longwood university campus master plan: vision2020.pdf

7/22/2019 Longwood University Campus Master Plan: Vision2020.pdf

1/109

THE COMPR EHENSI VE CA MPUS MA STER PLA N

VISI N

2020


2/109

SEPEMBER 12, 2008

201 HIGH SREE

FARMVILLE, VIRGINIA 23909

EL: 434.395.2000

OLL FREE: 800.281.4677

WWW.LONGWOOD.EDU

THE COMPREHENSIVE CAMPUS MASTER PLAN


3/109

VISI N

2020


4/109

I Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Message from the PresidentOverview

Acknowledgements

II Te Campus Master Planning Process . . . . . . . . . . . . . . . . . . . 9

Description of the Process Planning Goals, Guidance, and Assumptions

III Longwood University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Overview of the Institution Mission, Vision, and Strategic goals Regional Context Vicinity Identification Historic Districts, Landmarks, and 100-Year Flood Plain Previous Campus Master Plans Design Philosophy

IV Te Existing Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Campus Grounds Land Use AnalysisFloor Area Ratios

Building AdjacencyFacility Condition Index Report

Pedestrian Circulation Green Spaces Vehicular Circulation and Parking Pedestrian Orientation Housing

Recreation and Sports Facilities Landscaping, Entrances, Gateways, and Boundaries Signage

Campus Infrastructure

Potable Water, Storm Water, and Sanitary Sewer Lines Steam, Electrical Distribution, Communications and echnology

Remote Facilities Institute for eaching Trough echnology

and Innovative Practices Powhatan Center Retail Merchants Association, Richmond Hull Springs Farm

V Future Campus Requirements and Preferences . . . . . . . . . . . . . . . . 41

Te Academic Program Space Needs Analysis Overview Student Enrollment, Faculty, and Staff Projections Space Projections Academic Space Requirements Support Space Requirements Group Inputs and Preferences ransportation and Parking Requirements and Preferences Athletic and Recreational Requirements and Preferences

Housing Requirements Infrastructure Requirements Sustainability

VI Development of the Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Areas of Opportunity Concepts and Alternatives Landscaping, Entrances, Gateways, and Boundaries Land and Building Uses Vehicular Circulation and Parking Open Spaces and Pedestrian Circulation Housing Recreation and Athletic Facilities

TableofContents

VII Te Final Plan. . . . . . . . . . . . . . . . . . . . . . . . . . .7

Landscaping, Entrances, Gateways and Boundarie Land Use Analysis

Floor Area Ratios Building Adjacency Building Project Summary Vehicular Circulation

Parking Bicycle Plan Open Space and Pedestrian Circulation Housing Recreation and Athletic Facilities Infrastructure Signage Hull Springs Farm Sustainability Water Material Flows Energy & CO

2

ransportation

VIII Implementation . . . . . . . . . . . . . . . . . . . . . . . . 1

Architectural and Design Guidelines Project Phasing Property Acquisition Monitoring and Updating the Master Plan


5/109

C O M P R E H E N S I V E M A S E R P L A N

Introduction I


6/109

6

Longwood University Comprehensive Campus Master Plan

September 2008

Message From Te President

Introduction With any successful organization, it is imperative that there is a focus on the

future - the vision for the organization and the plan to make i t a reality. It is withthis best practice in mind that the Longwood community spearheaded a masterplanning process to determine the future landscape of Longwood University.

As we started the planning process, the planners were given two directives. First,the plan must be data-driven - accurately reflecting existing conditions and

deriving recommendations for new facilities from pertinent data and specificrequirements. Second, the process had to be inclusive. All members and groupsof the university community must be given the opportunity to participate andtheir input must be included.

I can unequivocally say that these directives have been fulfilled. Tis plan isimaginative, effective, and efficient. It provides both the vision and the methodto help us reach our goal.

Te plan addresses physical needs of our campus to address increased enrollmentprojections, including housing, academic space, and student life programs. Allareas of Longwood were examined - from facilities to safety and security, fromclassrooms to bedrooms, from athletic arenas to admissions. Tis is a comprehensive

plan that reflects a well-rounded review of Longwoods structure.

Our new Campus Master Plan is truly the result of a team effort and every memberof our university community contributed. Te Longwood of 2020 will reflectwhat has been accomplished during the past 20 months, and the excitement forthe plan is widespread. I am extraordinarily proud of the legacy we will leave forour successors.

Dr. Patricia P. CormierPresident


7/109

Longwood University Comprehensive Campus Master Pl

September 200

Overview

In the Spring of 2007 the University begapreparing to design and implement a necampus master plan. Tis plan wi ll provia framework for campus growth througyear 2020 by creating sites for new builings while enhancing the overall qualiand character of Longwood University.

Te plan also identifies early improvemento help sustain the momentum of Lonwoods recent growth. Tese suggestioand improvements should help maintaand develop a specific sense of place refletive of Longwoods heritage while blendinvisually pleasing elements with functionrealities. Tese suggestions and improvments include:

New Building SitesAdaptive Re-useReplacement RecommendationsGreening InitiativesCirculation Patterns

Comprehensive solutions of the best anhighest use of available land and assewere taken into consideration for each the many areas of opportunities that thcampus presented.

Te creation of this plan was based uponbroad range of input, detailed documenttion, analysis, and inclusive dialogues withe various constituents and stakeholdethat are affected by the plan. All referencedocumentation and reports can be founin the appendix section of this document


8/109

8


September 2008

Introduction

Acknowledgements

Tis extensive and complex project could not have been carried out without the enthusiasticparticipation, support, and encouragement of the entire Longwood University community students, faculty, staff, alumni, and citizens of Farmville and the surrounding area.

Special acknowledgement and thanks go to the following people:

President Patricia Cormier, for her leadership and support

Members of the Board of Visitors, for their interest and guidance

Richard Bratcher, Vice President for Facilities and Real Property, for his strategicvision, wisdom, initiative, and constant support

Members of the Master Plan Steering Committee, for their dedication and continualhard work

Reed (Jerry) Jerome, Longwoods Campus Master Plan Coordinator, for hiscontinuous efforts and support

Kelly Martin, Longwoods Associate Project Coordinator, for her exceptional research,data analysis, and enthusiasm

Louise Waller, Real Property Manager, for her wide-ranging research and meticulousrecord-keeping

Angela Stimpson, Director of Facilities Administrative Services, for her sound financialadvice and support

J.W. Wood, Director of Capital Planning and Construction, and CampusArchitect, for his vision, perception, imagination, and practical support

David Pletcher, Capital Planning Engineer, for his technical acumen andunwavering participation

Ken Copeland, Executive Director of the Longwood University Real EstateFoundation, for his cooperative spirit and practical advice

Farmville Mayor Sydnor Newman Jr., members of the Farmville own Council,and own Manager Gerry Spates for their cooperative spirit and consistent interest

David Harnage and his associates at Moseley Architects, for their wisdom, hardwork, and unfailing cooperation


9/109


Te Campus Master Planning Process I


10/109

10


September 2008

CampusMasterPlanningProcess WHA IS A MASER PLAN

Master plans establish a physical vision for a campus, pri-marily through two dimensional plans identifying where de-velopment should occur, areas of open space, infrastructure,and other elements necessary to create a sustainable, enjoy-able community that supports the academic mission of theinstitution. A comprehensive master plan enables a univer-sity to achieve integration and cohesiveness within a commu-nity. Several key elements in the development process mustbe carefully considered, including land use and adjacency,infrastructure provision, environmental protection, openspace, landscaping, community facilities, water conservation,management and sustainability. A successful plan guides aninstitution through its growth, thus contributing positivelyto the students, community, and broader society.

LONGWOODS PROCESS

Te Longwood University master planning process serves asa basis for the development of a current and updated masterplan, as well as the basis for the continual renewal of the mas-ter plan. raditionally, campus and facilities planning was fo-cused on individual projects, on an as-needed and sporadicbasis.

Te process used to create the new master plan was designedto be participatory and collegial from start to finish. Rep-resentatives from each academic and administrative depart-ment were involved in an effort to develop a program forthe campus plan, addressing a broad list of issues and con-cerns. Additional information was obtained from each groupthrough several open fora with various members of faculty,staff, members of the town council, school boards, and thecommunity at large.

Te defined needs were then quantified and prioritized, andalternative approaches to address those needs were generated.Te new Comprehensive Campus Master Plan is a synthesisof the best aspects of the many alternatives explored.

Description of the Process

Figure # 1, Master PlanningProcess Diagram


11/109


September 200

Planning Goals, Guidance, and Assumption

PLANNING ASSUMPIONS

Te master planning process demands that keyassumptions are identified and adopted to recognizeprobable future conditions and circumstances. Manycan be derived from the universitys strategic plan. Tefollowing is a summary of our key assumptions:

Enrollment at Longwood University will grow to5600 undergraduate students.

Sixty percent of all students will be housed inuniversity controlled housing.

Off campus parking will be developed to improvethe pedestrian nature of the campus.

Dining services will be distributed throughout thecampus.

PLANNING GOALS

Assist the University in translating its vision, mission,and strategic goals into a physical plan which identifies

where the University should focus its resources tomeet future facilities requirements.

Provide guidance through the year 2020, but alsoidentify early improvements to sustain the momentumof the Universitys recent growth and changes.

Present comprehensive solutions for the best andhighest priority use of available land while retainingthe campus historic areas and buildings.

Include sustainability as an integral aspect of campusplanning, design, and operations.

Inform and include all stakeholders in the planningprocess.

Develop a process that keeps the Campus Master Plancontinually renewed and makes facilities planning anongoing and integral part of University business.

PLANNING GUIDANCE

5600 undergraduate students in 2020

Keep Longwood like Longwood

Architecture

Compact, convenient campus-

Pedestrian friendly-

On-campus student life-

Gathering spaces-

Green space

Sustainability


12/109


13/109


History, Context, and Guidance II


14/109

14


September 2008

His

tory,

Context,and

Guidance

Overview of the Institution

With a legacy of learning dating back to 1839, Longwood University hasdeveloped a meaningful learning environment that extends far beyondthe classroom. Founded as the Farmville Female Seminary Association,the school was a pioneer first in private and later in public education.Te State of Virginia acquired the school in 1884 and renamed it theNormal School, the first state institution of higher learning for womenin Virginia. Over the years, the school expanded and had a succession ofnames, becoming Longwood College in 1949 and fully coeducational in1976. On April 24, 2002, history was again made at Longwood whenGovernor Mark Warner signed legislation that designated Longwood asa university, effective July 1, 2002.

Te legacy that began in 1839 continues today as Longwood Universityoffers more than 100 majors, minors and concentrations through itsvarious academic programs. Given its historical roots, Longwood enjoysan enviable reputation for teacher preparation, and the excellence hasexpanded throughout the university, which is comprised of three separate

colleges: the Cook-Cole College of Arts and Sciences, the College ofBusiness and Economics, and the College of Education and Human

Services; and a graduate division offering programs in education,English, sociology, and a new MBA in Retail Management.

Under the leadership of President Patricia P. Cormier, Longwood iscommitted to developing citizen leaders and provides a meaningfullearning environment where students learn skills, knowledge, andtheory, and then translate learning into action by doing research,internships, field work, and community service. Recognizing the valueof experiential learning, Longwood is one of the few universities in thecountry to require all students to complete an internship or similarlearning experience before graduation. Additionally, Longwood was thefirst institution in Virginia to require that every freshman have a laptopcomputer. echnology is integrated throughout the learning processan essential element for preparing the leaders of tomorrow.

Te Longwood learning environment is enriched further by theGreenwood Library that holds 245,000 book titles, 2,100 print journal

subscriptions, and some 100 electronic data bases including access to11,000 full-text electronic journals. Te library provides integrated

technology for information retrieval from libraries throughout theworld, as well as satellite reception of foreign programs and web access.Tis state-of-the-art facility is named in honor of Longwoods 22nd

president, Dr. Janet Daly Greenwood.

Longwood provides a range of business services to the region and statethrough the Longwood Small Business Development Center, whilethe Longwood Center for the Visual Arts serves as an important andinnovative study center and cultural resource for the Commonwealthof Virginia.


15/109


September 200

Mission, Vision, and Strategic Goal

Te Longwood University Campus Master Plan will serve as a guide for thefuture physical development of the university. Te future development must bereflective and supportive of the Universitys mission, vision, and strategic goals.

Longwood Universitys mission: Longwood University is an institution ofhigher learning dedicated to the development of citizen leaders who areprepared to make positive contributions to the common good of society.Building upon its strong foundation in the liberal arts and sciences, the

university provides an environment in which exceptional teaching fostersstudent learning, scholarship, and achievement. As the only four-year publicinstitution in south central Virginia, Longwood University serves as a catalystfor regional prosperity and advancement.

Longwood Universitys vision: Longwood University will transform capablemen and women into citizen leaders, fully engaged in the world aroundthem. Te university will be a first choice institution renowned for developingthe power of citizen leadership in its students for the benefit of the greatercommunity.

Longwood Universitys Strategic Goals:

Distinctive Impact. Longwood University serves as a unique anddynamic agent for positive and sustainable change within and among its

communities and constituencies.Engaged Learning. Te Longwood University community

demonstrates a commitment for lifelong learning that results in personaland professional growth through emphasizing active involvement,collaboration, and application of knowledge.

Superior Performance. Longwood University achieves excellence ininstitutional effectiveness through continual improvement.

Responsible Stewardship. Longwood University embraces itsresponsibility to manage human, cultural, environmental, fiscal, andcapital resources effectively.


16/109

16


September 2008

Regional Context

His

tory,

Context,and

Guidance

Farmville is approximately 64miles west of the City of Rich-mond, 47 miles east of the Cityof Lynchburg and 76 milessouth of the City of Charlot-tesville.

Farmville is located in Virginiasheartland - the exact geographi-cal center of Virginia is locatedin nearby Buckingham County.Farmville is the center of econom-ic activity for a wide area, and acatalyst for travel and tourism.

Farmville is a town in Cumberland and Prince Edward counties in theCommonwealth of Virginia. Te population was 6,845 at the 2000 censusaccording to the National Association of Counties, retrieved on 2008-01-31.Farmville is a dynamic college town, with a proud history and exciting future.Te Commonwealth of Virginia is a state well known for its rich history.Farmville hosts several festivals and other statewide celebrations each year.

Figure # 2, Virginia State Map

Figure # 3, Farmville MapFigure # 2, Virginia State Map


17/109


September 200

Vicinity Identification

MAIN SREE

SAE ROAD 643/ HIGH SREE

US ROUE 15 & 460

HIGH BRIDGERAIL SAEPARK

Since 1798, Farmville has served as the center of trade, education, law, and finance fthe surrounding seven counties, a position it still maintains today. Farmville has seecivil war and civil rights and has served as home to prominent government leaderIt was and still is home to many successful businesses, industries, and cultural aneducational organizations. After 250 years, the Farmville area, including Prince Edwaand Cumberland counties, continues to exemplify all that is best about the Americaway of life.

Longwood University has a tremendous economic and cultural impact on Farmvil

and the surrounding communities. A recent study conducted by the Longwood SmaBusiness Development Center estimates that university employees, students, and visitospend more than $90 million annually - with 66 percent of that amount being spent Farmville and the eight surrounding counties.

Longwood PropertyDowntown FarmvilleBusinessResidential

Manufacturing

Figure # 4, Vicinity Identification


18/109

18


September 2008

Historic Districts, Landmarks , and 100-Year Flood Plain

History,

Context,and

Guidance FLOOD PLAIN

Te one-hundred-year flood plain is typically calculated to be the level of flood water expected to be equaledor exceeded every 100 years on average. Te 100-year flood is more accurately referred to as the 1% flood,since it is a flood that has a 1% chance of being equaled or exceeded in any single year. Based on the expectedflood water level, the predicted area of inundation is mapped out in the darker blue. Te lighter blue includesthe floodway, which consists of the stream channels and adjacent areas that carry flood flows, and the floodfringe.

HISORICAL CIAIONS

Civil RightsFarmville is home to some key players in the early fight for civi l rights; its citizens crusade for equal rights ineducation drew Martin Luther King, Jr. and other national leaders to visit our area. Te Robert Russa MotonHigh School (see photo bottom, center) , site of the 1951 student strike, is a National Historic Landmark, acivil rights museum, and the centerpiece of Virginias Civil Rights in the Education Heritage rail, honoringthe efforts of local students and citizens who paved the way for integrated public education nationwide.

Civil WarTe Civil War left its mark on Farmville, with its last major battle at nearby Saylers Creek. Lee retreated di-rectly through the town, and the Confederates crossed and then attempted to burn the railroads impressiveHigh Bridge, a 120-foot-high, nearly half-mile-long span across the Appomattox River which is now home tothe High Bridge rail State Park. Saylers Creek Battlefield and other si tes along Lees Retreat are part of thestates Civil War rails.

RailroadsIn the 1850s a railroad, known as South Side Railroad, was built between the cities of Lynchburg and Peters-burg passing through Farmville, Burkeville, and Pamplin City. Tis route was subsidized by a contributionfrom the own of Farmville and required an expensive

crossing of the Appomattox River. Tis crossing be-came known as the High Bridge, which was heavilydamaged during the final days of the Civi l War. Whenthe railroad was purchased in the early 1880s, it wasrenamed the Norfolk and Western Railroad (N&W).In 1982 the railroad became part of the current Nor-folk Southern Railway system. oday, High Bridge isbeing renovated as part of the Rails to rails project.It will be 33.5 miles of non-motorized hiking, biking,and birding trails known as High Bridge rail StatePark.

100 Year Flood Plain

Secondary Flood Plain

Longwood Property

Historic DistrictHigh Bridge rail

Figure # 5, Historic Districtsand Flood Plains Moton School Downtown Farmville


19/109


September 200

Previous Campus Master Plan

1985 Plan By VVKR Associates1991 Plan By Hanbury Evans Newill Vlattas & Co.

Te primary focus of this plan was in addressing the pedestrian connectiviissues of the north and south ends of the campus. Te development of thnew student life plaza replaced the existing intersection of Pine and RedforStreets, while providing for a parking structure below. Brock Commoncreated a central pedestrian spine for the campus and provided a variety olinked green spaces, permanently closing Pine Street to all vehicular access

Tis interim master plan was centered around and successful in ac-complishing several site selections for the campus. A new library waslocated at the southwest corners of Redford and Pine Streets andproposed new housing west of the Wygal/Bedford buildings betweenRace Street and Griffin Boulevard. Te Boiler Plant Expansion wasalso included in this proposal. Tis plan also recommended improve-ments to pedestrian and vehicular circulation for the campus as a

whole. In this proposal the college begins to focus on the removal ofvehicles from the internal campus streets and converting those areasinto pedestrian corridors.

Several specific actions and site selections were proposed. While not allof these recommendations came to fruition, the following proposals wererealized: a new dining hall at the center of campus, Lancaster Buildingrenovation, an addition to Bedford Hall, and, most significantly, closingPine Street to vehicular traffic, resulting in Brock Commons.

2001 Plan By Ayers Saint Gross

Figure # 6

Figure # 7

Figure # 8


20/109

20


September 2008

Design Philosophy

His

tory,

Context,and

Guidance DESIGN PHILOSOPHY AND PLANNING SANDARDS

Te quality of exterior and interior architectural design, evokingrespect, inspiration, admiration, and excitement, is part of LongwoodUniversitys tradition. Structures that speak clearly to this qualityare located along High Street in the historic northeast quadrant ofcampus and have solid ties to the original campus fabric. Respectfor these structures should be maintained with each new buildingsdesign and siting, making reference to the scale, proportion, historical

character, and quality of construction.

It is also the universitys intention that the campus remains residentialin nature and evolves more fully to a pedestrian campus thatencourages and engages human interaction. With each new buildingproject, opportunities for creating common areas and gatheringspaces should be explored. o further enhance the pedestrianexperience, vehicular access ways and core campus parking shouldbe minimized and greened appropriately through the use of trafficislands, traffic circles, and raised medians.

Sustainability is to also have a greater part in the Longwoodexperience. At freshmen orientation, students are being introducedto the important role sustainability plays in todays environment.o foster that learning experience and carry it forward, each new

building, building renovation, and other program or process thatimpacts the campus environment will speak to that effort byimplementing the most current standards.


21/109


Te Existing Campus IV


22/109

22


September 2008

TheExistingCampus

Campus Grounds

Longwood main campussits on 60-plus acres in the gently rollingVirginia piedmont. Although a single campus, architecturally speaking thegrounds are separated into two distinct areas: the his toric north core andthe more modern south end.

Longwood Golf Course, adjacent to the Presidents house (a registeredhistoric landmark, circa 1815) one mile from Longwood University, is oneof only three collegiate-owned golf courses in Virginia. Te Longwoodcourse covers more than 100 acres, and is known for its challenging layout,lush fairways, and manicured greens. Te 6,000 yard layout plays to a par

69 for men and 72 for women and is equipped with two large practicegreens, practice sand traps, club house, driving range, and pro shop.

Tird Street Warehouse: Longwood acquired this 60,000 square footformer tobacco warehouse on seven acres of property in 2006. Locatedapproximately 3 miles from campus, it is used for general storage andsurplus property management.

Lancer Park is a Longwood-managed apartment and townhousecommunity located .6 miles from Longwoods campus. 258 studentslive in one of three different housing style formats. Residents also enjoya variety of community amenities including the Lancer Park Clubhouse,REC office, gym, study rooms, pool table, community living room, andvending areas. Tis area also offers various outdoor playing fields.

Longwood Landings at Mid-own Square, which opened in the fall of2006, consists of four four-story buildings with retail-commercial space onthe ground floor of each and student housing on the upper three floors. Bedspace for 408 students is provided in 96 four-bedroom and 24 single-bedroomapartments.

Longwood Villageis located two miles south of campus and offers a varietyof amenities including a movie theater, fitness center, swimming pool, hot tub,game room, and computer / study room. A free shuttle service is available totransport students to and from the Longwood campus.

First Avenue Fieldaccommodates the practice and gamesof Mens and Womens Rugby, Mens and Womens Soccerand Mens Lacrosse sport clubs. Intramural flag football andsoccer contests, as well as open recreation opportunities areavailable.

Longwood Center for the Visual Arts, the art museumserving Longwood and Southside Virginia, features permanentand temporary exhibits, educational programs, and an artplacement service.

Remote facilitiesand grounds aredescribed on page39.

Figure # 9own of Farmville


23/109


September 200

Campus Grounds - Land Use, Main Campu

Longwood Universitys main campus is a residential 60-acre campus, a mix of red-brick colonial revivin the style of Tomas Jefferson and contemporary architecture, consisting of 55 buildings, totalin1,500,000 square feet. Te campus total includes 13 residence halls, housing approximately 250undergraduate students. Te land use analysis reveals an equal appropriation of surface parking anprogrammed open space, while maintaining a relatively high ratio of unprogrammed open space.

Figure # 10 Existing Land Use,Primary Campus Property


24/109

24


September 2008

Figure # 12 Floor Area Ratio Defined, Source: American PlanningAssociation, A Planners Dictionary, 2004

o determine the FAR for major campusareas, lot lines were drawn to include land

associated with each building, includingcirculation and common areas. Te resultsare shown on the accompanying diagram(left).

Generally speaking, areas with a FAR of lessthan 1.0 typically do not use their parcelsefficiently. Te diagram on the left illustratesthat the approximate overall campus densityis low (.75).

Te existing University density figuressuggest that some additional densificationof the campus is possible while retaining thecharacter of the campus landscape. Te low

existing densities shown suggest that overall,the triangle is capable of receiving slightlyhigher densities in the future. With properplanning, densities closer to 1.0 throughoutthe campus can be achieved s uccessfully.

Reaching a FAR as close to 1.0 as possible,in combination with a building heightmaximum, will ensure that the campusachieves efficient density while maintainingits residential character.

A Planners Dictionary defines FAR as the total floor area of all buildings or structures on a zoning lot divided by the totalsquare footage of said lot. Te Floor Area Ratio, or FAR, of a piece of property describes the relationship between the sizeof a lot and the amount of floor space it contains. For example, a 50 x 100 lot (5,000 square feet) with a single-story 50x 50 building (2,500 s quare feet) has a floor area ratio of 0.5. If a building with the same size footprint had 4 stories, theFAR would increase to 2.00. FAR is a typical measure of a parcels efficient use and often as a means to control density.

North West Quadrant 0.7North East Quadrant 0.7South West Quadrant 0.8South East Quadrant 0.8Athletic Quadrant .007

TheExistingCampus

Floor Area Ratios

Campus Average FAR .75Figure #11 Existing Floor Area Ratios

C G d ildi Adj


25/109


September 200

Campus Grounds - Building Adjacency

Building Adjacency diagrams describorganizing principles, program relationand connections that can help guiddevelopment within campus parameters

Tis diagram illustrates that Longwoodcampus possesses an overall balancedistribution of buildings and functionsthat is, an efficient adjacency.

Academic & Support

Housing

Library

Institutional Support

Student UnionAthletic / Recreation

Food Service

Longwood Village

Lancer Park

Presidents Residence &Longwood Golf Course

3rd Street Warehouse

Figure # 13Existing Building Adjacency

C G d F ilit C diti I d R t


26/109

26


September 2008

TheExistingCampus FACILIY CONDIION INDEX FCIis a term used to describe the relative condition of

campus facilities in relation to the current replacement value (CRV) of a particular building.

FCI RANGE AND CONDIION RAINGS

Tese condition ratings are found inManaging the Facilities Portfolio, published by Te NationalAssociation of College and University Business Officers (NACUBO). Te ratings were developedconsidering only deferred maintenance and repair requirements, rather than cyclic maintenanceand component renewal needs, in order to benchmark the current condition of facilities.

In an effort to systematically analyze their facilities portfolio, Longwood University contractedCarter & Burgess, Inc. and Applied Management Engineering, Inc. in 2007 to conduct anobjective facility condition assessment of their facilities (see Appendix, Report 1). Te facilitiescondition assessment was accomplished through an on-site visual inspection of each building.Te goal of the inspections were to establish a baseline of current facility conditions and develop aten year maintenance and repair plan without the i nfluence of budgetary or operational restraints.Detailed inspection reports were prepared for 42 separate buildings then provided for review. Tefollowing scale was used in evaluating all campus facilities.

Under .05 (5%) = GoodBetween .05 (5%) and .10 (10%) = FairOver .10 (10%) = Poor

Te Existing Facilities Assessment report documented the physical condition for 43 of theColleges existing buildings both on and off campus. Te 43 buildings totaled 1,493,188 squarefeet, with a total current replacement value of $346.5 million and an overall facility conditionindex (FCI) of 10%, a range representing fair overall condition. Fifteen buildings had FCIs of.5% or less, the range considered representative of a building in good condition. Nine facilitiesranged between 5-10%, in the fair category. All other buildings had FCIs in excess of 10%. SeeAppendix, Report 1 for complete descriptions and details.

42%

31%

27%Poor

Fair

Good

Campus Grounds - Facility Condition Index Reports

Existing Facilities Management Build-

C G d P d t i Ci l ti


27/109


September 200

EXISING PEDESRIAN CIRCULAION

At present, the main campus has an extensive network of internal sidewalks and paths that are well utilized. Te addition of Brock Commoprovided the University with a major north-south pedestrian spine and gathering place. Geocoded results (see Figure # 14) show a large numbof students residing in areas immediately north and east of main campus, as well as a significant number of faculty members residing withinwalking distance in the neighborhoods west of campus. In addition, new housing developments such as the Mid-own Square and Lancer Paare within walking distance to campus (the latter developments proximity will improve upon completionof the proposed pedestrian bridge connecting it to Grove Street). Te campus overall is very walkable - apedestrian can easily walk throughout the entire campus in less than 10 minutes.

Pedestrian access to campus is generally good from the north. In the area north of High Street, off-campushousing density is quite high, and the topography fairly flat, enabling pedestrians to walk to campus easily.Te same can be said in regards to the n eighborhoods west of campus; however, Griffin Boulevard does nothave appropriate pedestrian crossings (those that are present are unsafe due to design issues and excessivevehicles speeds), and there is no si dewalk on the western side of the street. Many students and facultymembers park in surface lots located along the northern end of Griffin Boulevard; however, pedestrian accessto campus from those lots is poor.

Figure # 15, ExistingPedestrian Circulation

Primary PathSecondary Path5 Minute Walk

Campus Grounds - Pedestrian Circulation

Figure # 14, Geocoded Addressesof Campus Population: Te ownof Farmville

Campus Grounds Pedestrian Circulation


28/109

28


September 2008

TheExistin

gCampus

Campus Grounds - Pedestrian Circulation

Pedestrian connections from the Mid-own Square and areaseast of campus are also generally poor. Tere are insufficientpedestrian crossings along South Main Street, and those thatdo exist are improperly designed. Furthermore, there are nodirect access points from the Mid-own Square to campus. Dueto a lack of suitable crossings, students tend to use the Bankof Americas drive-through facility to cut across South MainStreet to Venable Street from the Mid-own Square. However,Venable Street itself constitutes a barrier pedestrians are

either forced to walk to Madison Street or use a gate and walkthrough the tennis courts on their way to the main campus.Commuters who park in Vernon Street and Landings Southparking lots not only have to deal with severe upward gradingwhen walking to campus on Putney Street, but also withmisaligned crosswalks at the intersection of South Main andRedford Streets. Presently these crossings do not line up withcurbs or offer the shortest crossing distance. Within campus,on the eastern side, Spruce Street traffic and parking causesafety concerns due to a large number of pedestrians coming inand out of Curry/Frazer Halls. Residents of the halls must alsonavigate through extensive vehicle traffic while crossing EastRedford Street on their way to the northern end of campus.Tis path, in front of the underground garage, does not providea dedicated, safe or convenient crosswalk for pedestrians.

Pedestrian connections from the western side of campus aregenerally inadequate. Griffin Street lacks a sufficient numberof safe pedestrian crossings and sidewalks around most of itswestern edge. Te corner of High Street and Griffin Boulevardis not designed with pedestrians in mind. Currently, vehicles usethe southeastern curb of the intersection as a shortcut, wherepedestrians should be waiting to cross the street. A physicalbarrier is needed to prevent the vehicles from doing so. Lastly,the stop sign at the intersection of Race and Redford Streets isoften blocked by parked vehicles along the eastern side of RaceStreet, endangering pedestrians and motorists alike.

Pedestrian access to the campus from the south is also generallypoor, although pedestrian activity in the area is currentlyrelatively low. South Main Street has sidewalks on both sides

of the street, but pedestrian crossings are few an d far between.Griffin Boulevard lacks sidewalks on its western edge from north

of Chambers Street to the South Main Street intersection, and there are nosidewalks along the eastern si de of Griffin Boulevard from Barrow Street to

South Main Street. Tus, students walking to Southgate Shopping Centerare forced to either walk on the side of the road or cut across the ball fieldsto get to the shopping center. As the southern part of campus continues to

develop and increase in residential and institutional density, more attention topedestrian connections and crossings in this area will be needed. Te missing

links in the pedestrian network and points where pedestrian/vehicular conflictspersist are shown in Figures 16 and 17.

Figure # 16 Pedestrian Conflicts West Figure # 17 Pedestrian Conflicts East

Campus Grounds Green Spac


29/109


September 200

Campus Grounds - Green Spac

Existing green and open spaces can bfound throughout the main campuTe land use analysis revealed ovone half of the campus is currentdedicated to open green space. Tphysical environment of the campusand the landscape, in particular - maka powerful first, and lasting, impressioand can play a key role in recruiting an

retaining students, faculty, and staff. Iundertaking the comprehensive campmaster plan, Longwood confirms icommitment to creating a collegial anattractive environment that supports thuniversitys mission, and acknowledgthe importance of the landscape in givinorder and continuity to the campus.

Figure # 18, ExistingGreen Space & Density

Campus Grounds - Vehicular Circulation & Parking


30/109

30


September 2008

TheExistingCampus

Campus Grounds - Vehicular Circulation & Parking

EXISING VEHICULAR ISSUES

In general, issues of traffic congestion and delay appear to berelatively minor. Te existing streets provide adequate trafficflow. Te only significant delays are associated with rush hourtraffic heading west onto South Main Street from RedfordStreet. However, some design flaws result in traffic circulationissues that need to be addressed (see Figure # 19). Te issues aredescribed below:

1. Difficult vehicular access to Lancer Park, despite its relativelyclose proximity to campus.

2. High Street is used by buses as passenger drop-off point,creating traffic back-ups and compromising pedestrian safety.

3. Te stop sign located at the -junction of Redford and Pinestreets is not visible to vehicles approaching the intersectionnorthbound on Race Street. Te signs visibility is impaired byvehicles parked on the eastern side of Race Street.

4. Excessive traffic congestion is experienced by motoriststraveling eastbound on Madison Street and attempting to turnleft onto South Main Street.

5. Sawdust truck traffic on Madison Street is a concern - up tofour delivery trucks a day travel to and from the heating plant.

6. Vehicles entering South Main Street from Venable Streetcreate a traffic hazard due to sharp angles and low visibility.

7. rucks and buses use the eastern end of Redford Streetas a turnaround area, creating an unsafe environment forpedestrians.

General Issues

Inadequate vehicular wayfinding on and off-campus.

Speeding along Griffin Boulevard and Venable, Wynne,

and Race streets.

EXISING SREE NEWORK

Farmvilles street pattern is fairly complex, with a typical gridnetwork downtown and in the neighborhoods west of theLongwood University campus (albeit not following east-westor north-south direction), and larger suburban-style blocksthroughout most of the area (Figure # 19). Within and nearcampus, all streets are two-lane, with the exception of SouthMain Street (U.S. Route 15), which carries two lanes of traffic in

each direction. In addition, Venable Street traffic is one-way inthe southbound direction. Several streets on campus continue thegrid pattern existent west of campus, but the pattern is broken bypedestrianized Brock Commons dividing Madison and FranklinStreets, and by an underground garage that divides Redford Streetin two. Tus, vehicular traffic through campus is very limited inthe east-west direction.

Te campus has a small footprint and is essentially bounded by:High Street at its northern edge; Griffin Blvd. at the western edge;South Main and Venable Street at the eastern edge; and SouthMain Street extending along the southern edge of campus.

At present, South Main Street, Griffin Boulevard and High Streetdefine the core campus area, but none of these roadways define a

principal entrance way to campus. In terms of one internal roadwaythat serves as an obvious entrance way to campus, East RedfordStreet could be perceived to fulfill that role, with its textured bricksurface and heavily landscaped median and planting strips (see imagebelow). It would be beneficial if all internal campus streets receiveda makeover similarto this section ofRedford Street.

Figure # 19, Existing Campus Vehicular Circulation

Campus Grounds - Vehicular Circulation and Parking


31/109


September 200

Campus Grounds Vehicular Circulation and Parking

EXISING PARKING DEMAND

Te existing parking spaces (2,252) are close to full on a typical day (although surface lots surrounding Wynne Streusually have some available parking). It should also be noted than on an average day, about 18 vehicles are ticketefor either parking illegally or parking without decals on campus property. A number of students and faculty/stamembers also tend to park in the towns downtown parking lots as those lots are free and often under utilized durinthe day. Considering the 95 percent occupancy, total current demand is estimated at approximately 2,350 spaces.

PARKING DECALS ISSUED

In the academic year 2007-2008, there were 2,439 decals sold (data valid as of 10/2/2007). Tese decals includ175 Lancer Park permits and 45 freshman permits for freshmen allowed to park in the lot on South Main StreeTus, excluding Lancer Parks permits, the number of decals sold on main campus was 2,264, which roughly equathe number of actual parking spaces available on campus. However, decals sales do not account for damaged, losor replaced permits. Approximately 50 parking decals fall into this category. Te following is a breakdown of decaallocation for the 2007/2008 academic year:

Faculty/Staff 702

Commuting Students 818

Resident Students 919 (including Freshman exceptions)

otal 2,439

EXISING PARKING: ISSUES

Longwood University currently has a sufficient supply of parking spaces to meet the existing demand. However, thspaces seem to be used inefficiently; in the area roughly bordered by Griffin Boulevard, High Street, Venable/SouMain Street and Franklin Street, the demand barely meets supply since lots located there are often full. Te lots locateoutside the main core of the campus, including lots west of Griffin Boulevard and south of Franklin Street (particularWynne Drive lots) are often under utilized since the demand for spaces in that area is generally lower than supply. Texemplifies the fact that proximity to the final destination does matter to drivers looking for a parking spot. In facthe commuters tend to refer to the iss ued parking permits as hunting permits. Te fact that commuters would rathpark close to their destinations to avoid walking from parking lots located farther out also points out the need for safer and more attractive pedestrian environment.

Figure # 20, ExistingCampus Parking

Pedestrian Orientation


32/109

32


September 2008

TheExistingCampus

Pedestrian Orientation

Te primary conflicts on campus are between vehiclesand pedestrians. Illustrated in red on the diagramto the right (Figure # 21) are the principal areas ofconcern. In an effort to preserve and build uponLongwoods residential character these areas will beclosely examined. Resolutions for these conflictswill appear in several differing types of strategiesthroughout this master plan. Concepts that will helpaddress these issues are:

Improved wayfinding and signage

Appropriate crosswalk systems

Proper hardscapes and sidewalks

Properly scaled and maintained landscaping

Decreased and controlled vehicular access

Creation of new pedestrian paths

Re-definition and improvement of existingpedestrian paths

Alternate modes of transportation

Figure # 21, Existing Pedestrian / Vehicular Conflict

Campus Grounds - Housing


33/109


September 200

At the time of the new millennium, Longwood had a very traditional approach to housing. Eighty-five percent of students lived in on-campus residence halls dating between 1923 and 1991. Overthe past several years, the university has acquired more than 400 apartment style housing unitsin three complexes to the north, west, and south of campus. Tis arrangement presents uniquechallenges and opportunities. Within a very short time, these units have generated transportation,maintenance, security, parking, student life, recreation, and management issues.

Te university is entrusted with defining solutions that advance and complement the traditionalresidential strategies, as well as the new village concept and a growing commuter student

population. Te following aspects need to be considered for student life residential planning:

Te university uses a tiered approach to student living,i.e., freshmen live in on-campus residential halls, whilemany juniors and most seniors live off of the maincampus in university managed residential villages andunaffiliated housing;

Tere needs to be strong visual, functional, and servicelinks between the residential villages and the corecampus;

Te universitys learning/living philosophy is importantin all types of student residential living;

Maintaining/enhancing community is one of the

most important aspects of the philosophy;Student living incorporates learning and recreation in

the living environment, and;

Te Student Union and campus dining must beexpanded to meet the increasing demands and needs ofa growing number students who do not reside on themain campus.

Campus Grounds Housing

Cox Hall

ARC 160Cunninghams 447Curry and Frazer 798French 103Stubbs 186

abb (main) 111Wheeler 181Cox 190Longwood Landings 408

On and Off Campus Housingotal 3,126 beds

Lancer Park 260 Longwood Village 28

ARC

CurryFrazer

Cunninghams

abb

Mid-own Square

Wheeler Hall

Figure # 22, Existing Housing

Campus Grounds - Recreation and Sports Facilities


34/109

34


September 2008

p p

TheExistingCampus

Longwood Golf Course

Lancer Park Playing Fields

Campus Recreation provides fitness, wellness, recreational,competitive, and social opportunities to the LongwoodUniversity community. Over the past five years, Longwoodhas been transforming its athletic programs from NCAADivision II to Division I. Near term needs of the programsare being addressed through the enhancement and additionto the existing athletic facilities. Te master plan shouldanticipate the needs of growing programs and future facilityrequirements.

Te Health and Fitness Center, which opened inAugust 2007, is a 75,000-square foot facility that includes a7,300-square foot fitness center, two full-court gymnasiums,a multi-purpose gym, three group exercise rooms, tworacquetball courts, a 30-foot climbing wall, and a one-eighthmile walking/jogging track. Te fitness center has 40 pieces ofcardiovascular equipment, 30 pieces of strength equipment,and free weights. As the Universitys first certified LEED(Leadership in Energy and Environmental Design) building,the center is also the only Gold LEED certified HigherEducation Building in Virginia, and the only Gold LEEDcertified recreation center in the entire south east.

Lancer Park Sports Complex, recently constructed at

the Lancer Park university residential community, will becomea recreation and sports haven. Te complex will include fieldsfor rugby, lacrosse, soccer, flag football and softball; a jogging/walking path with fitness stations; a Frisbee golf course; tenniscourts; outdoor basketball courts; an indoor activities barn;and sites for wildlife viewing and nature hikes.

Willett Hall Complexincludes a 3,000-seat gymnasium,weight-training laboratory, human performance laboratory,

dance studio, pool, and a 500-seat natatorium. WillettHall is home to the Longwood University mens andwomens basketball teams.

Other University sport and recreation accommodationsinclude 4 mapped outdoor jogging trails, numerousfields, including baseball, softball, field hockey, soccer,volleyball, basketball and tennis courts. Longwoodalso boasts a nine-hole golf course located one milefrom campus.

Campus Grounds - Landscaping, Entrances, and Boundarie


35/109


September 200

p p g, ,

LANDSCAPING

Open space and landscaping play an important role in establishing thecampus image. Te existing rolling campus topography is well-maintainedand features varying types of landscaping. Te most prominent open spacesare Wheeler Mall an open green, and Brock Commons a landscapedpedestrian plaza along the north-south campus axis.

ENRANCES AND GAEWAYS

Te dark blue stars and light blue diamonds in Figure 24 denote the existing

vehicular signage and entryways to the campus. Te campus edges arebounded by South Main Street, Griffin Boulevard, and High Street; however,a main entrance is not defined. Historically, High Street was the primaryapproach to campus, but with much of the campus new developmentshifting southward, it is no longer the principal access. oday, High Street isthe historical and architectural backbone of the campus, but is rarely utilizedas a main entrance.

Pedestrian access should be signified by a gateway system or treatment ofthe landscaping, preferably with appropriately scaled signage. While thecurrent conditions of the campus do not address this issue, the Master Plan

will recommend strategies to establish and incorporate these gateway areas/systems.Pedestrian access should be denoted by a gateway system or landscaped areas,along with appropriate signage. Te master plan will recommend strategiesto establish and incorporate these gateways and areas.

Te South Main/Redford Street intersection is the functional primarycampus vehicular entrance; however, it does not present a visual sense ofarrival at a university campus.

Griffin Boulevard has the potential to become a more important campusentry, but connectivity to the campus core is currently insufficient. rafficcalming techniques are also required to make the street and entrances morepedestrian and bi cycle-friendly.

Existing Vehicular Signage

Undefined Edge

Hard Edge

Soft / Natural Edge

Vehicular Entry

BOUNDARIES

Specific edge conditions are also shown on this diagram, describing theability or inability to make a distinction between town and universitygrounds. For the purposes of this document, an edge is defined as aperceived boundary such as a wall, building, or landscaping.

Te green lines delineate a natural or soft edge defined by trees,shrubs, building alignment, and continuity. Tis type of edge is themost attractive and desirable. It allows those looking both in andout of campus to enjoy uninterrupted views, while maintaining an

implied yet still definitive b oundary.Te pink lines delineate an undefined edge, which contributes to apoor campus image and visual confusion.Te hard edge, depicted in purple, represents brick or other hardsurface. Tis type of boundary might be perceived as harsh,uninviting, or even dangerous.

Brock Commons Brock Commons Wheeler Mall Wheeler Mall Figure # 24, Existing Entrances, Gateways & Boundaries

Campus Grounds - Signage


36/109

36


September 2008

In 2002 Longwood adopted a Graphic Identity Style Manual thatprovided guidelines for recommended usage of the new symbol andlogotype. Tese standards help Longwood University communicatein a clear and consistent voice that reflects the reputation and goalsof the institution. A similar set of standards should be implementedspecifically for signage in relation to building, vehicular, andpedestrian applications.

A single gateway sign for the southern entry to campus is locatedalong South Main Street south of Wynne Drive (see image bottomleft). Other gateway signs exist for the northern approaches tocampus along High and Main Street; however, the entire length ofGriffin Boulevard is devoid of signage.

Directional signs for motorists or pedestrians can be found both in andaround campus. Vehicular signs are needed to provide clear instructionfor the visitor in locating parking facilities, campus buildings, athleticand entertainment venues, visitor information, and the AdmissionsOffice. Te signage connecting the campus to the regional context couldbe further emphasized.

Te existing maps on campus, such as the one placed at the north endBrock Commons (see image top left) are used to communicate thelevel of detail needed for adequate campus orientation and accessibilityinformation. Updating will be required.

Te building signage system for the campus is functional and consistent;however, changes to further the systems flexibility might be appropriate.Refer to Appendix, Report 2 for a complete description of existing signageconditions.T

heExistingCampus

Southern Entry Sign, S. Main St.

Pedestrian Sign, Northernend of Brock Commons

Campus Infrastructure - Potable Water, Storm Water, and Sanitary Sewer Line


37/109


September 200

Potable WaterStorm WaterSanitary Sewer

One major purpose of a campus mastplan is to identify potential utility issusurrounding future construction projects other physical changes. Te project teareviewed the available information from botthe university and the town of Farmville othe campus potable water, storm water, ansanitary sewer systems. While these utilisystems appear to have adequate capacity fcurrent use, certain sections contain pip

smaller than what is generally considered be the present day minimum diameter (eiginches for water and sewer mains).

Current building designs minimize watconsumption and therefore sewage generatioas much as possible. Nevertheless, utilitiesthe site of each new project should be verifieand evaluated specifically for the anticipateload of that project, particularly for the floof fire protection water. Te universitpotable water system has not been modelesufficiently to allow a complete computatioof future demands. However, certain sectioare not as robust as they could be.

Figure # 25, Existing Infrastructure-Water and Sewer

Campus Infrastructure - Steam, Electrical, and Telecommunications


38/109

38


September 2008

TheExistingCampus

Steam

Electrical Distribution

elecommunications

SEAM

Longwood University owns andoperates a central steam heatingsystem consisting of one heating plantand campus-wide steam distributionpiping. A new heating plant iscurrently being constructed that willcontain two biomass boilers with acombined capacity of approximately

40,000 pounds of steam per hour.

ELECRICAL

Dominion Virginia Power owns andmaintains the electrical distributionsystem on the campus. Te existingpeak load of approximately 3,500kw will ultimately increase to 5,500kw at the completion of the plannedexpansion and construction projects.Dominion Virginia Power hasindicated that there are no foreseeableissues with providing the campus

with the required additional power.

ELECOMMUNICAIONS

Te existing telecommunicationsand data systems are owned andmaintained by the university.Expansion of the existing systemto support the future requirementsshould be in accordance withthe procedures established bythe universitys Information andInstructional echnology Servicesorganization.

Figure # 26, Existing Infrastructure-Steam, Electrical and elecommunications

Remote Facilitie


39/109


September 200

Te Institute for eaching throughechnology & Innovative Practices

Te Institute for eaching through echnology &Innovative Practices (IIP), under the Collegeof Education and Human Services of LongwoodUniversity, was created by the 1999 General Assembly.Its main founders were Longwood President PatriciaCormier and W. W. ed Bennett Jr., a Halifaxattorney who then represented the 60th district in

the House of Delegates.

Te IIP researches and develops effectivetechnology-integrated instructional strategies andmodels that are proven to be successful. Currentresearch on instructional strategies include the useof asynchronous learning, video conferencing, digitalvideo, and personal digital assistants. Headquarteredin South Boston, the Institute serves primarily 25public school divisions extending from Patrick Countyeastward to the city of Franklin and as far north asBuckingham County and Colonial Heights. It worksclosely with, and is the fiscal and administrative agentfor, the Southside Virginia Regional echnologyConsortium (SVRC).

Assistance for school divisions include: Professional development in content areas Integration of technology applications in

instruction Implementation of video conferencing Demonstration of research based instructional

practices Special career and technical education projects for

students

Retail Merchants Association, Richmond

Longwood University offers a Masters of BusinessAdministration (with a concentration in retailmanagement) in partnership with the Richmond,Virginia, Retail Merchants Association (RMA).Classes are held both at Longwood and in spaceleased from the RMA at their office, 5 101 MonumentAvenue, Richmond.

Hull Springs Farm

Hull Springs Farm is a 638 acre farm owned by thLongwood University Foundation and located Westmoreland County on Virginias Northern NecTe long-term concept for the farm is focused oevolving into an environmental education and bepractices demonstration center. Current activitiinclude shoreline preservation and protectio

refining its forest stewardship plan, development conservation easements, and wetlands restoration.

Powhatan Center

Longwood University and the Powhatan CountyPublic Schools have formalized a partnership inwhich Longwood graduate courses will be offeredat Powhatan High School.

In May of 2005 at Powhatan High School,Longwood President Dr. Patricia Cormier and Dr.

Margaret Meara, superintendent of the Powhatanschools, signed an agreement officially establishingthe Longwood Powhatan Center.

Longwood began partnering with the Powhatanschools in 2001 to provide professional developmentin reading for teachers in that school division. Dr.Barbara Chesler, who then directed the Literacyand Culture (Reading Specialist) program, ledmany of those classes and worked closely withPowhatan school officials to identify and meet theprofessional development needs of teachers andadministrators.

Courses are taught at the Longwood Powhatan

Center from the programs of Literacy and Culture,Special Education, Educational Leadership, andElementary Education, as well as foundationalcourses for initial teacher licensure for those with abachelors degree but not a teachers license.


40/109


41/109


Future Campus Requirements and PreferencesV

The Academic Program


42/109

42


September 2008

FutureCampusR

equirementsandPreferences OVERVIEW

Founded in 1839, Longwood University is an institution of higher learningdedicated to the development of citizen leaders who are prepared to makepositive contributions to the common good of society. Building upon itsstrong foundation in the liberal arts and sciences, the institution providesan environment in which exceptional teaching fosters student learning,scholarship, and achievement. As the only four-year public institution insouth central Virginia, Longwood serves as a catalyst for regional prosperityand advancement.

Longwood University offers more than 100 majors, minors, and concentrationsthrough its various academic programs. Given its historical roots, LongwoodUniversity enjoys an enviable reputation for teacher preparation. Te cultureof excellence has expanded throughout the university with strong programsin the liberal arts, sciences, business , professional, and pre-professional areas.oday, this coeducational, comprehensive state university has an enrollment ofmore than 4,800 students. It is comprised of three separate colleges: the Cook-Cole College of Arts and Sciences, the College of Business and Economics,and the College of Education and Human Services; and a graduate divisionoffering programs in business administration, communication sciences anddisorders, education, English, and sociology.

Te future requirement for space and facilities supporting academic programsis based on the following two factors:

1. Te projected growth of student enrollment to 5,600 undergraduate and500 graduate students in 2020.

2. Te new Bachelor of Science in Nursing program, which will commencein fall 2009.

BACHELOR OF SCIENCE IN NURSING

Longwood University, in partnership with Southside CommunityHospital, conducted a study to determine the feasibility of establishinga Bachelor of Science in Nursing (BSN) program at the University.

As a result of the study, a project to renovate the second floor of StevensHall for this program is under consideration by the current legislativebudget session and a request for proposals has been issued.

Te nursing program will commence in fall 2009 with an initial classof 35 students. A new class of 35 students will be added in each of thenext three years, resulting in 120 full time students. Tirty students willgraduate each spring beginning in May 2013 and each year thereafter.Classes in Stevens Hall will begin in fall 2010.

ENVIRONMENAL SCIENCE

A new major i n environmental science was approved by the Board ofVisitors in December 2008. Te program will be part of the Departmentof Biological and Environmental Sciences within the Cook-ColeCollege of Arts and Sciences.

MBA PROGRAMS

Longwood University is also currently meeting a specificregional need with its MBA in Retailing, which was developedat the request of the Richmond Retail Merchants Association.

Additionally, the University has added two additional MBAprograms - one in accounting and one in general business.

ADDIIONAL EFF ORS

Longwood University intends on increasing the number ofonline courses offered at both the undergraduate and graduatelevel.

Space Needs Analysis - Overview


43/109


September 200

SPACE NEEDS PROCESS

Data Collection

Fall 2006 Facilities Inventory

Fall 2006 Course Data

Fall 2006 Staffing File

Fall 2006 Enrollments

Work Sessions with Longwood Personnel

Discussed programs and in structional methodology

Validated data elements

Classroom and Laboratory Utilization Rates

University-wide Space Needs Analysis by Space Category

College/Unit Space Needs Analysis by Space Category

DEFINIIONS

ASF: Assignable Square Feet

Usable space assigned to a program

Measured from inside wall to inside wall

Excludes public restrooms, elevator area, stairwells, egress corridors, main circulation paths,mechanical/ electrical/plumbing spaces, andstructural areas

GSF: Gross Square Feet

All space within a buildings footprint

Space categories

Defined according to Space Use Code

Designation and departmental/unit assignmen

Space Use Codes

Defined per Te National Center for EducatioStatistics (NCES), Postsecondary EducationFacilities Inventory and Classification Manual

FE - Full ime Equivalent

BY - Base Year

Y - arget Year

PLANNING ASSUMPIONS

Facilities inventory includes all ASF on campus belonging to Longwood exceptresidential housing

Existing and projected student enrollment provided by Longwood

Existing enrollment is current student headcount (undergraduate andgraduate students)

Projection is a total enrollment of 6100 students (5,600 undergraduateand 500 graduate students)

Faculty projections were calculated based on Longwoods stated facultyto student ratio of 1 to 22

Quantitative rather than Qualitative

Analysis focuses on amount of space rather than aesthetics of space

Analysis considers future space use

Space reallocation currently in progress

Anticipated construction projects with approved funding (e.g. BedfordHall) are included in the target year space inventory

Anticipated construction projects without approved funding (e.g.echnology Center) are not included in the target year space inventory

emporary trailers and South abb building have been removed from

the target year space inventory

OBJECIVES

Reflect a true picture of existing physical assets

Portray optimum space needs by functional area at target enrollment

Analyze the difference between the above from a quantitative perspective

Strategize the physical response to the planning objectives as suggested by thespace needs outcomes

Existing Space By Category

Figure # 27

Space Category ASF

Classroom & Services 53,679

Teach ing Labora to ri es & S ervi ces 39, 343

Open Laboratories & Ser vic es 11,992

Research Laboratories 3,922

Academic Offices & Services 46,354

Administrative Offices & Service 55,843

Other Department Space 25,045

Library 68,562

Assembly & Exhibit 18,685

Physical Plant 16,871

Recreation 66,480

Physical Education/Athletic s 50,494

Student Union 21,276

Dining Services 32,783

Student Health Facilities 1,756

Inactive/Conserv ation Space 58,500

Campus Total 571,585

Alumni Bed & Breakfast 4,148

Center for Visual Arts 22,165

Residence Life 416,117ASF=Assignable Square Feet

able # 27

Space Needs Analysis - Student Enrollment, Faculty, and Staff Projections


44/109

44


September 2008

FutureCampusR

equirementsand

Preferences

ENROLLMEN PROJECIONS

Provided by the university

Percentage increase calculated by consultant

FACULY/SAFF PROJECIONS

Calculated by consultant relative to enrollmentincrease

In an effort to maintain Longwoods studentfocused character and culture, the administrationhas set a maximum enrollment projection of 6100undergraduate and graduate students by the year2020. A typical assumption in making faculty andstaff projections is to maintain a standard ratiobased on the student enrollment.

Figure # 28

able # 28.1

able # 28.2

Space Needs Analysis - Space Projection


45/109


September 200

GUIDELINES

Classroom (SCHEV)17 ASF at 40 Weekly Room Hour (WRH) at 70% SSO = 0.5

ASF per Weekly Student Contact Hour (WSCH)

eaching Laboratories (SCHEV)24 WRH at 75% Student Station Occupancy (SSO), varied ASF

by discipline

Open Laboratories3 ASF per student headcount

Research LaboratoriesSCHEV requires research space to be generated as ASF per

research dollars expended

Calculated based on percentatge of faculty performing research,with an allocation for capstone

Academic OfficeBased on employee type plus an allocation for service and office

conference space

Other Academic Department Space3.5 ASF per student headcount

Administrative OfficeBased on employee type plus an allocation for service and office

conference space

LibraryAllocation for stacks, support space, library staff, study areas, andlounge space

Physical Education/Athletics15 ASF per student headcount

RecreationAllocation of 29,000 ASF for up to 1,000 students plus additionalspace for every student over 1,000

AN INRODUCION O SCHEV

Te State Council of Higher Education for Virginia (SCHEV) is theCommonwealths coordinating body for higher education. SCHEVwas established by the Governor and General Assembly in 1956. Tenas now, their mission, which is outlined in the Code of Virginia, is topromote the development of an educationally and economically sound,vigorous, progressive, and coordinated system of higher education inVirginia.

o fulfill their mission, SCHEV makes higher education public policyrecommendations to the Governor and General Assembly in suchareas as capital and operating budget planning, enrollment projections,institutional technology needs, and student financial aid. SCHEVadministers a variety of educational programs that benefit students,faculty, parents, and taxpayers. SCHEV serves as a catalyst to promotegreater access, quality, affordability, and accountability throughoutthe system. SCHEV also helps policy makers, college administrators,and other concerned leaders work cooperatively and constructively toadvance educational excellence.

Student Union10 ASF per student headcount for student union

.3 ASF per student headcount for student health facilities

AthleticsPercent growth over guideline

Assembly and ExhibitA core of 27,450 ASF for an institution with active fine arts anmusic programs plus an additional allocation for every studeover 5,000

Physical Plant5% of all existing non-physical plant space excluding resident

space in the base year, but inclusive of inactive/conversion spa

5% of all non-physical plant guideline space excluding residentispace, but inclusive of inactive/conversion space

Other Administrative Department Space3 ASF per student headcount

Space Needs Analysis - Academic and Administrative Space Requirements by Division


46/109

46


September 2008

FutureCampusRequirementsand

Preferences GREAES DEFICIS

Cook-Cole College of Arts & Sciences

College of Education & Human Services

Library

Facilities Management & Real Property

Physical Education/Athletics

Student Union

Food Service

ADDITIONAL AVAILIBLE SPACE

58,500 ASF of Inactive/Conversion spaceis available for reuse ( able 27.2)

able # 27.2, Space Requirementsby College / Unit

Center for Visual Arts

Space Needs Analysis by College/UnitSummary: 6,100 Projected Student Enrollment

Fall 2006 Target Enrollment

Student Headcount = 4,012 Student Headcount = 6,100

Staff Headcount = 753 Staff Headcount = 896

COLLEGE/UNITExisting

ASF

Guideline

ASF

Surplus/

(Deficit)

Percent

Surplus/

(Deficit)

Existing

ASF

Guideline

ASF

Surplus/

(Deficit)

Percent

Surplus/

(Deficit)

Academic

Cook-Cole College of Arts & Sciences 99,110 110,313 (11,203) (11%) 127,487 144,001 (16,514) (13%)

College of Business & Economics 11,892 12,272 (380) (3%) 11,892 14,722 (2,830) (24%)

College of Education & Human Services 19,038 26,370 (7,332) (39%) 19,038 34,036 (14,998) (79%)

Graduate & Online Studies 1,504 1,680 (176) (12%) 1,504 1,830 (326) (22%)

Inactive/Conversion - Academic 22,371 0 22,371 N/A 22,371 0 22,371 N/A

Classroom & Services 53,679 32,363 21,316 40% 55,029 48,456 6,573 12%

Library 68,562 71,550 (2,988) (4%) 68,562 94,830 (26,268) (38%)

Academic Subtotal 276,156 254,548 21,608 305,883 337,875 (31,992)

Administrative

Academic Affairs 10,760 13,078 (2,318) (22%) 10,760 16,896 (6,136) (57%)

Administration & Finance 20,578 21,999 (1,421) (7%) 20,578 28,526 (7,948) (39%)

Facilities Management & Real Property 22,923 54,318 (31,395) (137%) 22,923 61,907 (38,984) (170%)

Inactive/Conversion Support 36,129 0 36,129 N/A 36,129 0 36,129 N/AInformation & Instructional Technology 8,317 11,205 (2,888) (35%) 8,317 13,961 (5,644) (68%)

Office of the President 6,448 7,063 (615) (10%) 6,448 8,146 (1,698) (26%)

Student Affairs 77,730 64,323 13,407 17% 77,730 77,306 424 1%

University Advancement 6,235 4,850 1,385 22% 6,235 5,490 745 12%

Dining Services 32,783 38,510 (5,727) (17%) 32,783 57,900 (25,117) (77%)

Health Care Facilities 1,756 1,204 552 31% 1,756 1,830 (74) (4%)

Physical Education/Athletics 50,494 60,180 (9,686) (19%) 45,895 91,500 (45,605) (99%)

Student Union 21,276 40,120 (18,844) (89%) 21,276 61,000 (39,724) (187%)

Administrative Subtotal 295,429 316,850 (21,421) 290,830 424,462 (133,632)

TOTAL 571,585 571,398 187 596,713 762,337 (165,624)

Alumni Bed & Breakfast 4,148 4,148

Center for the Visual Arts 22,165 22,165

ASF = Assignable Square Feet

Space Needs Analysis - Support and Academic Requirement


47/109


September 200

SUPPOR SPACE

Administrative Offices:increase correlated to the increase in number of staff and administrativ

personnel

Library:increase for additional reader stations and collection space

Recreation:includes Iler Hall ( 12,000 ASF)

Student Union: additional space required for student club offices, meeting areas, fooservice, expanded post office, etc.

Physical Plant:Y existing does not include proposed physical plant building

Inactive/Conversion Support Space: Blackwell Hall

ACADEMIC SPACE

Classrooms:surplus results in part from lower use of existing space than guidelin

expectations; does not consider any revision of classroom sizes

eaching Laboratories:base year includes Science Center; target year includes additional

space for the arts (Bedford Hall addition).

Open Laboratories: additional spaces such as general access computer laboratories, muspractice rooms, testing/tutoring (academic support areas, collaborativlearning spaces)

Research Laboratories:increase to provide space for Education and Special Education,

Mathematics and Computer Science, Natural Sciences, and Psycholofaculty with an allocation for undergraduate capstone experience

Academic Offices:increase correlated to the increase in number of faculty and suppo

personnel; need for additional office support space and conference room

Other Academic Space:includes such space as lounge areas, meeting rooms, greenhouse

space, academic media production, etc.

Inactive/Conversion: Acad Space: Stevens Hall and some space in McCorkle and Jeffers Halls

able # 27.3, Space Requirements by Category

Space Needs Analysis by Space Category

Support Space




SPACE CATEGORYExisting

ASF

Guideline

ASF

Surplus/

(Deficit)

Percent

Surplus/

(Deficit)

Existing

ASF

Guideline

ASF

Surplus/

(Deficit)

Percent

Surplus/

(Deficit)

Support SpaceA dm in is tr at iv e O ff ic es & S er vi ce 5 5, 84 3 6 6, 44 0 ( 10 ,5 97 ) ( 19 %) 5 5, 84 3 7 8, 55 5 ( 22 ,7 12 ) ( 41 %)

Library 68,562 71,550 (2,988) ( 4%) 68,562 94,830 (26,268) (38%)

Recreation 66,480 44,560 21,920 3 3% 66,480 55,000 11,480 17%

Physical Educat ion/Athletics 50,494 60,180 (9,686) (19%) 45,895 91, 500 (45 ,605) (99%)

Assembly & Exhibit 18,685 27,450 (8,765) (47%) 20,785 27,451 (6,666) (32%)

Student Union 21,276 40,120 (18,844) ( 89%) 21,276 61,000 (39,724) (187%)

Physical Plant 16,871 50,001 (33,130) (196%) 16,871 56,504 (39,633) (235%)

Other Administ rative Dept Space 11,408 12,036 (62 8) (6% ) 11,408 18,30 0 (6,892) (60%)

Health Care Facilities 1,756 1,204 552 31% 1,756 1,830 (74) (4%)

Dining Services 32,783 38,510 (5,727) (17%) 32,783 57,900 (25,117) ( 77%)

Inactive/Conversion - Support Space 36,129 0 36,129 N/A 36,129 0 36,129 N/A

S up po rt S pa ce S ub to ta l 3 80 ,2 87 4 12 ,0 51 ( 31 ,7 64 ) 3 77 ,7 88 5 42 ,8 70 ( 16 5, 08 2)

Space Needs Analysis by Space Category

Academic Space




SPACE CATEGORYExisting

ASF

Guideline

ASF

Surplus/

(Deficit)

Percent

Surplus/

(Deficit)

Existing

ASF

Guideline

ASF

Surplus/

(Deficit)

Percent

Surplus/

(Deficit)

Academic Space

Classroom & Service 53,679 32,363 21,316 40% 55,029 48,456 6,573 12%

Teaching Laboratories & Service 39,343 31,933 7,410 19% 58,105 47,459 10,646 18%

Open Laboratories & Service 11,992 12,037 (45) 0% 14,092 18,301 (4,209) (30%)

Research Laboratories & Service 3,922 13,906 (9,984) (255%) 5,422 19,329 (13,907) (256%)

Academic Offices & Service 46,354 55,065 (8,711) (19%) 46,954 64,570 (17,616) (38%)

Other Academic Dept Space 13,637 14,043 (406) (3%) 16,952 21,352 (4,400) (26%)

Inactive/Conversion - Academic Space 22,371 0 22,371 N/A 22,371 0 22,371 N/A

Academic Space Subtotal 191,298 159,347 31,951 218,925 219,467 (542)

s

Group Inputs and Preferences

ISSUE IDENIFYING MARIX


48/109

48


September 2008

FutureCampusR

equirementsand

Preferences ISSUE IDENIFYING MARIX

Troughout the master planningprocess, several forums and meetingswere held in an effort to ensure theinvolvement of key stakeholders.Detailed notes were taken at eachof these meetings, describing bothdefinitive and intangible perspectives,thoughts, and feelings. Offering these

meetings and charrettes created anopportunity to collect subjective andoften times otherwise unobtainableinformation and input on importantcampus planning issues. Informal andopen gatherings set the stage for theparticipants to feel comfortable invoicing their thoughts and perspectiveson a variety of issues. Opinions andpreferences were heard and taken intoaccount, and are continually referencedthroughout this document.

able # 27.4, Issue Identifying Matrix

Transportation and Parking Requirements and Preference


49/109


September 200

FUURE PARKING DEMAND

Projected enrollment and staffing numbers can be used to estimate future parking requirements,assuming that the current ratio of spaces per person remains unchanged. As of November 2007,there were 4,418 students on the main campus. Tis number is projected to grow to 6,100 inthe future. Tis constitutes a 38 percent increase, resulting in an increase in parking demand of541 student spaces (at a constant ratio of 0.32 spaces per student), for a total of 1,961 studentspaces. Te number of faculty and staff personnel is expected to increase from 752 to 896 overthe course of the planning period, resulting in an increase in parking space demand of 124spaces if the current spaces per faculty/staff person ratio is maintained. Demand for other typesof parking (visitor, handicapped, delivery, and state vehicles) is estimated to be an additional 35spaces. Assuming no existing spaces are removed, the total additional parking demand wouldbe 700 spaces (able #20.1). On a typical day, not every student or faculty/staff person willbe on campus; therefore, the expected increase due to population growth will be closer to 600spaces. Applying a slightly reduced ration of 0.25 spaces per student could reduce the deficitto as low as 500.

ANICIPAED PARKING SHORFALL

Te anticipated parking shortfall will be approximately 1,800 spaces (ab#20.2). Tis number includes the anticipate parking losses shown in ab#53.1.

UNIVERSIY PARKING PREFERENCES

Longwood will actively pursue efforts to provide off-campus parking close proximity to the main campus. With the exception of Americans wiDisability Act requirements, additional parking spaces will be placed ocampus in the future.

REMOVING HE CARS FROM CAMPUS

During discussion forums with students, faculty, and staff, a large majority of participantsexpressed a strong desire to remove cars from the main campus in the future. Terefore,Longwood will move toward a car-free campus, with the exception of dedicated service andemergency vehicle corridors.

SERVICE CORRIDORS

Longwood operates nearly 40 golf carts that ar

longwood university campus master plan: vision2020.pdf

Documents