 3)the “posture” of the Colleges’ mainfrontage on the Village Center, Oaks Avenue and the larger geographic setting.

The College preferred the simpler orthogonal intersection of the three streets,avoiding the complex traffic engineering, extensive site development costs andsafety mitigation measures made necessary by the adoption of the roundaboutinstitutionalized in the College Park Specific Plan. The success of this intersec-tion hinged on the limiting of traffic through the Village Center in compliance withthe “walkability” principle highlighted in the College Park Specific Plan. TheCollege’s plan was able to achieve two lane roads within the Village Center bydirecting College and residential generated vehicular traffic to areas away fro theVillage Center.The South Loop Road was the critical component in making thisstrategy work.

Further, the College recommended the consolidation of public space within theVillage Center into a single regularized, coherently configured “town square”where all segments of the College Park community were to come together, onground common to all and yet appropriated by none. The roundabout adoptedby the College Park Specific Plan places emphasis on the space contained withinthe traffic circle, a symbolic place at best, given its inaccessibility by pedestriansand essentially decorative function. In the roundabout plan, functional publicspace is fragmented into three parts each “owned” by the individual parties ofthe Village Center: the College, the commercial center and the community center.

Finally, rather than facing the Main Instruction Building onto an eight lanevehicular arterial the College preferred the more dignified setting of the townsquare and north mall with commanding views of the San Gabriel Mountainsacting as the College’s forecourt. This would have more successfully integratedthe College with Ayala Park and the community center and anchored the newcampus in a more natural way with the dramatic geographic setting of the SanGabriel Valley. Instead of facing onto an elaborate vehicular intersection the prin-cipal facade of the new campus would have faced onto an elongated meadow tothe north and the green mall to the south framing dramatic views of the SanGabriel Mountains and Chino Hills respectively.

The Preferred Alternative Illustrative Plan. The preferred alternative differs from the adoptedplan in three key ways in which the College relates to the Village Center : the geometry of theintersection of the streets, the configuration of public open space , and the relationship withthe Main Instructioin Building and Community Center.


Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 ANALYSIS & OPTION DEVELOPMENT

The Preferred Alternative Landscape and Open Space Plan. The preferred alternative placesthe Main Instruction Building on axis with the town square and north mall rather than thevehicular arterial that is Oaks Avenue. In this way the Main Instruction Building and Com-munity Center would have been better integrated with each other and with Ayala Park.

The Preferred Alternative Vehicular Circulation and Parking Plan. The preferred alternativeachieves a simpler orthogonal intersection of the three streets converging on the VillageCenter. Traffic was minimized at this intersection by directing College and residential gener-ated traffic to outlying areas. The South Loop Road is critical in focusing incoming andoutgoing College traffic to the southern area of campus away from the Village Center.

App III - 8



The Town Square in the Preferred Alternative

The purpose of the town square in the preferred alternative was to create onefocal point that would have brought together all facets of College Park--a placethe marks the spot that is College Park-- symbolically and functionally identifiedwith the entire community. It’s regularity in shape and constitution as a unifiedwhole was critical. The scale of the town square was calibrated so as to controlthe dimensional separation of the buildings facing onto it in order that realrelationships were made across its length and breadth. It was equally importantthat the streets surrounding it were modest in scale and vehicular use in keepingwith the goals of the College Park Specific Plan which calls for a pedestrianfriendly “walkable” Village Center.

Models and prototypes were studied and shared with the College and its part-ners in order to establish the foundation upon which the town square would beenvisioned and planned. These models were helpful in understanding scalesand configurations that work in achieving the sense of place and modesty ofscale consistent with the goals of the Specific Plan. Precedents studied includedthe town square in Sonoma, CA which was created at the time of the originalSpanish colonial settlement and the founding of the mission there. This squareis about 350 feet on a side and surrounded by two lane roads with on-streetparking, flanked with one and two story commercial buildings. Another prece-dent studied was the plaza at the heart of Orange, CA which includes a modestlyscaled traffic circle with a circular garden within. The shape of this plaza is given,however, not by the traffic circle but by the building frontages which create asquare approximately 240 feet on a side.

The College Park town square was to have been approximately 200’-0” wide (inthe east west direction) and 300’-0” long (in the north south direction) for a totalarea of approximately 60,000 SF or 1.37 acres. It was surrounded on three sidesby two lane roadways with on-street parking, and on three sides by buildings:the College’s main building on the south side, the Chaffey/Ayala Park communitybuilding on the east side and commercial frontages of the retail/mixed-use centeron the west side. To the north would lie the tree lined north mall extending toEdison Avenue terminated by views of the San Gabriel Mountains at the northrim of the San Gabriel Valley. A series of courts, gardens and paths lead throughthe Chaffey/Ayala Park community building westward into Ayala Park. The townsquare was to have been appointed with trees, grass, flower gardens and waterelements in combination with paved areas to accommodate the full variety ofuses appropriate to a fully functioning heart of the community.

The Main Building. This study shows one of many options for the expression of characterin the design of the main College building anchoring the south side of the town square

The Retail/Mixed-Use Center. This study shows one of many options for the expression ofcharacter in the design of the principal face of the retail center anchoring the east side ofthe town square.


App III - 9



The Town Square. Flanked on three sides by the College’s main building , the Chaffey/Ayala Park community building and thestorefronts of the retail/mixed-use center the town square was to have been the heart of College Park.

The College Park town square ismodest in scale.

The town square in Sonoma, CA isthe city’s main park and surroundedon four sides by two lane streets.

The plaza in Orange, CA is squareeven though the street intersection ishandled with a traffic circle.


App III - 10


- Appendix III Supporting Analysis and OutreachANALYSIS & OPTION DEVELOPMENT

App III - 11

Options Generated Based on the Roundabout.

With the decision by the City of Chino that the roundabout be instituted in theCollege Park Specific Plan as the centerpiece of the Village Center the Collegegenerated several alternatives for how to adjust its preferred alternative. Schemesgenerated sought to maintain as many of the principles of the preferred alterna-tive. All of them preserved the principal north-south axis of the south mall. Of thesix options considered, three centered this axis on that of Oaks Avenue and thecenterline of the roundabout and three maintained the alignment of the preferredalternative in which the mall is shifted westward of the Oaks Avenue axis. Alloptions placed the Community Center as close as possible to the Village Center atthe southeast corner of Ayala Park as mandated by the Specific Plan.

Alternatives A1-3: North South Axis Aligned on Oaks Avenue

These three options are alike in the placement of the Main Instruction Buildingon axis with Oaks Avenue. This building then defines the geometry of the SouthMall which in turn organizes the campus as a whole. In these schemes the libraryforms a symmetrical pairing with the Community Center. as a gateway to AyalaPark from the Village Center. Alternatives within this class of options differ in howthe east-west cross axis and the arrangement of open space and vehicular circu-lation are handled in the area between the east-west axis and “A” Street. SchemeA-3 introduces a major east-west mall centered on the “A” Street axis of equalsize and stature to that of the south mall.

Alternatives B1-3: North-South Axis Shifted West of Oaks Avenue

These options maintain the location of the north-south axis proposed in thepreferred alternative. In these schemes the terminus of the Oaks Avenue axis isformed not with a building anchoring the South Mall but with the northern mostbuilding of the east flank of the mall.The roundabout is thus diagonally related tothe south mall rather than axially related. The north terminus of the south mallturns out to be the library (in the Jeffersonian tradition) which in turn makesrelationship with the Community Center in the formation of a symmetrical gate-way to Ayala Park from the Village Center. Like alternatives A1-3 these schemesdiffer in how they handle the east-west axis.

All of the options shown here were discussed with the City of Chino staff in ameeting at City Hall on December 18, 2003 in which Alternative A1 wasaccepted as the plan most preferred by the City. The College revised its masterplan accordingly.

Roundabout Based Alternative A1

Roundabout Based Alternative B1


Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 ANALYSIS & OPTION DEVELOPMENT

Roundabout Based Alternative A2 Roundabout Based Alternative A3

Roundabout Based Alternative B2 Roundabout Based Alternative B3

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Alternatives Developed on Behalf of the City of Chino

It became apparent in the fall of 2003 that the City of Chino had four main objec-tions to the President’s Cabinet preferred plan. They were:

1. The Location of the Community Center. The City had a clear preference thatthe Community Center be placed closer to the intersection of Oaks/Eucalyptusand “A” Streets thus more in the heart of the Village Center and more in proximitywith the commercial mixed-use component across Oaks.

2.Amount of Parking in Ayala Park. The City expressed two conflicting con-cerns: a) that there was too much parking in Ayala Park and b) that there besufficient parking in Ayala Park to share with the soccer field uses within the park.

3.Relationship of Community Center to Ayala Park. The City expressed concernthat the Community Center was cut off from Ayala Park by the autocourt andparking lots in the President’s Cabinet preferred plan.

4) College Presence at the Terminus of the Oaks Avenue Axis. The City hadintended in the College Park Specific Plan that Chaffey College terminate the OaksAvenue axis upon approach south from Edison Avenue. The President’s Cabinetpreferred plan had biased the Phase I buildings to the west of this axis.

In response to these concerns the Chaffey design team developed four alterna-tives. The first two of these left the Community Center within Ayala Park butshifted it to the northwest corner of the intersection of “A” Street and Oaks/Eucalyptus. These two schemes also rotated the parking lot within Ayala Park 90degrees placing the autocourt on the north side of the Community Center thusopening Ayala Park clear to Oaks Avenue. The third and fourth schemes movedthe Community Center south of “A” Street onto the Chaffey campus, thus evacu-ating Ayala Park altogether of College related buildings and parking lots.

Subsequent to the generation of these alternatives the City expressed concernswith the orthogonal intersection of Oaks/Eucalyptus and “A” Streets, prefer-ring the roundabout and radial intersection of the three streets as originallyproposed by SunCal Development in April of 2003.

October 2003, Alternative A

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October 2003, Alternative B October 2003, Alternative C October 2003, Alternative D

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Early Village Center and Town Square Alternates. These studies represented several ways to interpret the principles of the Specific Plan in creating a coherent focal point for the College Parkcommunity. All of them share the overriding organizing principle of a large meadow extending from Edison to the College’s north boundary, creating a forecourt and dramatic sense of arrival fromEdison. The options contemplated different ways to handle the intersection of Oaks, “A” Street and Eucalyptus.


App III - 15



Early Village Center and Town Square Alternates. More detailed studies of options for the configurationof the town square and Village Center were completed early in the process. Scale and proportion wereconsidered paramount in creating public spaces that promoted walkability and community.


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South Loop Road Alternates The introduction of the South Loop Road was critical for a number of reasons. The primary two were: 1) to complete a perimeter road, for the campus, a necessarypragmatic element of the plan for ease of egress and ingress and for service access to all points on campus; and 2) to promote Central at “A” street as the principal western point of egress/ingressfor College faculty, students and staff and Eucalyptus at Euclid as the principal eastern point of egress/ingress, thus avoiding to the maximum extent possible College generated traffic within theVillage Center and residential neighborhoods.


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Main Building Configuration Alternates These diagarams represented a few of an infinite variety of possibilitiesfor how to configure the main building facing onto the town square. Priority was given to the sensible andcomfortable accommodation of the program in balance with harmonious relationships with the surrounding site..


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The First President’s Cabinet Workshop June 19, 2003

Long Term Considerations

• ON CAMPUS PARKING

Provision for on-campus parking must account for both the desired “walkability”of the campus (and the nearby village center) and the imperative that parking beconvenient and available in recognition of the reality of the commuting patternsand “vehicular dependency” of most students.

Remarks: While everyone generally recognized the problem of surrounding thecampus with parking and thus cutting it off from its neighbors, there was also thereal concern that parking be available and located such that students would notbe discouraged from coming to campus. The issue of distance from parked car toon-campus destination is crucial and should not be overlooked. One-quarter milefrom parking space to destination seems reasonable as an outer limit, but securityat those outer limits needed to be thought through and there was some trepida-tion about going out any further than 1/4 mile. Others hypothesized that if wemade a campus that was engaging and a place that a student wanted to be ink, thestudent might tolerate moderately more inconvenient parking. Some wondered ifstudent might not be tempted to park in the village center rather than on campus(particularly if it was closer to their classroom destination) and if and/or howparking would be controlled in the village center. It was also recognized that theCollege has already committed to parking in the vicinity of Ayala Park and that itwould build parking in this area of campus with the understanding that the parkand the college would share it.

• THE QUALITY OF THE CAMPUS ENVIRONMENT

Students should want to be on campus not just to park, to and leave classes, butalso to hang out, socialize, communicate informally with each other and withfaculty and staff. There should be, as part of an overall strategy to create theconditions for this sense of community, a nested hierarchy of open spaces--amajor quad (or quads), secondary quads, courtyards and garden areas--that serveto give focus to the college community as a whole, and to the smaller communi-ties within as represented by departments, programs and service groups. Trees,shade and variety of spatial experiences are important in the quality of the over-all campus environment.

Remarks: While many conceded that it was appropriate to have the bookstore inthe village center, rather than on campus, there were concerns expressed aboutthe nature of the relationship. ( And a few outright rejected the notion of puttingthe bookstore and food service off campus) The importance of a good qualitylong term contract was underlined. The idea of cafes, restaurants and coffeeshops was attractive to many--and some raised the issue of franchises and fastfood chains, noting the efficacy with which these businesses negatively impactthe environment. Some wondered if it would not be too tempting for the devel-oper to put these there; and if the College ought to assert itself in prohibiting ordiscouraging them. Some suggested that if food service were focused over inthe Village Center, then this might be complemented by smaller food stations orcarts distributed across campus. Others worried that maybe there would beintrusion of village center users/inhabitants onto the campus and that might notbe such a good thing. And, conversely, they thought the whole village centerconcept might be a bit idealized having a university model in mind rather than themore down to earth reality of the community college, which is heavily autodependent (no in-residence students). Also, the income level of communitycollege students is lower than your typical university student. Still others thoughtthere might be possibilities for renting spaces on an ad-hoc basis as needed incommercial buildings within the village center, and that this might be a real assetfor the college.

• THE SENSE OF COMPLETENESS ON CAMPUS

While the college will be completed over a twenty to thirty year time period it isimportant that it look complete at each stage of development.

Remarks: It was noted that the master plan must account for the sense of com-pleteness on campus at all stages of development including the first phase.Building sites should be planned out and then planted or designed in somemanner so as to cohere with the overall campus environment before buildingsare built on them. This is why the three master plans (Opening Day, 5-year and30-year) are important both individually and as a collective whole--they relatedto each other. Especially the Opening Day and 5-year plans must work togetheras specific project funding will have been shortly and/or is already identified.MDA Johnson Favaro noted that the most effective way to insure a sense ofcompleteness over time is to focus on the open spaces as those permanent,immutable features of the campus that belong to no one and yet belong toeveryone. These are the parts of the campus that everyone will remember and

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Appendix III - Supporting Analysis and Outreach


with which everyone will identify. The limits of the “customizing” of buildingsshould be recognized. Programs and curricula change all the time, and we cannotpredict the future. Therefore, the buildings must be flexible and simple in con-figuration and respect their secondary role in the creation of a coherentoverall campus (the open spaces assuming the primary role); and buildings mustbe able to change on the interior, accommodating a wide variety of programs anddepartments in unpredictable ways and ways that do not ultimately compromisethe quality of permanence of the exterior campus environment.

• DISCIPLINE EMPHASIS

The Chino campus should select, focus on, and be known for just a few disci-plines and rely on the other campuses to round out its offerings. Liberal Artsand Business are two examples of possible areas of emphasis. The Chino Cam-pus should capitalize on the fact that its IT Center is located nearby. Informa-tion Services seems like a natural discipline of emphasis, but it wouldn’t neces-sarily have to be based at the new campus if the new campus had a strongrelationship with the IT Center.

Remarks: Related to this topic were discussions of relying on new informationtechnology systems and networks in order to not only conduct distance learn-ing, web-based learning but also use the systems and networks to tap into preex-isting resources (such as admissions and records) at either main campus (RC) orothers. One ought not to limit oneself, in other words, to a line of thinking thatwould require replicating every single program the college offers at the Chinocampus. There was also the suggestion that perhaps a program in primary edu-cation teacher training might be coordinated with the new elementary school thatwill be built in College Park.

Short Term

• INSTRUCTIONAL PROGRAMS ON OPENING DAY

The array of instructional programs available on opening day must be sufficientto allow an incoming student to achieve an AA degree, and/or transfer credits.Thus, programs offered in the beginning years will be general education courses.Also, there should be a cluster of basic skills or foundation course offerings.

Remarks: Since for the most part the courses will be general-ed in nature, theclassrooms will be neutral and flexible and capable of being shared by a number

of departments and programs. It was acknowledged that with advances in tech-nology, transformations in subject matter and teaching methodologies the dis-tinctions between “labs” (with the exception of wet labs) and classrooms wasfading away. And while there was some disagreement on classroom size it wasgenerally agreed that a target of 40 seats was reasonable, with perhaps somecapable of supporting as many as 50 and one or two possibly as little as 30. Oneor two 120-seat theatre style lecture halls might be useful too. Additional possi-bilities were suggested, some of which might leverage the colleges resources inthe beginning years by tying into existing programs elsewhere within the collegesystem, such as the Chino IT Center. One might be able to increase the offeringsof the Chino campus in the beginning years by linking up (technologically orotherwise )with programs in existence on the other campuses.

• NON- INSTRUCTIONAL PROGRAMS ON OPENING DAY

Student Services must be near or at the front door of the new campus and willhave to include a microcosm of the basic services it normally offers: Admis-sions and Records, Matriculation and Counseling, Financial Aid and Assess-ment. The master plan should account for advancement in technologies thatwill reduce space and staff requirements as well as the need for specialized staffwithin Student Services. The bookstore could be located in the town squareprovided the College controls the contractual agreement to assure a properlevel of service. Food services could be located in the town square provided theyare of high quality. Minimal athletic and recreation facilities should be locatedat the NW corner of campus nearest Ayala Park.

Remarks: It was noted that the lobby or reception area of Student Services will bethe first point of contact for most students and that it will most likely therefore bethe lobby for the entire campus. As such its design should be a accommodating,gracious and commensurate with its stature in the overall campus environment.It should be a front door to the campus and have some sort of relationship, ifpossible, with the village center. It was noted that the City of Chino wouldprobably prefer that the bookstore and the food services be located off campus,in town as then the City is able to capitalize on sales tax. MDA Johnson Favaronoted that since College Park is located within a redevelopment zone such taxeswill be reinvested in College Park. There should be a minimal library resource onOpening Day--perhaps linked into the Rancho Cucamonga library,. Recreationaland Athletic facilities should certainly rely on the joint use arrangement withAyala Park and the YMCA in the short term; and the development of facilitiesshould be focused on that part of campus nearest the park.

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• ALLOCATION OF FIRST PHASE RESOURCES

While a minimum supply of instructional facilities is inexpendable in estab-lishing a critical mass of educational activity on opening day the College shouldrecognize the source of the funding at hand--Measure L Bond funds--and re-spect that there are parts of a fully established college campus, such as land-scape, parking, community, athletic and recreational facilities and utilitiesinfrastructure that can only be funded through this and other special sources.

Remarks: The State of California funds only strictly defined instructional andnon-instructional service buildings. Thus by investing too much of the bondresources into instructional space and not enough into the critical infrastructureneeds that make a campus work the college may be putting the financial feasibil-ity of its future development in jeopardy. It is important to reserve some of theavailable Measure L funding for such things as parking, landscape and openspace, athletic and recreational facilities, and utility infrastructure in order toprovide for future expansion; it is equally important to be disciplined in minimiz-ing instructional and non-instructional space needs to what is absolutely neces-sary to educate 2,500 students in general education programs for the first fiveyears in order to be able to show the State as little instructional/non-instruc-tional capacity as possible when it applies for succeeding buildings toward thefull build out over the five and twenty year periods. An example was offered vis-a-vis the envisioned community center on Ayala Park which was seen as a join-use facility between the College and the City. Perhaps the College could investmore into this facility than it had originally thought if the facility were designedas community assembly space that could also double as instructional space, butwhich would not be identified as such in future applications to the State. A full-on performance hall kind of facility was suggested as a way to leverage availablefunding into something good for the City and useful for the College and still nottechnically classified as classroom space. Child Care services could be providedthrough the YMCA in Ayala Park. The chino Airport was mentioned as anadditional resource for the Aeronautics program, for example, and also possiblythe Receiving warehouse and maybe facilities maintenance and operations .These and other create strategies should be employed to maximally leverage theavailable funding.

• COLLEGIALITY ON THE NEW CAMPUS

There should be a sense of community for faculty and staff from the beginning.Strategies could include congregated faculty offices with common rooms andshared amenities, a centralized mailroom and outdoor seating areas.

Remarks: The arrangement of faculty offices, some seem to say, can detract fromthe feeling that the faculty is a community--if there have to be perimeter officesthey should open onto common areas with shared amenities such that facultyhas opportunity to meet each other on a daily, frequent basis. Some went so faras to say that there ought to be centralized faculty offices, without division intodepartments, so that there is cross pollination and a wider sense of shared pur-pose across the college faculty. The sense of collegiality among the facultywould then emanate into the student community and beyond.

• TAP INTO COLLEGE-WIDE AND COLLEGE PARK TECHNOLOGYSYSTEMS

The new campus could utilize pre-existing services through digital communi-cations--such as copying and document imaging service, Human Resourcesfunctions, video conferencing etc.

Remarks: Among other things the new campus could share the services of theRC purchasing agency. This and other services linked into other campuseswould reduce the pressures of space needs on the new campus and allow thecollege to invest more into the crucial place-making (in addition to service pro-viding) first moves in the planning, design and construction of the new campus.

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1. Dr. Kane began the workshop with an update on the discussions and negotia-tions that have just begun with SunCal the private developer on the 400 acreparcel next door to the new Chino campus and the City of Chino; conversa-tions will include how to share infrastructure costs and service costs such asthe traffic studies, etc.

2. Dr. Kane explained that the master plan will include a phase I plan that willconceptualize and describe facilities to be built with the Measure L bond fundsand that will accommodate 2500 students on opening day, growing into asmany as 5000 students within five years in those same facilities. An importantpart of the planning of phase I includes strategies about what gets built andwhat gets put in the first buildings in the context of how best to position thecollege for state funding in the subsequent two five year funding cycles (2010,2015). This entails a close look at efficient WSCH generation, wise schedulingpractices, efficient classroom and building layouts etc.

3. Dr. Kane noted that the EIR has been published and is available for review. Theproperty deal with the State should be closed with the College taking clear titlesometime at the beginning of December.

4. Dr. Kane introduced Jim Favaro who began with an explanation of the daysprogram—that it would be divided into two parts the first part being a discus-sion of the macroscopic issues of the master plan, including conversationswith the City, the State and the developer on such issues as the village center,the vehicular circulation plan, relationships with Ayala park; and the secondpart being at the microscopic level focusing on the buildings that would beplanned for phase I, including an introduction to the programming processwhich is to unfold over the next 6-8 weeks.

5. Jim Favaro presented part I, beginning with a review of what was covered atthe first workshop and ending with an overall picture of the 30-year masterplan, focusing on four main aspects of the plan: 1)the Village Center vehicularcirculation and parking 3)landscape and open space and 4) building sites andoverall campus building capacity.

6. Jim Favaro explained the current thinking behind the village center and howwith the involvement of the State and its consultants, the City and the devel-oper the planning of it had evolved from what had been illustrated in the draftspecific plan to a more workable plan in which the college the park, communitycenter and the retail center would together anchor a coherent town square. Jimexplained that dimension and scale were critical toward making the ensemblework and to promote the principle of walkability; given that we would be

The 2nd President’s Cabinet Workshop, August 12, 2003

dealing with two story buildings there was a limit to their dimensionalseparation in order for the town square to actually work. Critical in thiswas the control of the widths and traffic volumes of the roadways passingthrough the village center. Jim explained that he had presented an idea onbehalf of Chaffey to the City, State and developer which essentially splitEucalyptus , now shown as a four lane roadway (with turn lane, transitlane ,bike lanes, etc) into three two lane roads—one continuing to passthrough the village center, one around the “back” side (east, northeast) ofthe retail center, and one bypassing the college on its south side. In thisway through traffic College Park would be diverted to streets around theperimeter of the village center thus limited traffic within village center tothose who are using it. Jim demonstrated the fundamentals of townsquares with a series of diagrams illustrating proven precedents for howthis might work and explained that the new plan had been enthusiasticallyembraced by all the parties.

7. Jim Favaro continued by explaining how the vehicular circulation andparking would then work for the college, with large lots in the thirty yearplan placed at the southwest and southeast corners of the upper part ofthe property, and the south loop road connecting them across from Euca-lyptus in the east to “A” street in the west. Phase I parking lots (number-ing around 700 spaces) would be congregated up near the first two build-ings of phase I at “A” street. The thirty year plan includes lots planned toaccommodate well over 3,000 spaces or more than 1-to-5 ratio of parkingspace to student (@ 15,000 students) (the RC campus is around 3,400-to-17,000 or about 1-to-5—other campuses have similar capacities).

8. Jim Favaro continued with a brief overview of the landscape and openspace infrastructure as drawn to date, explaining the importance of the bigswaths reaching north and south in order to maintain a visual connectionwith the mountains to the north and the hills to the south. The rest of thelandscape plan fell into place based on this overriding concept.

9. Finally, Jim Favaro explained the building capacity of the thirty year planillustrating how after subtracting for parking and roadways, landscapeand open space, and recreation/athletics the land that was left beyond thephase I building sites accounted for about 10 ½ acres which at an FAR of1.0 could accommodate 450,000 GSF; which if arranged in two story for-mats would leave half of that 10.5 acres as open space. Together withphase I and the PE building shown so far this would mean the campusplan accommodated about 600,000 GSF of building capacity.

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10. Discussion after the part I presentation included questions about the southloop road introduced as a way to narrow the roads through the village centerand whether there would be enough land north of this road to accommodate allof the campus’ facility needs. Jim Favaro explained that there was shown in theplan more than enough building site capacity north of the road for the life of thecampus; all parking would be north of the road and thus the road would in noway disturb the pedestrian life of the campus. He reiterated the importance ofit as a way to relieve traffic traveling from College Park on the east side west toreach Central Ave and points east—in order to avoid a four lane highwaythrough the heart of the village center. He also showed an alternate layout forthe road, transitioning it further south leaving more room north of the road foreither building sites and or more parking and explained that the design teamwould be looking at the costs/benefits of this move.

11. The question was asked what would go on the land south of this new road; Jimresponded that the college has an obligation to provide a minimum of 4.5 acresfor native owl habitat; he also suggested that this would be an ideal locationfor a football/track and field stadium and/or expansion of athletic/recreationfacilities if necessary.

12. It was asked exactly how the south loop road worked in the overall CollegePark traffic plan; Jim explained that there was only one way in the previous planfor those across Eucalyptus (on the east side) in the residential developmentto exit College Park westward—through the Village Center; and the one exit outto Edison in the eastern part of the residential neighborhoods was already asensitive issue with the City as it is a road that gets backed up by traffic waitingto get onto the 60 FWY. Thus the south loop road offers an alternate way toexit the site toward the west, allowing passage onto Central and onward topoints west, north and south from there. In this way the road through thevillage center could be kept to two lanes (with a central left hand turn lane)because its through traffic load would be cut in half.

13. Another question was asked about the parking lots that separate the mainacademic part of campus in the plan from the recreation facilities (the gymbuilding, the aquatics stadium, the soccer field) in the triangle up next to Ayalapark—would there be ways to walk across this parking lot from main campus tothe recreation facilities? Answer: yes, when the time came to design these lotsprovisions would be made for pedestrian paths connecting the recreation/athletic campus to the main campus. This requirement would be built into thelanguage and graphics of the master plan.

14. Another question was posed about the arrangement of parking—particularlyregarding those lots on the north of “A” street and how these would bemonitored/controlled. Dr. Kane responded that these issues had been noted

but had not been addressed and would be in the future. There would beseveral options on how to set it up including permits, an hours-of-use plan,meters etc—and that it should be seen as a revenue generating feature of thenew plan.

15. It was asked whether the big field shown to the north of the town squarebetween the town square and Edison would be a permanent fixture and howwould building on it be prevented. Answer: the master plan would be anofficially adopted document by everyone involved with College Park and hencewould guarantee that the field would remain as such in perpetuity. The visionfor this field is one of native grasses and flowers, just slightly cultivated, butmainly wild such that it would change with the seasons and remain in a pristinenatural state.

16. One participant noted that Edison is a highly traveled road and that exertingthe college’s presence on this frontage would be an important advantage forthe new campus—its heightened visibility on this road would aid in capturingenrollment in this critical fast growing area of the district—hence the impor-tance of the field extending up to the road and markers that would assert thecollege’s identity there.

17. Jim concluded part I of the workshop with a summary of those issues which thedesign team considered open and to be resolved over the next few weeks: 1)thecommunity center 2)a service access plan 3)arrangement of athletics and recre-ation facilities 4)location of the south loop road 5)programs with special spaceneeds (such as performing arts, auto-tech, etc.) and 6) the five-year (2010) plan

18. Part II began with Jim reviewing the obligations of the college to be fulfilledwithin the $43M budget and that today would concentrate on the first build-ings to be built which the design team had hypothesized to be somewherearound 90,000 GSF. He wanted to discuss these buildings from three points ofview: 1)distribution 2)configuration and 3) program. He began with the ideathat there would be two main buildings about 25K GSF across the street in theform of the “community building “ and about 65K GSF on the college propertyin the form of a “main building.”

19. Dr. Kane explained that the college was considering the idea that this commu-nity center would be designed and built by the college as a way to keep thearrangement with the city simple (it would be built on city land) and in such away that it could double as an instructional facility for the college (with aculinary arts program) and a banquet facility possibly— maybe a small confer-ence center, maybe community meeting rooms that would double as class-rooms, etc. It was by no means an arrangement that had been finalized.

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20. Jim Favaro introduced some basic concepts of the community center, the 25KGSF building to be built by the college across the street; he explained that if itwere to work as a banquet facility/culinary arts program certain dimensionalrequirements fall into place that influence the shaping and massing of thebuilding. Given also that this building would essentially “face” three ways—the town square, the park and “A” street—it is a tricky one to work out in termsof orientation, service issues etc. He explained that the design team had beenworking with the culinary/hospitality staff to begin to understand more aboutwhat this facility might be.

21. Jim Favaro went onto discuss the “main” building –the 65K GSF one on thecollege property—and laid out some of the parameters that would be involvedin understanding how this building would be configured (building costs, effi-ciencies, quality of the place, etc) what it would contain (programming) andhow all of these would eventually come together to shape the building. Heillustrated a variety of possibilities for the building configuration which wouldrespect the “macroscopic” framework laid out by the overall plan discussed inpart I and chose one (the “H” scheme) to illustrate how structural systems,vertical circulation, room types and a mock program might fit within. Jimexplained that this was intended merely as window on what the following 6-8weeks would entail on the part of the college in furthering the planning anddesign of phase I.

22. Jim’s presentation was followed with a presentation by Ken Cereghino andJoyce Black from MAAS the educational master planners on the fundamentalsof programming phase I with an eye toward the state guidelines imbedded inTitle V and other guidelines and positioning the college vis-à-vis capacity loadratios that will become important when the college goes for state funding forsubsequent projects. The immediate task is to create a test program for the firstbuildings to be funded within the bond program.

23. The test program will be a blend of the following groups of information:The Needs AssessmentExisting Programs at Ontario, Chino IT CenterInstructional Divisions at Rancho Cucamonga campus

24. The objective of the program is to provide facilities for the following programs:Associates Degree, General EducationTransfer ProgramBasic SkillsSome Vocational/Occupational Programs

25. It is important in assembling the program that it be supportable by the State inthe following three areas:

Capacity Load RatiosWSCH GenerationBuilding Efficiency as a calculation of the ratio ASF/GSF

26. A priority in understanding what to build in phase I will be to not build facilitiesthat are a high priority for the State such that when it comes time to build newfacilities those facility types the college wants to build will be those types whichthe State wants to fund at the time that the college applies for funding.

27. The Program of Instruction is the critical component of the building program,and Joyce Black joined Ken to explain –with an illustrative handout—how theprogram document will begin to take shape in the context of understanding whatthe program of instruction will be on opening day. Joyce reviewed the elementsshown in the illustrative program such as number of classrooms and labs, dem-onstration space, instructional support, etc. explaining how each of these relatesto WSCH generation, cap-load ratios and how they are “recognized” in the Stateguidelines. A key strategy will be to maximize useful instructional space whileminimizing the categorization of such space as instructional in the eyes of thestate.

28. Joyce pointed out that the program would not simply replicate the Needs As-sessment and reiterated the stated mission: to accommodate 2500 students onopening day and 5000 over the subsequent 3-5 years. She also noted that toaccomplish this the campus on opening day would need somewhere between55-59,000 Assignable Square Feet (ASF).

29. Joyce explained that the handout program was organized by TOP code in orderto relate number of sections offered to WSCH generation to ASF—all in an effortto justify space allocation according to WSCH generation.

30. She introduced the concept that general ed courses at Chino could be organizedon the principle that introductory courses prepare students for transfer to theRancho Cucamonga campus, meaning that there may be as many as 3,000 stu-dents enrolled at Chino but moving between campuses within the system.

31. Joyce pointed out the great difference in state recognized space allocation be-tween classroom space and lab space—classrooms are only recognized at 700ASF while labs can go as high as 1600 ASF. MAAS has included so far onebiology wet lab. They introduced a computer lab as a place for an introductoryinstructional program feeding into the Chino IT center.

32. MAAS encourages whatever PE facilities the college can manage because coursessuch as aerobics, dance etc. are big generators of community enrollments (WSCH).This is also space that can be in the 1000’s (ASF) without adversely affecting theinstructional space inventory in the eyes of the state

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33. The question was asked as to how WSCH was associated with each of theprograms and sections shown on the handout. Response: it came from thestatistical combination of a variety of sources outlined by Ken—existing in-struction on the RC campus, the various centers etc. It was observed that theWSCH shown was pretty conservative—that in reality the same number ofsections could generate a fair amount more WSCH than shown.

34. Others commented that it would be difficult at this point to predict the WSCHor enrollment at the Chino campus and that it was more likely to reflect thepattern at the Fontana Center rather than the Chino IT Center.

35. Joyce advised that while ASL is a new program for Chaffey they could tapstudents from Mount Sac fairly easily.

36. Child Development is a good program because it tends to be a conduit to thecollege for more students.

37. Joyce noted that both Statistics and Psychology were big WSCH producerson the RC campus.

38. Joyce observed that the proximity of the CIM to the south suggests thatCorrectional Science and Admin of Justice would be included on the newcampus.

39. The MAAS plan now is to meet with each of the division deans to review andadjust the list as necessary.

40. Joyce reiterated the problem with class sizes and lab sizes relative to the stateguidelines underscoring the realization that classes at 700 SF for 40 as recog-nized by the state are extremely tight, while labs are very generous.

41. The question was posed about the AA general ed assumptions underlyingthe handout—what programs? Response: Liberal Arts/Business General Edu-cation. Joyce added that the program needs to balance traditional educationand vocational education.

42. It was pointed out that scheduling and class utilization is a critical issue inrelating program offerings and student enrollment to facility size; the collegewill not be able to afford planning for classrooms for 40 and then filling themwith 25 students. When it comes time to apply for state funding for morefacilities, the college needs to be using every SF to its capacity in order to notshow high cap-load ratios in the space inventory that is the basis for thefunding application to the state.

43. It was stated that everyone must recognize that no instructional space will“belong” to any single program or department. Also it was asked whetherMAAS’ efficiency measures were District wide, assuming center status orcampus status for Chino. Response: Chino must be considered a center inorder for it to not count against main campus and this is how MAAS will

order for it to not count against main campus and this is how MAAS will pro-ceed. Joyce added that areas such as Reading, ESL, Basic Skills and WritingCenters can be combined into multiple use facilities.

44. Questions were asked about the relationship of the new campus to the existingChino IT Center. It was noted that the IT Center would be seen as an extensionof the new campus; some wondered out loud if this meant the ASF of the ITCenter would count against the new campus.

45. From the WSCH derived program MAAS has generated a building program(ASF/GSF) and has noted that everyone needs to be aware that the relationshipof ASF to GSF expressed as a percentage is restricted by the state guidelineswhich on average recognize 65%, an efficiency that in reality is difficult to achieve.

46. Ken Cereghino helped the group to understand the big picture by pointing outthat facilities to support 5000 should have about 30,000 ASF in instructionalspace; so far MAAS has reduced this to 22,000 (or 2/3 of 5000 or 3500 students)upon which is added 23 to 27,000 to account for instructional support and non-instructional programs (such as student services) Ken pointed out that in thepositioning the college for the qualifications process with the state the collegeneeds to aggressively generate WSCH. If, for example, facilities support 5,000students the state wants to see that there are actually 6,000 students beingserved.

47. The handout program included 12,000 SF of instructional area that would becategorized under other TOP code categories, such as Child Development, Dem-onstration—which is a category under which as much as 4,000 ASF could beincluded, say, for the culinary banquet facility; another example would be attach-ing a bathroom to all of our lounges—because in this arrangement the state doesnot count lounges in the space inventory; PE was already mentioned as anotherexample of providing facilities that produce WSCH but which do not “count” asinstructional ASF. The key will be to get as much instructional ASF out of the 100and 200 categorizations in the TOP code for purposes of minimizing the cap/load ratio in the eyes of the state..

48. Jim Favaro concluded the workshop by asking that everyone stay involved andattentive in this next critical phase when the programming of the phase I build-ings would be underway. The goal was, perhaps, to have a draft program inplace well before the third cabinet workshop, which might be scheduled for thebeginning of October.

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Chino, CaliforniaCHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH

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The Third President’s Cabinet Workshop, October 28, 2003

In the third and final workshop with the President’s Cabinet issues and principleswere introduced related to the development of Design and Technical Guidelinesfor both the Thirty Year Vision and Phase I of the Chino Campus Plan. Thepresentation was organized into two parts as follows:

October 28, 2003 Presentation OutlinePart I

I. Update on the Thirty Year Plan: What We Have Been Up to

A) Basic Parameters of the Plan

B) Programs with Special Needs (Space/Service)

• Community/Culinary Building• Visual & Performing Arts• PE, Athletics and Recreation

C) External Issues: Traffic & Roads/ Ayala Park/City of Chino

II. Update on Phase I Plan

A) Preliminary Building Program

• Academic Master Plan• Main Building• Community Building

B) Technical Guidelines

• Technical Disciplines and Variables at Play• Central Plant• Conceptual Cost Estimate

October 28, 2003 Presentation OutlinePart I

C) Design Guidelines

1) Generalized Notions of Building Character: Southern Cali- fornia Vernacular Traditions

2) Gothic vs. Classic: The Ivy League and the Jeffersonian Tradition

3) Exterior Building Envelope• Roof• Walls• Doors and Windows• Ground Plane and Roof Profile

4) Functional Parameters• Structural & Mechanical Systems• Program• Sustainable Design & Durability• Constructability & Cost

5) Qualitative Parameters• Massive-Attenuated• Deep-Flat• Thick-Thin• Articulate-Plain, Smooth Rough• Smooth Rough• Dark-Light

III. Next Steps

A) Refinement of Thirty Year Plan

B) Phase IIA (2010) and IIB (2015) Plans

B) Development of Phase I Guidelines and Cost Estimates



3rd college workshop powerpoint script

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Third President’s Cabinet Workshop Presentation, October 28, 2003




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Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued


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Chaffey College Governing Board

Lee Mcdougal, PresidentGary L. George, Vice PresidentKatie Roberts, ClerkPaul Gomez, MemberKathleen R. Brugger, Immediate Past President

Chaffey College Administration

Dr. Marie Kane, Superintendent/PresidentSteve Menzel, VP for AdministrationEarl Davis, VP for Business AffairsMark Robbins, Purchasing Director

Chaffey College President’s Cabinet

Ardon Alger, Faculty Senate PresidentRobert (B0b) Bell, Vice President, Student ServicesDon Berz, Associate Superintendent & VP of InstructionDr. Larry Buckley, Dean, Visual & Performing ArtsBen Bull, Past President, Classified SenateNatalie Chipman, President, Classified SenateElizabeth Cipres, Dean, Counseling & MatriculationJenny Dannelley, Dean, Student Support ServicesLaura Hope, Interim Dean, Learning Advcmt & Language ArtsWayne Hubert, Dean Learning Advancement& Language ArtsDean Jennings, President of CSEA Bargaining UnitCraig Justice, Dean Special Programs and ServicesBob Olivera, Associate Dean, PE/AthleticsBret McMurran, President, Chaffey Faculty AssociationPaul Parnell, Dean, School of Social and Behavioral SciencesInge Pelzer, Executive Assistant to Superintendent/PresidentFrank Pinkerton, Associate Dean, Library/Learning ResourcesChris Willis, Dean, School of business & Applied TechnologyMuriel Zimmermann, Dean, Physical/Life/Health Sciences

3D/International

John Morrill Project ManagerDavid Wollenberg, Senior Design ManagerMary Trisler, Executive Assistant

MDA Johnson Favaro

Jim Favaro, PrincipalSteve Johnson, PrincipalGregory Stackel, ArchitectNoel Toro, Designer

ACKNOWLEDGMENTS