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KERN COMMUNITY COLLEGE DISTRICT

BAKERSFIELD COLLEGE: DESIGN GUIDELINESMain Campus / Delano Campus

2014

A. Executive SummaryB. AcknowledgementsD. Campuses: 1. Bakersfield Community College 1.1 Main Campus 1.2 Delano Center

TABLE OF CONTENTS:

KERN COMMUNITY COLLEGE DISTRICT | DESIGN GUIDELINES 5

INTRO• Bakersfield college is comprised of three sites: Bakersfield College Main Campus,

the Delano Center and Southwest Center.• Bakersfield Main Campus is the largest and has served as the flagship of Kern

Community College District since its inception in 1913.• Delano Center has exhibited significant growth due to the expanding population

base in northern Kern County.• Located in California’s 11th largest city with a growing population base warrant

Bakersfield College to become a college campus that compares favorably with any college campus in the Southern California region.

• Currently the campus sites fall short of attaining that goal due to inconsistent themes and styles of buildings and site components on campus.

• However, with an ongoing process of planning, upkeep, and a mission to consistently upgrade outdated buildings, there lies an opportunity to elevate the level of quality in both the campus design and existing sites.

VISION / MISSION• The vision for Bakersfield College is founded on providing the optimal physical

setting to support the College’s academic mission and to provide guidelines for campus development in the future.

• NTD Architecture’s mission is to transform the campus into an attractive place for learning through comprehensive analysis and design guidelines that promote harmony and cohesiveness of campus character.

EXISTING CONDITION - PROBLEMS / POSITIVES• Objectively looking at the campus’ overall themes, styles, and aesthetics, we note

that the College’s sites lack a strong consistency in conveying campus identity. • There is an opposition of styles in campus signage, varying themes of building

entries, and lack of lighting conformity to name a few. • On the other hand there are positive components to the campus that convey a

sense of history, permanence, and feel of a four year college. • The landscaping, its scale in relationship to buildings, the open spaces, and the

overall campus organization communicate a matured sensibility.

DEVELOPMENT PROCESS• NTD architecture conducting field visits, meetings with the College

administration, took guidance from KCCD, and reviewed the College’s current

master plan to obtain a clear understanding of the overall existing condition of the campus along with the College’s needs.

• Through discussions with College members, observations, and campus analysis it became apparent that the campus would benefit from a design road map.

• These guidelines were developed as a fundamental step at understanding the existing character of the campus and to suggest methods which would harmonize the Campus identity and achieve the goals of shaping a safe and attractive campus.

GUIDELINE’S ORGANIZATION

• The Bakersfield Design Guidelines focus on two of the three college sites: Bakersfield College Main Campus and Bakersfield College Delano Center.

• Each campus was studied from two main components and their subsequent catagories: Architecture & Site.

• The Architecture portion looks at themes and standards involving a building’s exterior and interior character.

• Following observations of the site’s building(s), wayfindings, landscaping, and site features are discussed in detail.

CONCLUSION• The intent of the Design Guidelines is to provide direction for future designers

and architects to solve the existing architectural issues associated with the design of future projects on the College campuses.

• Examples and recommendations expressed in this document should not be seen as a doctrine to dictate the final outcome of a project, but as studied opinions that should be taken as considerations.

• These considerations were developed in keeping with the aspiring direction and character of the existing campus’ and are open to interpretation.

• With the Design Guidelines at hand, there remains plenty of room for future designers and architects to collaborate with the College and KCCD to attain the Colleges goals of creating a strong and cohesive campus identity comparable to any college campus in the Southern California Region.

A. EXECUTIVE SUMMARY

KERN COMMUNITY COLLEGE DISTRICT | DESIGN GUIDELINES6


B. ACKNOWLEDGEMENTSThe Bakersfield Design Guidelines is the result of a collaborative effort of College Administrators, Staff, and District Administrators. NTD would like to acknowledge the invaluable support and guidance provided by Kern Community College District (KCCD) and Bakersfield College. Bakersfield College and KCCD provided vital guidance and direction in the documentation process providing input, background materials, and validating the progress along the way. Finalizing the guidelines would not have been possible without the participation from and support of these District entities. To all who participated, please accept our sincere thanks and gratitude.

BAKERSFIELD COLLEGE

Dr. Anthony Culpepper / Vice PresidentNan Gomez-Heitzeberg / Interim President

KERN COMMUNITY COLLEGE DISTRICT

Sandra Serrano / ChancellorTom Burke / Chief Financial OfficerEitan Aharoni / Director of Facilities Planning, Design and ConstructionJoe De Rosa, Project ManagerDaniel Reed, Project ManagerCraig Rouse, Project ManagerLaMont Schiers, Project ManagerKim Crews, Administrative Assistant

BOARD OF TRUSTEES

Mr. John S. Corkins, PresidentMr. John A. Rodgers, Vice PresidentMr. Dennis L. Beebe, ClerkMrs. Rose Marie BansMrs. Pauline F. LarwoodMrs. Kay S. MeekMr. Stuart O. WittMr. Angelo Sanchez, Student Member


1.1.1 Understanding the Campus Introduction & History Campus Architecture: Existing Character Brief Design Criteria & Vision

1.1.2 Architecture Exterior Rooflines & Massing Finishes Shading Devices Entrances & Openings Lighting Interior Doors & Windows Finishes & Lighting Classroom Standards Restroom Standards

1.1.3 Wayfinding, Landscaping & Site Features Signage (Interior & Exterior) Monuments Ramps & Stairs Landscaping Furniture & Paving

1.1 BAKERSFIELD COLLEGE: MAIN CAMPUS

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LEGEND

ADMINISTRATION (1956)

AGRICULTURE (1956)

ALLIED HEALTH (1995)

APPLIED SCIENCE TECHNOLOGY (1956)

AUTO TECHNOLOGY (1973)

BUSINESS EDUCATION (1956)

BUSINESS SERVICES (1956)

CUSTODIAL (1956)

CAMPUS CENTER (1956)

CHILD DEVELOPMENT CENTER (1999)

FINE ARTS (1956)

FINLINSON CONFERENCE CENTER (1968)

FAMILY & CONSUMER EDUCATION (1956)

FIELD HOUSE (1974)

FORUMS (1968)

GYMNASIUM (1956)

HUMANITIES (1956)

HORTICULTURE LABS (1975)

LEVINSON HALL (1956)

LIBRARY (1995)

LANGUAGE ARTS (1968)

MATH SCIENCE (1962)

SPEECH ARTS MUSIC (1956)

SCIENCE / ENGINEERING (1956)

STUDENT SERVICES (1956)

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1.1.1. UNDERSTANDING THE CAMPUS//INTRODUCTION & HISTORYBakersfield College was originally established in 1913 and relocated in 1955 to its current 153 acre site in North-East Bakersfield. The campus is a full service campus offering a wide range of classes, both online and on campus.

There are currently 35 buildings on the campus ranging in the number of stories (from 1 to 3 stories) and in age (from 1956 to 1995 year built). Having an overall square feet of 722,500 from the combined buildings, Bakersfield college serves a population base of roughly 620,000.

According to the facilities master plan completed in February 2013, by 2025 will need additional space for academic, academic support, and other campus support needs (BCFMP 24). As such, it is important to establish design standards for future construction that will both establish harmony with the existing character of the campus and strive to achieve an implied vision that existing campus character seek to be.

The Bakersfield College is located at the southern end of the San Joaquin Valley west of the southern tip of the Sierra Nevadas. In a desert climate, the summers are typically long, hot, and dry. Contrasting are winters which are brief, cool, and moist (but not wet).

//CAMPUS ARCHITECTURE: EXISTING CHARACTER• Campus organized by courtyards, large quads, malls, and a combination between

covered and uncovered paved walkways.• Climate & Architecture• Cast-in-place concrete walls for older buildings• Stucco exterior walls for newer buildings• Base wainscot of different color/texture• Combination between 1-3 story buildings• Modernist Theme: function over form, rejection of precedent & ornamentation,

modern materials • Module breaks both vertically and horizontally for control and construction joints.• Gymnasium and Library two distinct buildings on campus

• Open outdoor campus• Primary geometric forms• Organized with lengths of buildings running along the North-East to South-West.• Majority of interiors are in fair condition but small interior spaces are not

conductive to today’s instructional needs.• Courtyards and covered walkways act to incorporate landscaping into the mass

of buildings.• Stucco, concrete, brick, & masonry exterior finishes are at most painted/sealed

leaving the exterior exposed with its natural finish.• Additive block forms• Flat roofs for most part.• Covered entries

//BRIEF DESIGN CRITERIA & VISION• Mature college that is able to adapt and change with today’s need for space and

use of technology.• Modernist style in today’s age• Ornamentation through function and use of new materials• Open outdoor college• Establish a unified campus identity


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1.1.2 ARCHITECTURE//EXTERIOR: ROOFING & MASSING

THEMES:

• Thick concrete walls are appropriate for desert climates because of its thermal lag properties.

• Blocky volumes made with cast-in-place concrete walls for older buildings & stucco exterior walls for newer buildings

• Base wainscot of different color/texture• Combination between 1-3 story buildings• Modernist Theme: function over form, rejection of precedent & ornamentation,

modern materials • Module breaks both vertically and horizontally for control and construction joints.• Gymnasium and Library two distinct buildings on campus• Additive method of design with primary geometric forms• Organized with lengths of buildings running along the North-East to South-West.• Courtyards and covered walkways act to incorporate landscaping into the mass

of buildings.• Flat roofs for most part.• Covered entries• Extended cast in-place concrete shear walls to create vertical fins for shade.• Buildings arranged in a grid organization.

PROs:

• Interior functions are expressed in exterior elevations.• Massing of buildings relate comfortably to the human scale.• Modular horizontal and vertical breaks in the cast in place concrete and stucco

creates a noticeable rhythm• Building entries are clearly articulated• Overall good composition of volumes, planes, and voids of varying finishes and

sizes. • Scale of buildings, organization, age, and mature landscape impart a sense of

history, permanence, and the feel of a four year college.

CONs:

• Mature campus has a dated sensibility.• Expansive glass in enclosed spaces produce green house effect.• Large open spaces are unprotected from sunlight.• Patch work of massing and forms.• Cast in place concrete shear walls are difficult to renovate.• Small spaces designed for instruction of the time the campus was built, but not

for today’s instructions.

1 View of front entry to the Modernist cast in-place Gymnasium. A paved circular pattern with dedication plaques embedded into the design front the building. This building is unique to the campus in its scale and style.


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1 Service entry of campus Library express architectural components as additive modular blocks.

2 Large expanse of glass framed and inset into cast in-place concrete sheel mark the entry of Campus Center.

3 Function of 2-story Allied Health building is conveyed in the massing.

4 Barrel vault portico decorate the entry into the Child Development Center, adding a new form unlike other entries around campus.

5 Massing sketch of Library entrance reinforcing the theme of additive blocks that are representative of building function.


RECOMMENDATIONS:

• Exploit the history of the campus, offering a modern take on the campus’ traditional theme.• Provide exterior shading structures that are harmonious and/or integrated with the existing character of the campus.• Consider adding shading components/devices to shorter masses attached to main core to prevent direct sunlight from penetrating exterior windows, such as providing extended eye-

brows above windows. • Use complimentary and matching materials, finishes, and colors to unify the campus identity among the various forms and shapes of buildings.• Renovate and creates spaces that are suitable for the campus educational goals, providing appropriately sized learning spaces for today’s instructional needs.• Maintain interior & exterior connections to quads and open spaces.

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//EXTERIOR: FINISHES

THEMES:

• Cast-in-place concrete exterior for older buildings & stucco exterior for newer buildings.

• Base wainscot of different color/texture• Combination of stucco, concrete, brick, & masonry

exterior finishes which are at most painted or sealed, leaving the exterior exposed with its natural finish.

• Planes of different finishes intersect each other at moments of varying program, entry, or vertical break down of the building.

• Paint used are light natural tones appropriate for Bakersfield’s climate

• Accent paint color is used for painted wainscot and parapet coping.

• Painted stucco exterior soffits and the underside of covered walkways.

• When bricks are used in a building’s facade it is typically located at the base/bottom of the buildings

PROs:

• Consistent colors and textures used through out the entire campus helps unify campus identity

• Wainscot is maintained at most all buildings by either varying paint color of material to assist in breaking down the vertical to a human scale.

• Natural finishes is a timeless method of insuring that campus does not get caught in trends.

• Varying finishes give exterior options to create interest, yet limited palette insures uniformity among the entire campus.

• Materials are purposefully used, expressive of the differing architectural components and their functions.

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CONs:

• Materials and finishes are dated and give the impression of a campus that have not evolved.

• Existing finish palette is off balance using exclusively warm tones and “hard” materials without contrasting cool colors and “soft” materials such as wood.

• Cast-in-place concrete walls are hard to renovate and are not flexible.• Materials that have a painted finish are not as “honest” in a modernist language and

conflict with exposed material finishes.• Light paint colors wash out the building without the use of dark/contrasting colors.

RECOMMENDATIONS:

• Either traditional materials be used in innovative ways and/or new materials be introduced to the finish palette that is harmonious with the existing campus theme.

• Introduce the use of cool colors and “soft” materials.• Use metal stud/wood stud construction for non-structural walls and create open/

flexible spaces.• Stay as honest to the modernist ideals as possible when picking exterior finishes/

materials.

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1 Finishes of Gymnasium building utilize the combination of brick, fluted cast in-place concrete walls, and unfinished concrete soffit that wraps and becomes wall. Finishes continue with components and terminate at their intersections.

2 Use of tile laid into plaster wall help define vertical plan and backdrop for Levinson Hall’s signage.

3 Massive columns reinforced with brick at Stadium Entry.

4 Example of how finishes illustrate orientation and relationships between intersecting masses using different finishes at retaining walls

5 Front of Student Services building show the application of exterior paint at the base of the building and above.


RECOMMENDED EXTERIOR MATERIAL PALETTE

Flutted Cast in-place Concrete Exposed Concrete Ceramic Tile Brick Paint: FieldPaint: Accent Stucco/Wainscot

C

AB

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1 Illustration of the application of accent color applied to A) Library Study Spaces, B) Entry Portico and C) Building base wainscot.


//EXTERIOR: SHADING DEVICES

THEMES:

• Eclectic group of shading structures on campus that use different structural methods to span and provide shade (two-way space frame, one way spanning metal deck, tensille tent structure, etc.)

• Industrial theme of shade structures.• Solar panels used.• Window and entry shading screens made of both metal and CMU blocks.• Various styles of CMU blocks used as screens throughout campus.•

PROs:

• Varying shade structures help distinguish varying uses and spaces on campus such as for parking, stage, or common/social areas.

• Industrial theme works well with overall modernist theme of campus.• Exposed solar panels are both visually interesting and provide alternative sources of

energy.

CONs:

• An eclectic collection of shading structures takes away from a unified identity throughout different portions of the campus.

• Metal window screens are too dense and obscure almost all views to the exterior.• Varying styles of CMU screens also detracts from a unified campus identity.

11 Louvers set in front of windows prevent glare and direct sunlight entering from entering the building.

This style of shaded louvers is unique to the Industrial Technology / Applied Science Technology building.


1 Conical tent shade structure over raised stage in Campus Center outdoor courtyard space.

2 Space frame shade structure over built in seating area.

3 Solar Panels double as shade panels at parking lot. Massive structure needed to support Solar Panels are awkwardly sized in comparison to human scale.

4 Curved metal deck shade structure used at ADA parking stalls. Steel is primed and awaits to be finished with exterior paint.

5 Screen CMU block wall in front of Buisiness Services is typical of mid-century modern architecture.

6 Varied pattern used on CMU block wall screen in front of Field House entry.

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RECOMMENDATIONS:

• If varying shading structures are to be used, maintain similar color and material themes.• Use similar metal window screens and shading devices through out the campus that allow for ample

amounts of natural light, shade during unwanted hours, and offer minimal obstructions to views to the outside.

• Use same style of CMU blocks for all screens located at entries or along pathways & walkways.• Providing like trellis or screens along all pathways & walkways on campus will further help unify

campus identity.

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//EXTERIOR: ENTRANCES & OPENINGS

THEMES:

• Various style of porticos at entrance locations that are of modernist characteristics.• Entrance porticos provide a transition between the interior and exterior. • Openings are set back from the front edges of frontal porticos and are flush with the general mass and interior

envelope of the building.• Majority of exterior entry doors and windows are anodized aluminum framed store fronts with at lease one or

more rows of windows above the door datum.• Exterior bathrooms and some other spaces utilize hollow metal doors, windows, and frames.• Entrances to buildings are framed with either columns or building structure • Numerous materials used for window in fill (non tinted, tinted, opaque color).• Many different sizes and rhythm of windows.

PROs:

• Framed entrance are easily recognizable and provide spacial transition from interior to exterior and vise-versa.• Portico protect entrances providing shade and shelter from rain and sun.• Openings are durable and easy to maintain/clean. • Large amounts of glazing at entries provide ample natural daylight to transitional lobby spaces in buildings.• Tinted windows at front entries assist in preventing glare and light/heat transmission.

CONs:

• Varying types of portico entries detract from a unified campus identity.• Large store fronts will cause green house affect if spaces are not properly shaded and/or ventilated.• Not all aluminum doors & windows are identical and various materials used for window in fill (non tinted, tinted,

opaque color) which also take away from unified campus character.

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1 View of Campus Center entry illustrate a style of entry that exploits the properties of concrete and glass producing a large framed entry way and unobstructed transparency.

2 Barrel vault portico with bow string steel truss expresses a unique curved entry way that is different in the overall campus aesthetic.

3 A simplified illustration of the Campus Center entry show the grandness of this style of entry.

4 Blocky porticos are typical of entrances into the campus Library. They match the theme of the newer buildings on campus, i.e. the Allied Health Building.

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RECOMMENDATIONS:

• Provide exterior shading devices orientated to protect interior spaces from heat gain and glare.

• Maintain a similar language at entries and of porticos.• Develop a method of designing windows with a

underlying conceptual thread that will unify campus character.

• Use same type of window in fill through out campus. Same color tint is suggested.

• See construction standards for additional detailed information and district preferences.

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1 Painted hollow metal core doors used for exterior bathroom and classroom doors.

2 Standard store front windows and aluminum doors with glazing are used for main building entries into lobby or corridors. Tinted windows are not consistent throughout campus.

3 Standard stored front windows and double doors with glazing at building entry.

4 Ribbon windows at Levinson Hall are not utilzed and covered from the interior.

5 Windows with no shading devices placed on south facing facade of Student Services building recieve direct sunlight all day. Improvised opaque sheets used to mitigate the intensity of the sun are asthetically unappealing.

6 Smaller windows at the south facing facade of the Student Services building is decorative and provide no significant function, which detracts from the modernist style of the campus.

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1 Metal light bollard are along paved walkways are infrequent.

2 Precast concrete light bollard flank entry in front of Child Development center. Bollard is inconsistent with metal light bollard.

3 Older light fixtures mounted along covered walkways are dated and it is recommended that they be replaced with current and energy efficient fixtures.

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//EXTERIOR: LIGHTING

THEMES:

• Exterior pool light fixtures vary throughout the whole campus.• New LED pole lighting fixtures recently replaced at certain locations.• Little to no exterior building facade lighting provided.• Building lighting is limited to fixtures at soffits of building overhangs.• Light fixtures are mounted at underside of covered walkways.• Inconsistent bollard light fixtures.

PROs:

• Limiting building lighting to just building soffits reduces energy cost and can dually function to light pathways and building facade.

• New LED pole lighting fixtures give off bright cool lighting and energy cost savings.

CONs:

• Some lighting fixtures look dated.• Varying styles of exterior lighting fixtures produce non-uniform lighting that is

inconsistent and detract from a unified campus character.• Exterior lighting being varied also produce varying colors of light rendering colors

inaccurately and inconsistently. • Numerous types of light fixtures have no overall concept or ordering principle.• Light color pole lights have tendency to blend in with sky.


1 Straight cylindrical steel poles with in-ground concrete foundation are singly mounted with modern style LED light fixture at top between buildings and walkways.

2 Tapered cylindrical steel poles with in-ground/above-ground concrete foundation are doubly mounted with modern style LED light fixture at top between quads and walkways.

3 Straight cylindrical steel pole with cylindrical light fixture at Administration and Buisness Education quad.

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RECOMMENDATIONS:

• Replace dated light fixtures with new, energy efficient, and aesthetically complimentary light fixtures.

• All fixtures should be aesthetically coordinated with each other in the same areas or through out entire campus.

• Be consistent with the same types of light sources to maintain identical light color through out the entire campus.

• Light fixtures should reflect hierarchies of spaces and pathways, for example pedestrian versus vehicular versus parking lots.

• Consider use of darker finish (dark bronze) for pole lighting that is also consistent with the aesthetics of the campus.

RECOMMENDED EXTERIOR LIGHTING


PureForm P21Gardco

PureForm P32Gardco

School Bollard BRM832/836Gardco

Designer Canopy 220Gardco

School Bollard BRM822/826Gardco


//INTERIOR: DOORS & WINDOWS

THEMES:

• Storefront windows and doors are utilized at building entrances with at least one row of windows above the door datum.

• Solid core wood doors & frames are typical throughout all building’s the interior.

PROs:

• Solid core wooden doors & frames are durable and easy to maintain.

• Aluminum storefronts are easy to maintain, easily installed, and are resistant to oxidation.

• Ample natural light provided to lobby spaces and building entrances.

CONs:

• Classrooms with no windows have potential to feel claustrophobic.

• Doors without vision lites offer no visibility to anything outside of the space which could be a security hazard.

RECOMMENDATIONS:

• Provide windows in windowless classrooms to provide natural light and a feeling of openness into the space.

• Consider doors with viewing lites to permit viewing outside into corridors for security.

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//INTERIOR: FINISHES & LIGHTING

THEMES:

• Resilient tile flooring such as VCT are utilized for the majority of flooring with heavy traffic (classrooms, corridors, etc.).

• Floor patterns are typical using an accent color at the perimeter of floor and to subdivide the floor into modules.

• Sealed concrete flooring in areas with heavy equipment and machinery such as Auto Shop or Industrial Arts.

• Painted gypsum board utilized for majority of interior walls.

• Ceramic tile wainscot at interior drinking

fountains. • Limited interior paint color palette• Rubber bases against on walls • Concealed grid systems for acoustical

ceiling panels is typical.• Hard lid ceilings at bathroom and other

wet and service locations.• Mixture of surface mounted, flush

mounted, and pendant lighting fixtures.

PROs:

• Floor patterns are consistent throughout buildings on campus.

• Limited finish palette provides easy maintenance and repair.

• Rubber bases and flooring choices are durable and easy to maintain.


1 View through lobby of Industrial Technology / Applied Science Technology building towards courtyard.

2 View down Business Education Building corridor.

3 Solid core wood doors and frames are standard for interior classrooms.

4 Drinking fountain’s tile wainscot matches patterns used through out the campus; rectangular “frame” with patternless infill.

CONs:

• Finish palette is limited and patterning style is dated.• Inconsistent use of interior light fixtures in the same space.• All pendant lighting uses have tendency to become bug traps. • Varying lighting fixtures produce varying light quality and color, taking away from a

unified interior design.• Concealed acoustical ceiling systems are difficult to replace/maintain.

RECOMMENDATIONS:

• Refresh the look of interior spaces with innovative use of colors and textures that is consistent with all interior spaces about the entire campus.

• Design interior spaces and highlight spacial function by purposefully introducing more colors and materials.

• Use flush mounted light fixtures in dropped or suspended ceilings and use pendant light fixtures in assembly spaces (library, lobby, conference, etc.).

• Use pendant lights that are open or partially open to make it easier to clean out dead bugs.

• All fixtures should be aesthetically coordinated with each other in the same interior spaces.

• Be consistent with the same types of light sources to maintain identical light color within interior spaces.

• Choose exposed ceiling systems, rather than concealed mounting ceiling systems.• Consider the use of tile carpet in carpet locations.• Refer to District Construction Standards for additional detailed information.

RECOMMENDED INTERIOR FINISH PALETTE

Flooring

Guiding Colors for Interior Paint Suspended Ceilings

Carpet: Cross Country BT145 Mowhawk

Field: Light Color RGB: R255, G245, B226

Accent: Cool Color RGB: R117, G160, B161

Accent: Complimentary Cool Color RGB: R98 G31, B72

Accent: Warn Complementary Color RGB: R134, G80, B52

VCT: 57506 Colorado Stone Armstrong

Linoleum: LP555 Constellation Armstrong

Exposed: Sealed Epoxy Concrete Acoustical Tile: 12 x 12 TegularArmstrong

Acoustical Tile: 12 x 12 Clean Room Armstrong

*Gypsum Hard Lid Ceiling where appropriate.


//INTERIOR: CLASSROOM STANDARDS

THEMES:

• Resilient tile flooring with no pattern. • Painted gypsum walls with rubber base.• Limited finish & color palette with light tones and hues.• Concealed acoustical 1’ x 1’ panel ceiling system.• Pendant mounted light fixtures.• Teaching station.• White boards.• Window blinds used to shield from glare.• Movable furniture.• High ceilings

PROs:

• Durable flooring.• Light colors are suitable for classroom illumination.• Ample natural lighting.• Flexible rooms can be adjusted to suit needs of instruction. • Rooms are airy and not claustrophobic

CONs:

• No accent colors or patterning that could have potential to provide visual interest.

• Concealed acoustical panel system is difficult to maintain and prevents easy access to equipment above.

• Vertical blinds at windows block views to exterior and easily move back and forth.

• Pendant lighting accumulate dust and trap bugs.• Resilient flooring do not have good acoustical dampening properties.

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RECOMMENDATIONS:

• Introduce accent color in other components of room (ie wall bases, furniture trim, chairs etc.).• Design floors with minimal patterning.• Consider using carpet tile.• Replace vertical window blinds with more durable shading control that allow views to the exterior such as roll down screens.• Consider exterior shading devices that block sunlight and heat prior to entering spaces.• Choose bug/dust resistant pendant lighting in classrooms with high ceilings (above 10 feet)• Classroom lighting is to be surface-mounted or recessed only where ceilings are too low (below 10 feet) to permit suspended fixtures.• Refer to KCCD Construction Product Standards for additional information.• Refer to Kern Community College District Furniture Standards for standard classroom layout.


1 Typical classroom interior.

2 Example of difficulty of maintenance on concealed grid acoustical panel system.

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Finelite Series HP-4 IDSize (4’, 8’, 12’ multiples standard)Uplight Engine (SO - Standard Output, HO - High Output)Downlight Engine (SO - Standard Output, HO - High Output)LED Color Temperature (3000K, 3500K, 4000K)Uplight Diffuser Option (TG-Top Glow, F-Flush)*Voltage (120, 277V)Mounting (FA)Circuiting (SC-Single Circuit, MC-Multi-Circuit)Ceiling Type (C1-1" T-Bar, C2-9/16" T-Bar, C3-Screw Slot, C4-Hard Ceiling)

High Performance 4” Aperture (HP-4) - Indirect/DirectFINELITEDate

Project

Type

Comments

DESCRIPTION

High Performance 4” aperture indirect/direct pendant (HP-4 ID) is a patent pending, linear LEDluminaire for offices, schools, retail and healthcare facilities. Advanced optical designs andmid-powered LEDs deliver an efficient, long-lasting luminaire free of glare and socket shadowsfor single and continuous lighting applications. HP-4 ID is RoHS compliant.

BUY AMERICAN ACT OF 2009 COMPLIANT

ORDERING GUIDESample Number: HP-4 ID - 32’ - SO - HO - 3500K - TG- 120V - FA - SC - C1

© 2013 FINELITE, INC. ALL RIGHTS RESERVED. Form

CTK0073.10/13

HP-4 ID

Finelite, Inc. • 30500 Whipple Road • Union City, CA 94587-1530 • 510 / 441-1100 • Fax: 510 / 441-1510 • www.finelite.com

Due to continuing product improvements, Finelite reserves the right to change specifications without notice. Please visit www.finelite.com for most current data.

INDIRECT/DIRECT DIMMING:Uplight and downlight can be dimmed togetheror individually for maximum control over yourspace. 0-10v controls; range 100%-10%.

SEAMLESS ILLUMINATION:The optical design features seamless lenses up to12’ in length and eliminates socket shadows atjoints and corners.

4.75”

0.2”

4”

4.75”

4”

DIMENSIONS & DIFFUSER:A glare-free experience is attained with mid-powered LEDs properly distributed and pairedwith a precise diffuser to eliminate pixilation.

Flush Uplight Diffuser(Optional)

Top Glow™ Diffuser(Standard)

Top Glow diffuser shown

* Top Glow Diffuser - Standard, Flush Uplight Diffuser - Optional Patent Pending

Industry Best

WarrantyHP-4-LED

10Year10Year

20I2

Suspended Light Fixture

Mobile Teaching StationOffica One

Suspended Series 12-ID indirect/direct luminaireFinelite

Suspended HP-4 indirect/direct luminaireFinelite

Acoustical Tile: 12 x 12 TegularArmstrong

Carpet: Cross Country BT145Mowhawk

Field:Light ColorRGB: R255, G245, B226

Accent: Cool ColorRGB: R117, G160, B161

Accent: Complimentary ColorRGB: R98 G31, B72

Accent: Complementary ColorRGB: R134, G80, B52

VCT: 51929 Sandy BeachArmstrong

VCT: 57506 Colorado StoneArmstrong

Linoleum: LP555 ConstellationArmstrong

FlooringGuiding Colors for Interior Paint


//INTERIOR: RESTROOM STANDARDS

CURRENT THEME:

• Gypsum hard lid ceiling with surface mounted light fixtures.• High ceramic tile wainscot over painted gypsum wall. • 4” x 8” Running bond wall pattern with accent bull nose tile on top and 2 rows of accent tile at the base with

additional cant.• Intricate “Octagon & Dot” floor pattern with 3 different colored tile.• Light colored ceramic tile and bathroom partitions.• Varying types of restroom plumbing fixtures and bathroom components (different sinks, faucets, paper towel

dispensers, etc.).

PROs:

• The restroom is visually interesting with contrasting patterns, sizes, and shapes between the walls and floors.• Small tiles used in an complex pattern help disguise dirt and other debris on the floor.• Light colors help illuminate the restroom space.• Cant along the base of the wall keeps water away and settling against corners along the restroom wall.

CONs:

• Two patterns used for wall and floors are two different languages and may be seen as too busy.• The overall use of light colors, without the use of contrasting dark and deep colors, wash out the space

providing no bold elements.• Varying types of plumbing fixtures and bathroom components do not unify the overall design of the restroom.• Tile wainscot is at an awkward height.

RECOMMENDATIONS:

• Use two complimentary, yet opposing tile patterns; a complex floor pattern and simple wall pattern that possess similar languages in terms of shape and/or pattern methodology.

• Provide dark and/or deep colors in tile and bathroom partitions to contrast and compliment lighter colors in the space.

• Maintain identical types of plumbing fixtures and bathroom components.• Provide ceramic tiles on walls from floor to ceiling.• 12” min. tiles with no more than 25% of tiles being accent tile (G2) is preferred per KCCC Bakersfield College

Construction Product Standards.• See Construction Product Standards for more and detailed information.

1 2

1 View of men’s restroom showing restroom partitions, light fixtures, and finishes. Tile patterns and color selection are signs of the era the campus was built in.

2 View of men’s restroom showing plumbing fixtures and other restroom compnents. Holes left in tile indicate that the restroom has been reconfigured.


RECOMMENDED BATHROOM STANDARDS

Tuscany QH74Daltile G2

Cayenne QH49Daltile G2

Buttercream QH49Daltile G1

Jade QH55Daltile G2

Peacock QH62Daltile G2

Carnation QH48Daltile G1

Mist QH15Daltile G1

Cinder QH08Daltile G1

Sweet Pea QH28Daltile G1

Ceramic Tile Color Options CFE-3 Recessed CleanroomCooper Lighting

Suggested Tile Patterns & Color

Terra CottaSCRC SC03

Forrest GreenSCRC SC04

BobrickSierra Series

Golden KhakiSCRC SC01

Desert SeigeSCRC SC02

Composite Partitions

Floor Pattern: Option 112” x 12” & 12” x 6” Tiles

On walls, provide a band of accent tile at 4’- 6” AFF and a darker field tile with a running bond pattern below to imply a base (similar to the theme at building exteriors). Above 4” - 6” use a alternative field tile to contrast the base and provide a banding of accent tile at the top most row against the ceiling. An accent tile at the base of the wall is optional.

If an accent band is provided at the base of the wall, use a complex floor pattern (similar to the suggested) without an accent border along the perimeter. This will allow flexibility at the perimeter of the room if it does not fit the tile pattern module and the wall base will provide the frame incasing the intricate floor pattern. If the restroom floor fits the tile pattern module and allows for a framed accent tile at the perimeter, an accent tile at the base of the wall is not necessary.

These pattern and color suggestions will harmonized the floor and walls of the restroom with the banding and patterning themes of Bakersfield’s existing exterior. The alteration of color and pattern in this manner also distinguishes the wall from the floor while unifying the space with a similar choice of color and language.

Floor Pattern: Option 212” x 12” & 12” x 6” Tiles

Wall Pattern: Option 112” x 12” & 12” x 6” Tiles

Wall Pattern: Option 212” x 12” & 12” x 6” Tiles


1 2 7

3 4

1 Extruded aluminum signage offset mounted on Gymnasium.

2 Extruded aluminum signage surface mounted on Applied Science Technology building.

3 Traditional campus font made from extruded metal offset mounted on Levenson Hall.

4 Traditional campus font made from extruded metal offset mounted on campus monument.

5 New font and signage made from polymere based material surface mounted to Administration front entry.

6 New font and signage made from polymere based material surface mounted at top of Fine Arts building.

7 Standard room identification signage.

5 6


//WAYFINDING: SIGNAGE & DISPLAYS (EXTERIOR & INTERIOR)

THEMES:

• Exterior signage are composed of either acrylic or extruded metal letters simply attached to the exterior of the building.

• Font type faces are varied among signage on campus in addition to color, finish, and material.

• Some exterior informational signage use an extruded aluminum frame and mounting system.

• Acrylic plaques are used for both interior and exterior room signage.• Color theme of acrylic plaques are complimentary to the existing colors used in the

interior and exterior of the building.• Exterior informational signage have typical signage on metal plates fastened to

rectangular welded metal tube framing.• Informational signage vary in font type face, color theme, and design.• Campus dispays and information boards are extruded metal frames that are

mounted directly to the exterior face of walls.• Some wayfinding elements seem aged and are deteriorating.

PROs:

• Acrylic and metals used for signage are durable.• Complimentary room signage colors aid in visually unifying the campus.• Font size and type faces used is easy to read.• Standard framing used for exterior informational signage helps keep consistency

among the signage metal work on campus.

CONs:

• Exterior & interior signage is limited in design and miss an opportunity to aid in the campus’ educational presence, relevance to, and resonance with the sensibility of today’s students.

• Text though easy to read, may be oversized.• Mismatched font faces, colors, materials, and styles of signage dilute the

effectiveness in standardizing the communication with students.• Aged and deteriorating signage may project a negative image of the campus.• Simply mounting signage or displays to the exterior of buildings lack efforts in

design and illustrate a campus that is retracting in its effort to evolve with the times.

• HELVETICA NEUE 65 MEDIUM:

RECOMMENDED CAMPUS STANDARD TYPE FACE

• HELVETICA NEUE 55 ROMAN:

1.1.3 WAY FINDING, LANDSCAPING, & SITE FEATURES

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INDIAN WELLS VALLEY CAMPUSINTERIOR SIGNAGE

GENERAL NOTES AND STANDARDSFOR TYPOGRAPHY AND SIGN FRAME

COLOR

No part of the contents of this document may be reproduced or transmitted in any form or my any

means without the written permission of Gkkworks.

C O P Y R I G H T 2012

155 South Fair Oaks AvenuePasadena, CA 91105

t 626.666.6906f 626.666.3940www.gkkworks.com

PROJECT NUMBER:

MARCH 4, 2013

15033-000-00

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Agency Approval

APPL NO. 03-xxxxxx

DATE:

AC------FLS------SS----

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECTS OFFICE OF REGULATION SERVICES

03/07/2012

Architect Seal

KER

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CHECKED:

TEAM:

VP

ISSUE / REVISION:

SG001

900 Palm AvenueSouth Pasadena, CA 91030626 403 5870626 403 5871 fax

ABCDEFGHIJKLMNOPQRSTUVWXYZabcdefghijklmnopqrstuvwxyz0123456789


MAXIMUM LINE SPACING ALLOWEDBASED UPON HEIGHT OF LETTER “I”

MINIMUM LINE SPACING ALLOWED BASED UPON HEIGHT OF LETTER “I”

Line Space Dimensioning, When Measured Base Line to Base Line, Shall Not Be Less Than 130% (1.3 times) the Height of Capital Letter I.

Line Space Dimensioning, When Measured Base Line to Base Line, Shall Not Exceed170% (1.7 times) the Height of Capital Letter I.

ADA Standards for Accessible Design Letter Spacing

ADA Standards for Accessible Design Baseline to Baseline Spacing

Sheet Index

TACTILE LETTER SPACING Maintain Minimum-Maximum Letter Spacing Dimensions As Required by Code.

Maximum Letter Spacing NOT TO EXCEED 3/8” Between Closest Adjacent PointsMaintain Minimum Letter Spacing 1/8” Between Closest Adjacent Points

Provide Without Exception, Nu-Tech Signage Systems,Modular Extruded Aluminum FrameComponents w/ 1/4” Thick, P99Non Glare Acrylic, Graphic Panel Inserts w/ First Surface Applied Tactile Copy of ROMARK ADAApplique, Color to Match (White)and Embedded Clear Raster DotBead, Grade II Contracted BrailleTranslations, As Required by Codein The State of Califonia.

Provide Graphic Panel Background Color of Paint or Vinyl Sheet Film Applied to Second Surface of Graphic/Copy Insert Panel.

Kern Community College District Interior Signage StandardNu-Tech Sign Systems

Nu-Tech Signage Systems21135 McCourtney RoadGrass Valley, CA 95949

1-800-255-7446 in California1-800-334-7446, Nationwide

Helvetica Neue 65 Medium

Helvetica Neue 55 RomanCampus Signage Standard Component Color Palette

Campus Signage Standard Typeface

PerimeterFrame Color

GraphicPanel Color


GraphicPanel Color


GraphicPanel Color

RidgecrestEast Classroom Building

RidgecrestLearning Resource Center

Bishop & MammothCampus Classroom Bldgs.

RidgecrestCoyote Athletic Center

RidgecrestLaboratory Arts Building


GraphicPanel Color


GraphicPanel Color


GraphicPanel Color


GraphicPanel Color

RidgecrestChild Development Center

RidgecrestAdministration Building


GraphicPanel Color

Typical For All Signs:Nu-Tech Signage SystemsExtruded AluminumSign Frame

Allen HeadSet Screw

AllenWrench

Allen HeadSet Screw

Typical For All Signs:1/4” Thick P99 Clear Non Glare Acrylic Panel w/ Second SurfaceBackground Paint or Vinyl Color and First Surface Applied Romark ADA AppliqueTactile Letters and Embedded Clear BeadRaster Dot Braille Translationsß

California Title 24 and ADA Standards for Accessible Design Relative toLetter Stroke Width and Overall Letter Width Based Upon the Letters I and O

SG001: Project; Typography, Colors, Sign Standards, Accessible Design Standards, Sheet IndexSG002: Menu of Project Sign TypesSG100: Room Identification Sign Types 1 through 6SG101: Room Identification Sign Types 7 and 8SG200: Restroom Identification Sign Types 9 and 10a, 10b and 10cSG300: Building Directory Sign 11a, Ridgecrest, East Classroom Building SG301: Building Directory Sign 11b, Ridgecrest, Laboratory Arts BuildingSG302: Building Directory Sign 11c, Ridgecrest, GymnasiumSG303: Building Directory Sign 11d, Ridgecrest, Learning Resource CenterSG304: Building Directory Sign 11e, Bishop Campus, Classroom BuildingSG305: Building Directory Sign 11f, Bishop Campus, Classroom BuildingSG400: Life Safety Evacuation Plans Signs 12a, 12b, 12c, 12d, 12e, 12f, 12gSG500: Life Safety Exiting Sign Types 13a, 13b, 14 and 15SGL101: Sign Location Plan, Bishop Campus BuildingSGL102: Sign Location Plan, Mammoth Lakes Campus BuildingSGL103: Sign Location Plan, Ridgecrest Child Development CenterSGL104: Sign Location Plan, Ridgecrest, Laboratory Arts Building, Part A & Second FloorSGL105: Sign Location Plan, Ridgecrest, Laboratory Arts Building, Part BSGL106: Sign Location Plan, Ridgecrest, Learning Resource Center, Ground FloorSGL107: Sign Location Plan, Ridgecrest, Learning Resource Center, Second FloorSGL108: Sign Location Plan, Ridgecrest, East Classroom Building, Second FloorSGL109: Sign Location Plan, Ridgecrest, Gymnasium, Ground Floor

ADA Standard forAccessible Design

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Test 1: Body Width to Height RatioADA Standard for Accessible Design Acceptable Range 60% - 100%

Test 2: Stroke Width to Height RatioStandard for Accessible Design, Range 10% - 30%California Building Code Title 24 Range 10% - 20%

Test 2: Stroke Width to Height RatioStandard for Accessible Design, Range 10% - 20%California Building Code Title 24, Range 10% - 15%

Test 1: Body Width to Height RatioADA Standard For Accessible Design Acceptable Range 55% - 110%

MaximumLetter Width


Minimum Width = 55% of

Letter Height

Minimum Letter Stroke Width = 10% of Letter Height

Maximum Letter Stroke Width = 20% of Letter Heigh


Letter Height

Visual Test:Helvetica 65 Medium

Tactile Test: Helvetica Neue 55 Roman

California BuildingCode Title 24







Maximum Letter Stroke Width = 20% of Letter Height


5/8" 5/8"3/32"

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INDIAN WELLS VALLEY CAMPUSINTERIOR SIGNAGE

GENERAL NOTES AND STANDARDSFOR TYPOGRAPHY AND SIGN FRAME

COLOR

No part of the contents of this document may be reproduced or transmitted in any form or my any

means without the written permission of Gkkworks.

C O P Y R I G H T 2012

155 South Fair Oaks AvenuePasadena, CA 91105

t 626.666.6906f 626.666.3940www.gkkworks.com

PROJECT NUMBER:

MARCH 4, 2013

15033-000-00

INTE

RIO

R S

IGN

AGE

PRO

JEC

TA

PRO

JEC

T FO

R:

CER

RO

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Agency Approval

APPL NO. 03-xxxxxx

DATE:

AC------FLS------SS----

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECTS OFFICE OF REGULATION SERVICES

03/07/2012

Architect Seal

KER

N C

OM

MU

NIT

Y C

OLL

EGE

DIS

TRIC

T

CHECKED:

TEAM:

VP

ISSUE / REVISION:

SG001

900 Palm AvenueSouth Pasadena, CA 91030626 403 5870626 403 5871 fax



MAXIMUM LINE SPACING ALLOWEDBASED UPON HEIGHT OF LETTER “I”

MINIMUM LINE SPACING ALLOWED BASED UPON HEIGHT OF LETTER “I”

Line Space Dimensioning, When Measured Base Line to Base Line, Shall Not Be Less Than 130% (1.3 times) the Height of Capital Letter I.

Line Space Dimensioning, When Measured Base Line to Base Line, Shall Not Exceed170% (1.7 times) the Height of Capital Letter I.

ADA Standards for Accessible Design Letter Spacing

ADA Standards for Accessible Design Baseline to Baseline Spacing

Sheet Index

TACTILE LETTER SPACING Maintain Minimum-Maximum Letter Spacing Dimensions As Required by Code.

Maximum Letter Spacing NOT TO EXCEED 3/8” Between Closest Adjacent PointsMaintain Minimum Letter Spacing 1/8” Between Closest Adjacent Points

Provide Without Exception, Nu-Tech Signage Systems,Modular Extruded Aluminum FrameComponents w/ 1/4” Thick, P99Non Glare Acrylic, Graphic Panel Inserts w/ First Surface Applied Tactile Copy of ROMARK ADAApplique, Color to Match (White)and Embedded Clear Raster DotBead, Grade II Contracted BrailleTranslations, As Required by Codein The State of Califonia.

Provide Graphic Panel Background Color of Paint or Vinyl Sheet Film Applied to Second Surface of Graphic/Copy Insert Panel.

Kern Community College District Interior Signage StandardNu-Tech Sign Systems

Nu-Tech Signage Systems21135 McCourtney RoadGrass Valley, CA 95949

1-800-255-7446 in California1-800-334-7446, Nationwide

Helvetica Neue 65 Medium

Helvetica Neue 55 RomanCampus Signage Standard Component Color Palette

Campus Signage Standard Typeface


GraphicPanel Color


GraphicPanel Color


GraphicPanel Color

RidgecrestEast Classroom Building

RidgecrestLearning Resource Center

Bishop & MammothCampus Classroom Bldgs.

RidgecrestCoyote Athletic Center

RidgecrestLaboratory Arts Building


GraphicPanel Color


GraphicPanel Color


GraphicPanel Color


GraphicPanel Color

RidgecrestChild Development Center

RidgecrestAdministration Building


GraphicPanel Color

Typical For All Signs:Nu-Tech Signage SystemsExtruded AluminumSign Frame

Allen HeadSet Screw

AllenWrench

Allen HeadSet Screw

Typical For All Signs:1/4” Thick P99 Clear Non Glare Acrylic Panel w/ Second SurfaceBackground Paint or Vinyl Color and First Surface Applied Romark ADA AppliqueTactile Letters and Embedded Clear BeadRaster Dot Braille Translationsß

California Title 24 and ADA Standards for Accessible Design Relative toLetter Stroke Width and Overall Letter Width Based Upon the Letters I and O

SG001: Project; Typography, Colors, Sign Standards, Accessible Design Standards, Sheet IndexSG002: Menu of Project Sign TypesSG100: Room Identification Sign Types 1 through 6SG101: Room Identification Sign Types 7 and 8SG200: Restroom Identification Sign Types 9 and 10a, 10b and 10cSG300: Building Directory Sign 11a, Ridgecrest, East Classroom Building SG301: Building Directory Sign 11b, Ridgecrest, Laboratory Arts BuildingSG302: Building Directory Sign 11c, Ridgecrest, GymnasiumSG303: Building Directory Sign 11d, Ridgecrest, Learning Resource CenterSG304: Building Directory Sign 11e, Bishop Campus, Classroom BuildingSG305: Building Directory Sign 11f, Bishop Campus, Classroom BuildingSG400: Life Safety Evacuation Plans Signs 12a, 12b, 12c, 12d, 12e, 12f, 12gSG500: Life Safety Exiting Sign Types 13a, 13b, 14 and 15SGL101: Sign Location Plan, Bishop Campus BuildingSGL102: Sign Location Plan, Mammoth Lakes Campus BuildingSGL103: Sign Location Plan, Ridgecrest Child Development CenterSGL104: Sign Location Plan, Ridgecrest, Laboratory Arts Building, Part A & Second FloorSGL105: Sign Location Plan, Ridgecrest, Laboratory Arts Building, Part BSGL106: Sign Location Plan, Ridgecrest, Learning Resource Center, Ground FloorSGL107: Sign Location Plan, Ridgecrest, Learning Resource Center, Second FloorSGL108: Sign Location Plan, Ridgecrest, East Classroom Building, Second FloorSGL109: Sign Location Plan, Ridgecrest, Gymnasium, Ground Floor


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MaximumLetter Width


Test 1: Body Width to Height RatioADA Standard for Accessible Design Acceptable Range 60% - 100%

Test 2: Stroke Width to Height RatioStandard for Accessible Design, Range 10% - 30%California Building Code Title 24 Range 10% - 20%

Test 2: Stroke Width to Height RatioStandard for Accessible Design, Range 10% - 20%California Building Code Title 24, Range 10% - 15%

Test 1: Body Width to Height RatioADA Standard For Accessible Design Acceptable Range 55% - 110%

MaximumLetter Width



Letter Height




Letter Height

Visual Test:Helvetica 65 Medium

Tactile Test: Helvetica Neue 55 Roman










5/8" 5/8"3/32"

5/32"

3/32" 3/32"3/32"

6/32"10/32"

1" 1"

Heigh

t = 10

0%1"1" 1" 1"

1"

6/32"

1 1/8"


1 2 3

4

1 Pedestrian campus directory mounted on campus standard free standing rectangular tube steel frame.

2 Vehicular sign mounted on campus standard free standing rectangular tube steel frame.

3 Regulatory signage mounted on campus standard free standing rectangular tube steel fream.

4 Pedestrian building directory surface mounted on building facade.

5 Display case surface mounted on building facade.

5

RECOMMENDATIONS:

• Consider adding elements such as structure or lighting to future exterior & interior signage that show design efforts aimed at progressing the campus image.

• Study font sizes that are minimally sized, yet still legible from a given distance.• Standardize materials, colors, and type faces to produce a cohesive theme and a campus

identity.• Remove and replace old and deteriorating signage.• Develop a Bakersfield Signage Project to set standards and proivde additional detailed

information for the campus’ wayfinding elements.• At least one pedestrian directory sign should always be visible to visitors from anywhere on

campus.


1 Example of utilizing and designing interior wall to communicate to potential and existing students.

2 Alternative method of providing pedestrian directional signage that is cost effective, visually interesting, flexible, and effective.

3 Additional example of creating visual interest through incorporating room identification with the interior space.

4 Another example of flexible and appealing method of communication between campus administration and students.

1

3 4

2


1

32


1 Campus use of large boulders as landscaping, monument, and wayfinding element.

1 Customized signage design that takes into account additional factors of transparency, depth, composition, and materiality.

2 Example of vertical building signage that is uniqe in its use of materials and structure which adds a contemporary feeling to traditional building material (brick).

3 Simple strategy that gives depth to building signage by incorporating additional materials into the composition and varying the scale based on hierarchical organization of names.

//WAYFINDING: MONUMENTS & “POSTING” KIOSK

THEMES:

• Large cast in-place concrete campus monumental sign at corner of major streets (Haley & Panorama Street).

• Boulders serve both as monuments and landscaping elements at various locations throughout the campus.

• Numerous dedication plaques and engravings are scattered among various locations on campus.• Donation plaques inlaid into concrete paving in front of gym.• “Posting” kiosk located in middle of quad in front of Collin’s Campus Center.

PROs:

• Large cast in-place concrete campus monumental sign is consistent with the design and style of the older buildings on campus.

• Boulders are multi-functional and provide informal seating for an individual or for social gathering.• Dedication plaques affirm the campus legacy and deep history in the community.• Donation tiles fit in well with the paving pattern in front of the Gymnasium building.• “Posting” kiosk communicate direct messages and events to campus population.

CONs:

• Campus monument sign lacks a contemporary feel.• Dedication plaques are decentralized and seem to be randomly placed on the campus.• “Posting” kiosk is small, dated (resembling) a high school kiosk, and is located in a odd location.

RECOMMENDATIONS:

• Present a sense of aspiration towards a post secondary education of today through signage and their designs.

• Consider adding contemporary details using elements such as structure, lighting, and/or varying finishes to the campus monument sign.

• Centralize dedication plaques into a single structure in a manner that it becomes a secondary space that can be occupied.

• Consider adding informational electronic/LED boards to campus corners, combining them with campus monument signs in lieu of existing “posting” kiosk.

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