University of Minnesota · PDF fileUniversity of Minnesota Design Guidelines | 6 January 1,...

University of MinnesotaDesign Guidelines

UMN Capital Planning and Project Management Version 1 (January 1, 2017)

Design Guidelines | 2University of Minnesota January 1, 2017

TABLE OF CONTENTS

INTRODUCTIONDesign Principles

Process

ARCHITECTURAL DESIGN

1. Site

Site / Building rela on

Connec on / Access

Entry / Procession

Orienta on / View

Landscape / Open Space

Exterior ligh ng

Security / CPTED

2. Context

Mass / Scale

Campus DNA / History

Addi ons / Exterior Altera on

Solar Orienta on / Shadow

3. Aesthe cs

Architectural Character

Interior / Exterior Rela onship / Transparency

Materials

4. Districts (Future Sec on)

East Bank Core

River Bluff - East

Knoll

University Row

Athle cs

Biomedical Discovery – Crescent

Clinical / Outreach Gateway

West Bank Core

5. Program/U liza on

Interior Design Principles

Space Effi ciency / Alloca on (new/renova on)

Building Area Calcula ons

Interior Typology Guidelines

Finish Pale es (Future Sec on)

FFE Standards (Future Sec on)

6. Performance

Sustainability

Services

Parking

Wayfi nding / Signage

Art

APPENDICESA1 Masterplan Principles

A2 Masterplan Guidelines

B CPTED Principles

C Building Effi ciency Ra os

D Area Alloca on Table

E Sustainability Elements

F References and Resource Links


Designngngngn GGGGuiuu delines s | 3UnUnUnUnUnUU ivivivivivivererereee sisisiss tytytytyty oooooof fff MiMiMiMMinnnnnnnnnesesessototototaaaJanJanJanuaruaruary 1y 1y 1, 2, 2, 2, 2201701010

INTRODUCTION

Th e academic campus is among the greatest American inventions. Few things

better embody American values at their best or have produced more great spaces.

Th e American campus is our democracy, our sense of progress, and our ability to

take diverse identities and create communities in courtyards, dorms, classrooms,

laboratories, and other edifi ces of education. It is a physical model of what America

wants to be.

Aaron Betsky


These University of Minnesota Design Guidelines (Guidelines) convey the University’s commitment to create a vibrant, aesthe cally and func onally designed environment that will op mize the University’s physical assets, ensure a safe campus and maximize the student experience.

The University’s intent is to achieve design excellence: that each individual project reinforces and enhances the iden ty and character of the campus. These guidelines provide a star ng point for architectural design, with ample room for crea vity and dis nc on. They are not intended to limit input from the design professionals or prohibit the use of alterna ve systems, methods or devices not specifi cally prescribed. Alternate solu ons shall demonstrate at least the equivalent to, or superior to, the prescribed requirements in this document with regards to quality, strength, eff ec veness, fi re resistance durability and safety. Their purpose is to develop a campus that is unifi ed, but not necessarily homogeneous. Where appropriate, varia ons within districts should be rooted in architecture and site elements, academic ac vi es, and adjacent context, yet should contribute to campus-wide con nuity.

The Guidelines inform architects, engineers, design professionals, University staff and contractors of the University’s requirements for materials, fi nishes, and form – features that contribute to the look and feel of a University of Minnesota campus.


BUILDING DESIGN PRINCIPLES

Architecture is not an object that exists as an isolated element; it may have a strong formal or sculptural presence, but should also have the capacity to engage and be energized by those things around it. Human experience defi nes architecture. Regardless of temporal fashion, the University seeks a en on to simple, overarching design criteria:

Meaningful Placemaking: Design should serve to refi ne learning and work environments, reinforcing personal and overall iden es. Quality materials and detailing should convey a commitment to the interests and dignity of staff and public.

Informal Learning: Today’s student learns anywhere, at any me; the University needs space that facilitates this at mul ple scales.

Future/Flexibility/Adapta on/Change: Change is now a constant; the design of supple infrastructure and furniture is cri cal to establishing las ng value.

Cohesion vs. iconic: We seek a more consistent campus (o en at the District level due to the breadth of our campuses), versus heroic icons that contrast with a dis nc ve visual image and/or style.

The Senses/Tac lity: Those design elements that ground us as human beings: materials, color, texture. The best design seeks a deeper resonance by contras ng the hard and so , rough and smooth, quiet and loud, digital and analog.

Ecologically Sustainable: It is cri cal that we ques on the impact that building construc on and opera ons have on our fragile ecological balance. Clean and fresh air, balanced and proper light spectra, non-intrusive acous cal proper es, and benign materials improve student produc vity and well-being.


PROCESS

There are fi ve design scales that currently address the built environment at the University of Minnesota:

University Principles – Framework

Macro-intangibles Learning models

Planning/Development Principles

Pedestrian primacy, etc. Districts iden fi ed

Master Plan and District Master Plans

The University of Minnesota Twin Ci es Campus Master Plan and District Master Plans provide a framework for the evolu on of the campus environment, and a vision for the future of the campus district. They are detailed and customized to the character and context of each district.

Design Guidelines

Design guidelines align master-plan principles with the aesthe c and func onal design of buildings, open space and wayfi nding.

Construc on Standards

The University of Minnesota Construc on Standards provide detailed requirements and specifi ca ons for physical buildings and spaces on campus.

Within this hierarchy, the Guidelines fall between the high level vision of the Master Plan and the detailed requirements of the Construc on Standards. The Guidelines are intended to address Form and Performance (Schema c Design) vs. Means and Methods (Construc on Standards – Construc on documents).

These Guidelines are divided into six sec ons:

1. SITE

2. CONTEXT

3. AESTHETICS

4. DISTRICT APPLICATION

5. PROGRAM / UTILIZATION

6. PERFORMANCE

This document provides design standards only, and is not intended for use, in whole or in part, as a specifi ca on.


DeDeDeDeDeDeDeDeDeDeDeDeDDeDDeDDDDD sisisisisisisisisisisisiisisiiiiigngngnggngnggggggggggggg Guiuiuiuiuiuiiuiuuidedededededededededededddelililililililililililililinenenenennenenennennnnnnnnn ss ssssss s ||||||||| 7Unnivivverersisitytyty of MiMiM nnnnesesotototaaaJannanannnnuaruaruaruary 1y 1y 1yy 1y 1y 1yy 1y , 22220170101

SITE


INTRODUCTION

A Sense of Place

A meaningful marriage of building and site is instrumental to the success of any University project; landscape and site anchor the building to its specifi c place. In the best of projects, there is li le separa on between architecture and site.

The University of Minnesota recognizes a responsibility to provide safe, invi ng and sustainable external public spaces for its students, faculty and staff , and visitors. To maintain the integrity of the campus environment, basic site and landscape elements, such as walkways, ligh ng, and plan ngs should be designed to provide con nuity across broader campus areas. Projects should provide appropriate public spaces for circula on, gathering and service as required by the project’s program and as demanded by the surrounding context.

Site Selec on, Protec on and Preserva on

Once a building site has been selected in collabora on with CPPM Planning staff , a thorough analysis of exis ng condi ons is required to iden fy site constraints as well as exis ng elements to be preserved as assets during construc on. Examples include topography, views, soils, drainage, and trees and other vegeta on. Solar access to adjacent areas should be maximized, even where buildings are tall or in close proximity. Accordingly, every project is expected to contribute to the advancement of the Master Plan through design of natural features, open spaces, landscapes and built form.

SITE CONSIDERATIONSSite / Building Rela on

Connec on / Access

Entry / Procession

Orienta on / View

Landscape / Open Space

Exterior ligh ng

Security / CPTED


New construc on should respond to a general set of design criteria, which:

Conforms to the UMN University of Minnesota Twin Ci es Campus Master Plan (2009), District Master Plans, and other approved planning documents.

Reinforces collabora ve rela onships with other colleges or departments, and is compa ble with neighboring uses.

Allows site visibility and image appropriate for the intended use.

Allows for an aesthe c character that is appropriate for the campus District and/or Neighborhood.

Maximizes infi ll opportuni es to u lize exis ng infrastructure and reinforce the defi ni on of adjacent pedestrian corridors, vehicular pathways, and open space.

Meets access requirements – pedestrian, bicycle, vehicular (where allowed), service.

Maximizes the op ons for incorpora ng sustainability principles in terms of solar orienta on, rela onship to exis ng common infrastructure, etc.; avoids unnecessary environmental impacts.

Minimizes site development costs - clearance, u li es, access, parking, topography, and special condi ons.

Districts and Campus Edges

Building sites should be considered within the surrounding context and should build on a site’s strengths. New building loca ons should extend the campus character, not contrast with it. Along the campus’ public edges, building sites should be carefully considered as having mul ple frontages and orienta ons.

Clustered vs. Free-Standing

Buildings in groups should be oriented to form clear, invi ng spaces. Examples include such historic, centralized spaces as Northrop Mall, the Knoll and Church Street, but also newer, linear spaces as the Bio-Discovery District. Building loca ons should not impede streets or walkways, or otherwise disrupt exis ng exterior spaces.

Si ng of buildings should generally be orthogonal to adjacent structures and the predominant street grid. Where a new building will be free-standing, par cular care should be taken during design to consider topography and distant views to the site.

SITE / BUILDING RELATION


District rela onship

At campus edges, circula on pa erns should reinforce connec vity between the campus and the surrounding city, connec ng seamlessly with the exis ng pa ern of streets, sidewalks and paths. Signature streets, as iden fi ed in the Master Plan, should signal a sense of arrival on campus by reinforcing campus iden ty and iden fying welcoming routes to and from campus for all modes of travel. (See also “Signage and Wayfi nding”)

Site Circula on

As called for in the campus master plan, design of circula on pa erns should priori ze pedestrians fi rst, then cyclists, and then vehicles. Confl icts between modes of travel should be minimized by providing con nuous facili es wherever possible and priori zing appropriately in the design of key features (such as intersec ons).

Pedestrian

Major components of the pedestrian system are the major pathways, standard pathways, plazas, and building approaches & entrances.

Pathways should accommodate the actual travel pa erns of students, faculty, staff and visitors moving among campus des na ons. Path loca on should generally follow the natural “desire line” between des na ons, in recogni on that 90 degree turns are uncomfortable and therefore unrealis c for pedestrian movement. Some walkways may not merely follow adjacent roadways, but will connect building entrances even when roads are not present.

CONNECTION / ACCESS


Cyclist

Dedicated bicycle pathways should be considered only where connec ons can be made to a broader exis ng network. In high-traffi c areas where extensive dedicated bicycle pathways should exist, separate facili es should be signaled using physical separa on such as a median or curb, or at least through changes in pavement material. Mixing travel modes and facili es within smaller sub-areas should be avoided; merely striping a bicycle lane within a wider pedestrian walkway is not suffi cient to achieve the safety goals of the University. See also “Signage and Wayfi nding” below.

Pavement and Crosswalks

Pavement is a ubiquitous element with power to unify the campus across districts. Simplicity in pavement design contributes to a unifi ed campus environment and makes legible the hierarchy of movement throughout the campus. Materials, scale and pa ern each contribute to the character perceived by campus users.

Concrete pavers are preferred, and should be high-density materials designed for service vehicle traffi c. Permeable pavers should be considered wherever supported by stormwater-management goals. (See Stormwater Management.) At major pedestrian corridors and crosswalks, any modular pavers should be contained within concrete bands to reinforce the visual and physical strength of the installa on.

Custom-designed pavements should be considered only as part of iconic projects or signature streets, in the most highly visible, public areas of the campus.

Campus Connec vity

When deemed necessary (and funding available), buildings may be connected with enclosed skybridges or tunnels (the Gopher Way). Each building within the tunnel system should be iden fi ed upon entrance; buildings not connected to the tunnel system should have signage direc ng tunnel users to such buildings from the tunnel exit closest to the building.

Snow Removal

Due to the extensive amount of walks, roads and parking areas, the University uses trucks equipped with snow plows for snow removal. Most walks should be a minimum of 8’-0” wide to allow for plowing. The layout of parking lots, plazas, courtyards, and walkways to building entrances should allow for effi cient plowing methods and provide loca on for the storage of snow. Paving materials and the base material of buildings should an cipate the corrosive eff ects of salt used in clearing Minnesota paths.

INSERT IMAGE(S) / SKETCH

CONNECTION / ACCESS


Entrances are frequent mee ng and gathering places for those using the building and should be designed to encourage interac on. Building entrances should be visible to those arriving on campus, and should contribute to the life and ac vity of streets and walks. Where buildings front on public streets there should be public entrances and a rac ve, open streetscape facing the street. In general, buildings should open directly onto grade or onto terraces that are visually linked to and easily accessible from the surrounding grade.

Public entrances to a building should be easily found and accessed and be a welcoming feature on the campus. While each building entrance should be iden fi able and well-ar culated, the character of the adjacent district should fl ow uninterrupted to every building entrance; the impression should be of buildings placed within the con nuous fabric of the campus:

Appropriately-scaled landscaping should frame the building and lead to entrance doors.

Buildings should have at least one handicapped accessible entrance at the main entrance, and which provides easy access to the elevator.

Building signs should be located near the main entrance of the building in clear view of the closest major walkway.

Service entrances should not be located in view of the main entrances, but also should not be diffi cult to access for deliveries (See “Services).

Outdoor transi on space should be designed between the building approach and indoor lobbies. This transi on space should include materials that relate to the materials used in the building interior or on the exterior walls. This space should also provide some protec on from rain, sun, and wind.

Accessibility

The University is commi ed to providing equal access to all buildings for those with disabili es, and to doing so in a dignifi ed manner. All new construc on should comply with the Americans with Disabili es Act (ADA) guidelines; renova ons of historic buildings should seek to improve access for disabled persons in a manner compa ble with their historic integrity.

Walkways should provide accessible routes for all. Separate facili es for people in wheelchairs or with limited mobility should be avoided, except where necessary due to exis ng condi ons at older buildings. In such cases, stairs and ramps should be designed as complementary elements leading to a main entrance.

Entrances should maximize accessibility for all users, regardless of mobility level. Where feasible, mul ple entrance points should take advantage of site condi ons to provide access to mul ple fl oors. Main entrances should be ADA-compliant; separately accessible entrances should be considered where dictated by exis ng constraints such as exis ng building layout or extreme site topography.

ENTRY / PROCESSION


ORIENTATION / VIEW

Most campus buildings are seen from perimeter streets as well as the campus interior, and should be designed so that they contribute to the building, street, and pedestrian ways on each side. Punctua ons of taller structures or building elements within districts can be introduced for sites at view corridors, or to provide landmarks for wayfi nding

Areas with important view corridors to be preserved are shown in the Twin Ci es Campus Master Plan, and include Northrop Mall, the Knoll, the Bowl, etc. New projects should not obstruct such views, and should be designed to enhance, not compete with exis ng views. Similarly, building heights in general should remain consistent within a given district; Northrop Mall is a prime example. For new districts or areas of major redevelopment, consider the size of common open spaces before fi nalizing building heights and massing.

Setbacks should, as much as prac cal, align with adjacent structures or respond to the defi ni on of exis ng or planned open space; this includes preserving or crea ng view corridors and other civic responsibili es within the context of the project. Where no context exists, setbacks should be driven by planning/district masterplans that look to current and/or future open space development.

The academic ac vi es of the University, if compa ble, should be visible to passers-by. Windows should be placed to light and provide views to internal spaces, but also to give walks and streets the security and richness that derives from the visibility of adjacent ac vity. Highly refl ec ve or deeply nted glass is discouraged.

Finally, building design should take into considera on the planning and si ng of possible future addi ons and/or expansion of the facility.


LANDSCAPE / OPEN SPACE

Buildings on the campus refl ect many styles, and the essen al quality of the campus is one of buildings that speak in their own voice about their purposes and the era in which they were built. It is the landscape and public spaces that integrate these buildings into a coherent whole.

Plan ng

Plan ng is a simple yet ubiquitous landscape element that creates the image of a unifi ed campus, an oasis within the city. Throughout campus, plan ng designs should emphasize simplicity, scale, sustainability, and unity. Large groups or “dri s,” and repe on of species or groupings not only simplifi es maintenance but also links spaces across distances. Careful placement of trees is especially important, as they come to defi ne iconic spaces.

No single pa ern is right for all situa ons. The use of geometric or naturalis c arrangements depends on each project and its context. A campus environment calls for a civic scale; overly-complex, residen al plan ngs and species are not appropriate for most campus areas.

While species indigenous to the region may be most appropriate in general, it is more important to select plants that are well-matched to site condi ons, project program and an cipated maintenance levels. Consider a plant at all stages of growth, but especially at its mature size. Plants should be selected for cold hardiness, pest and disease resistance and low maintenance needs.

Plan ng design should maintain sight lines according to CPTED principles, and should be considered in concert with exterior ligh ng and surveillance cameras as well as site furnishings. Unless a project specifi cally is programmed to receive special maintenance, never rely on the assump on that maintenance will contain a plant’s natural growth habit or mature size to meet a design intent.

Landscape Adjacent To Buildings

Plan ngs should not mask building entrances, but enhance and focus a en on to the entrances and other architectural features.

Plan ng loca ons for trees and large shrubs should avoid the loca on of underground u lity lines.

Large plan ngs should be located far enough from building walls so to allow for air movement.

Plan ngs should not completely obstruct views from building windows. Plants located near windows should be near enough to fi lter glare and bright sunlight, but distant enough from windows to maintain views.

To protect building façades from lawnmower damage, provide plan ng beds or borders around buildings.


Gathering Spaces

Each new building or site improvement project should incorporate gathering space at a scale that fi ts the site, program and context. Informal outdoor gathering spaces foster an environment of learning and social interac on on campus. Comfort throughout the seasons can be achieved by considering simple factors such as solar aspect, wind protec on, shade, sea ng and views. Plaza materials and pa erns should echo adjacent architecture.

Typology, Form and Scale

Plazas and Quads: formal, open designs that emphasize clear spa al volumes and extend architectural designs are most appropriate

Streets and Pathways: Linear designs that follow direc ons of movement are most appropriate

Lawns: naturalis c groupings usually are most appropriate,

Gardens and Special Projects: smaller groupings and unique species may be appropriate

Image: plaza east of Elliott Hall

Image: Cancer Cardio



Plazas

Plazas func on as paved areas for gatherings primarily in areas of heavy and frequent use. Plazas usually exist near building entrances, or at the intersec ons of major pathways, and are an essen al element to provide focus to the pedestrian experience.

The design of plazas should be appropriate for the desired ac vity – sheltering trees or shrubs located close together to slow pedestrian traffi c and provide quiet areas, open paved areas for large rallies, and benches in areas for res ng and talking in smaller groups. Various ac vi es can possibly occur within one plaza, if the space is large enough to accommodate it and a hierarchy of use is well defi ned:

Clear defi ni on of space can be accomplished through plan ngs, sea ng, eleva on changes, or other landscape elements.

The ability to move through plazas is an important design element and should be based on the desired primary ac vity

The rela onship between the plaza and the surrounding buildings and signifi cant landscape features should be an important considera on in the design.

Stairs should be minimized on plazas.

Views to and from plazas should be accommodated in the design.

Texture of plaza surfaces should be used to defi ne space and suggest intended ac vity.

Sculpture or other “hard” elements should be interac ve and engaging.

Sea ng arrangements should consider a variety of ac vi es – in mate discussions, people-watching, quiet studying, group gatherings.

The design should consider the microclimate of area, including sun exposure and seasonal condi ons.

Plan ngs can be an eff ec ve means to bring a human scale and in macy to a plaza, as well as defi ning space and providing shade.

Plaza should be well-lit and a rac ve space in the evenings as well as the day me.

On large open plazas, power should be provided for the occasional outdoor event.

An appropriate number of trash & recycling bins should be located in strategic places around the plaza.

Slopes of plazas and other paved open space or gathering areas should be 1% minimum for drainage, but not more than 2%.



Landscape Walls

Walls are prominent landscape features; their confi gura on and materials should refl ect the scale, character and form of the adjacent architecture or site. Wall design should be an expression of materials, site condi ons, and surrounding space program.

Type, Scale and Character

Walls should provide sea ng whenever possible, especially adjacent to a plaza, sidewalk, etc. For seat walls, maximize cap depth to accommodate reading, ea ng, and group study.

Within visually connected areas, a wall type and material should be repeated to create unity.

If the total height of a retaining wall adjacent to a public space extends beyond a typical person’s height, terraces should be used to mi gate the impact of scale. Terraces should be graded and planted to discourage erosion and to facilitate maintenance; walls design should not impede site drainage.

Screening walls (see also Fences) should be used minimally and should not be considered as a solu on for nega ve adjacencies that could otherwise be addressed through proper site planning. Screening walls should be only par ally opaque to allow for passage of light and air and to adhere to CPTED principles. For walls that extend directly from buildings, materials, detailing and fi nishes should closely match or complement the architectural design.

Materials and Form

Materials such as brick, limestone, granite and precast or cast-in-place concrete are encouraged; materials and fi nishes requiring excessive maintenance such as sealing, tuck-poin ng etc. are generally discouraged. Walls and caps should resist skateboard “grinding” through the use skate-guards or other, integrated means. If brick or stone veneer is called for to match an architectural design, the veneer material should be full-depth and properly drained, and pre-cast concrete caps used. Thin veneer fi nishes are not acceptable.

Form and fi nish should be an expression of the wall’s materials and func on. Wall materials should refl ect and complement exis ng architectural and landscape features: cast-in-place concrete, precast concrete, full-depth brick veneer, or natural stone (either dry-laid or veneer). Modular block is not acceptable.



Fences

Fences should be considered only where required by program or security concerns. Fences are appropriate at major campus edges and gateways, or as a complement to exis ng condi ons (as in historic districts). For projects within historic districts, new fencing should use material, color, scale and pa ern to complement but not replicate exis ng fencing. Where fencing within a historic district is being extended, replaced or repaired, the designer should use measured drawings and photos to maintain exis ng character as closely as possible.

Where fencing is necessary in high-visibility areas such as primary walkways, design should be simple but substan al. Fabricated metal is strongly preferred; a simple picket and rail style should be considered before other alterna ves.



Site Furnishings

Site furnishings should be posi oned to maximize safety, convenience for the user, effi cient maintenance, and durability. Locate benches and waste/recycling receptacles along major walkways, at gathering spaces and building entrances. Where site condi ons permit, benches should be grouped in pairs. Where benches should be located in unpaved areas, provide a bench pad of concrete or crushed stone.

These guidelines encourage the con nued use of a single pale e of simple commercially-available site furnishings, compa ble with all districts and contexts. Such unity strengthens campus iden ty and simplifi es maintenance and replacement.

Refer to the current University of Minnesota Construc on Standards to select from approved benches, and waste and recycling receptacles.

With prior approval, custom furnishings may be appropriate for historic spaces or select iconic projects. In such cases, durable materials and fi nishes are of paramount importance: precast concrete, solid stone, welded metal are appropriate. Wood furnishings are strongly discouraged. Any paint should be factory-applied over galvanized and/or primed surfaces.

During design, consult with University Landcare as the primary stakeholder and maintenance unit.

Bicycles

Bicycle parking areas should be treated as the important year-round facili es they are. During site planning, allocate space for current needs as well as poten al future expansion. Locate small or moderately sized bicycle parking areas adjacent to main circula on routes and accessible to building entrances, but take care to avoid crea ng confl icts between cyclists, pedestrians and vehicles. Preference should be given to smaller bicycle parking areas located throughout the campus rather than larger, concentrated facili es. When necessary, larger facili es or bicycle parking structures should be located at the edge of pedestrian districts or separate from main circula on routes.

Ligh ng should be consistent with adjacent areas; no special fi xtures or fl ood lights should be used. Permeable surfaces should be used whenever prac cable.

Bike racks should be surface-mounted and grouped on rails, not individual loops. Simple, galvanized fi nishes should be used. Major bicycle parking areas should include lockers or be at least par ally weather-protected, and should include repair sta ons where feasible.

Loca on and spacing of bike racks should be determined in consulta on with Parking and Transporta on Services.



Stormwater Management

Stormwater management in the landscape should be integrated with site design as an amenity, not considered a free-standing element. A vegetated swale can form an a rac ve edge to a gathering space, for example, and some lawns can be graded to infi ltrate runoff , rather than shed it. Areas of impermeable pavement should be minimized, while accommoda ng the space program.

Stormwater runoff should be captured and treated as close as possible to where rain falls on the site. Examples include a parking lot with a crisply designed vegetated swale edge, or a plaza with planted infi ltra on areas, rather than a free-standing holding pond.

Design of stormwater facili es or best management prac ces (BMPs) should model storm events as required by the current UMN Municipal Separate Stormwater Sewer Systems permit for runoff rates, volumes and water quality. The visual impact of BMPs should be considered, especially in prominent or historic areas; some stormwater deten on and Infi ltra on can be accomplished with shallow turf basins indis nguishable from surrounding topography.



EXTERIOR LIGHTING

Exterior ligh ng design goals extend beyond safety and func on. For the general public, light fi xtures are among the most visible site elements on campus, and can bring con nuity to widely varying environments. Because so much ac vity on campus occurs in winter months before or a er daylight, ligh ng strongly infl uences the character of the campus for the University community, marking gateways and establishing main thoroughfares. The aesthe c impacts of exterior ligh ng should be considered of equal importance to safety and func on.

Follow University policies regarding dark-sky compliance, especially when directly adjacent to natural areas such as the Mississippi River; design to minimize light trespass to adjacent areas. In general, exterior ligh ng should be limited to pathways, plazas building entrances and similar occupied places. Ligh ng may be considered for other areas (lawns, natural areas, etc.) only in special circumstances, for example where frequent programs or safety concerns warrant.

New projects should integrate any exterior ligh ng components with the exis ng fabric of the campus, even if the project is in an emerging district. At minimum, campus ligh ng should adhere to CPTED and sustainability principles, and should meet UM performance standards for lamp types, moun ng heights, uniformity, horizontal and ver cal illuminance levels (foot-candles), etc.

All fi xtures and lamps should be selected from among UM standards. Fixture types that are prohibited include, landscape up-ligh ng and low-voltage fi xtures of any kind. Lighted bollards are strongly discouraged but may be considered for limited use in special applica ons, for example in areas where such fi xtures exist or where required by a specifi c program.

New ligh ng within historic districts such as the Knoll and Northrop Mall may vary to maintain exis ng character, but basic standards for illuminance and uniformity should be consistent with the rest of campus.

For iconic projects, excep ons to these ligh ng guidelines will be considered only as part of a holis c design and review process.

See University of Minnesota Architectural Construc on Guidelines for guidance when ligh ng building exteriors. During design, consult Energy Management as the primary stakeholder and maintenance unit.


SECURITY / CPTED

Crime Preven on Through Environmental Design (CPTED) is a mul -disciplinary approach to deterring criminal behavior through environmental design. CPTED strategies rely upon the ability to infl uence off ender decisions that precede criminal acts. CPTED principles of design aff ect elements of the built environment ranging from small-scale (such as the strategic use of vegeta on) to overarching, including the building form of an en re neighborhood or the opportunity for “eyes on the street”.

In addi on to any provisions that may be required by law or code, design and construct both exterior and interior spaces to incorporate accepted principles of crime preven on through environmental design, using natural (in addi on to technological) methods of providing surveillance, access control, and territorial reinforcement, wherever possible.

For purposes of physical security, elements at ground level are defi ned as any elements within 20 feet (6 m) of the ground, grade, or adjacent paving.

Security zones are defi ned as follows:

Public access zone: an area to which the public has free access, including public corridors, grounds, and parking lots.

Recep on zone: an area to which the general public has access but beyond which access is restricted at all mes.

Opera ons zone: an area to which only employees (and visitors with a legi mate reason to be there) have access.

Secure zone: an area to which access is always controlled and which is monitored con nuously.

High-security zone: an area indicated in project program, and an area named “vault”, “secure fi le room,” or “cash room.”


DeDeDeDeDeeeDDeDeeDeDeDeDeDeDeeDeeDeDeeDeDeeeeeDeeeeDeeDeeeeeDeDeDeeeeesiissisisisisisiisisisisisisissisissisisisisisissisisiisisssissisisisisissisiisisssiiisss gngnggngngnnngngngngngggngngngnggnggnngngngngngngngnggggggggggggngggngngggngngngng GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGuiiuiuuiuiuuiuiuuiuiuiuiuuiuuiiiuiuiuuiuuuuuuiuiuuiuiuiuuiiuiuuuiiiuiuuiuiuiuuiuiuuiuuiddededededededededededededededededededededededededdddedededdedededdddededededdededededdeddedddddddddd lilillilililililillilllililiiilineneneeeeeneeeeeneeeneeneneeneneenenenenneenennnenenennenesssssssssssssssss sssssssss |||||||||||||||||||||||||||||||||||||| 23232323232323323333323323232323232323232323232323232323332UnUnUnUnUnUnUnnnnnnnnnnnnnnnnnivivivvivivivvvverererereerre sisisisisssisisss tytytttyyyyytytytyyy oooooooooooof f ff ffffffffff MiMiMiMMMiMiMMMMMMMMMMMMMMMMMM nnnnnnnnnnnnnnnnnnnnnneseseseeesssesseesssesesesssesssessssessssssssessototototototototototoototototototootottoototoototottooooototootooooooo aaaaaaaJJJJJanJanJanJanJanJanJ uararuaruar 11111y 11y 1111y 1y 11y 1111 22222222, 2, 2, 2, 2, 200170170000001700017000101701701700170170177017

CONTEXT


INTRODUCTION

All buildings should perform, but a great building will lend presence to its surroundings and connect to its Place. The University seeks a sensi ve response to context and the principles which organize educa onal space:

Coherence, quality, and a balance between building components

Sense of entry and arrival within

“Fit” – consistent architectural principles within each campus

Integrated open space and landscape

Recognizable campus iden ty

CONTEXT CONSIDERATIONSMass / Scale

History / Campus DNA

Addi ons / Exterior Altera on

Solar orienta on / Shadow


MASS / SCALE

A campus building should succeed at many levels: from the street (where gestures to human scale and detail are perceived and welcome) to how a building meets the sky and contributes to the skyline (the distant view):

Generally, massing (footprint, shape and height) should be similar to the predominant massing in a given District, unless that District is subject to “reshaping” per University Planning Guidelines. [see Districts sec on in these Design Guidelines]

Building mass and ar cula on should refl ect the building use.

To ensure a human scale, large expanses of uniform façade treatment (especially top to bo om) should be avoided in favor of more responsiveness to context and building func on.

Campus development should be responsive to its surrounding context with a building height transi on from campus edges to its core.

Where program or other requirements dictate a building larger or taller than others in the district, the building should be ar culated to reduce height or mass. Punctua on of taller structures or building elements can be introduced for sites at ends of view corridors, to provide landmarks for wayfi nding, or in loca ons defi ned by the University’s planning strategies.

Heights of Structures

Buildings should be in scale with surrounding structures, and the streets and public ways that are adjacent to them. This will vary by District, but as a goal, the establishment of a height of no more than four stories before a setback will give the district an overall human-scaled pedestrian quality. For solar access, structures should typically be no taller than approximately 75 feet fron ng major east-west streets, and 50 feet fron ng pedestrian ways. If por ons of the buildings must be taller, they should be set back a minimum of 15 feet from the street wall, with lower por ons addressing the street.


CAMPUS DNA / HISTORY

Context and the Public Realm - Historic Context / Modern Balance

Memory is a powerful component of a great campus, which is fi lled with physical, cultural, and ins tu onal pa erns that have appeared over me. Yet history is not sta c; tomorrow’s history is

created today. A University cannot be sta c either – it should embrace evolving curricula, changing students and methods of learning.

The integra on of new construc on with historic buildings should refl ect this confl uence of history and future. The authen city of materials found in the exis ng campus fabric should be con nued, but possible juxtaposi ons of form and materials can evoke Tradi on for the 21st Century. New buildings should express the aesthe c ideas of our mes, so that looking back they also become a cultural record of ideas about architecture and campus life.

Above all, the most compelling balance of old and new is found in those elements of design which transcend me – and are present in any successful campus building:

Character of Form: the architectural representa on of UMN’s pedagogical values

Quality of Space: refl ec ng human scale, celebra ng the presence of light, views

Connec ons: with the site, within the building

A Sustainable Ethic: expressing the integrity of materials – their texture, feel, solidity

Comple ng a Campus - Building Context / Archi-tectural Character

The University’s campus is architecturally diverse. Over 150 years of American architectural history are represented on campus, including Renaissance Revival, Richardsonian Romanesque, Public Works Administra on (PWA) Moderne, Interna onal Style, New Brutalism, historic revivals from the turn of the twen eth century, and the contemporary eclec c styles of the last twenty-fi ve years.

While recognizing the varied nature of the campus throughout its evolu on, the Guidelines call for design cohesiveness through appropriate scale, common materiality, buildings that shape posi ve outdoor space, the treatment of primary entranc-es, and other though ul strategies. New buildings should not replicate historic styles and building language, but rather integrate new construc on with respect for the character, scale and materiality of the exis ng built environment.



Architectural Style

Design new buildings to be in harmony with the massing, materials, color, texture, and aesthe c character of adjacent University buildings. Create a contemporary design while maintaining respect for adjacent historic resources.

Buildings should demonstrate stability and permanence through the use of brick, stone, glass and other substan al materials.

New and exis ng buildings should be integrated into the landscape.

At campus edges, consider the campus and the neighborhood as the context for the building.

Design buildings to create well-defi ned edges that frame streets, plazas, and open spaces and establish a comfortable, human-scaled, and connected public realm.

Buildings should favor cohesiveness of the whole rather than being iconic; excep ons are buildings on landmark sites which may require singular forms that emphasize the ar s c quali es of the building and contribute to making the campus a collec on of memorable places. Designa on of landmark sites should be documented from approved physical planning guidelines.


Historic Architectural Stewardship

Integrity in design and sustainable prac ce requires preserva on of our historic cultural resources, including historic buildings, archaeological sites, landscapes and objects:

For exis ng historic cultural resources - preserve, restore or rehabilitate to maintain and respect the original design, materials, and quality.

New buildings should be sensi ve and respec ul of the impact on extant historic cultural resources in-cluding considera on of adjacent historic sites and neighborhoods.




ADDITIONS / EXTERIOR ALTERATION

Interven on - a dialogue between tradi onal and modern form

It is the intent of these guidelines to encourage responsible stewardship of all exis ng University buildings. Each renova on project should include an inves ga on of all aspects, systems and features impacted by the specifi c interven on. Condi ons discovered during project evalua on, design or construc on that are in need of improvement should not be ignored.

New addi ons, exterior altera ons, or related new construc on shall not destroy historic materials that defi ne the character of the building when dealing with buildings or features with architectural merit. In most cases, new work shall be diff eren ated from the old and shall be compa ble with the massing, size, scale, and architectural features to protect the historic integrity of the property and its environment.

Design issues in the integra on of new construc on with historic buildings include:

Development of a concept & logic for the design of the new spaces: the adap ve reuse should retain the clarity of the original building organiza on while opening up interior space. Properly understood and referenced, the exis ng will inform and guide the design of the new. This work will be done with the guidance of the requirements of the Interior Secretary’s Standards and/or SHPO.

Flexibility: Providing mul ple-use space, and allowing for ease of reconfi gura on

Cleaning & restora on of historic materials & fi nishes, where warranted

Though ul integra on of new mechanical & electrical systems into exis ng structures

Public buildings will o en have historic features in lobbies and hallways, requiring—and deserving—special design treatment in renova ons. Maintain the historic character of spaces while modernizing for enhanced security, accessibility, and general circula on.


SOLAR ORIENTATION / SHADOW

Buildings should be oriented in alignment with any predominant street grid, strengthening the campus realm of streets and open spaces.

Care should be taken not to cast shadows on open spaces or important walkways. A shade/shadow analysis must be submi ed for review during the design review process; the impact of this analysis should be refl ected in the design of the building, landscape and surrounding ac vity areas and the eff ect on adjacent facili es.

Where possible, buildings should be oriented with the long axis east-west to limit east- and west-facing façade areas and maximize north- and south-facing façades; this will limit exposure to the most intense solar heat gain, assuming south facing façades incorporate sun shading or other technologies.

When a building’s long façade needs to face east or west to meet program requirements and/or reinforce a street edge or public space, sunshades and other architectural devices should be used to limit solar gain.


DDeDDDeDeDeDDeeeDDDeDesiisissisisisigngngggngnngngn GGGGGGGGGGGuiuiuuiuiu ddedededed lliliiliineneeneeessss ||| 3131313131331UUnUnUnUniivivvvverre isiisisis tyty ooofffffff ff iMiMMiMiMinnnnnessessototootaaJanJa uara y 1, 20171

AESTHETICS


INTRODUCTION

Architecture is prac ced on both large and small scales to contribute posi vely to the social, built and natural environments. Combining programma c need, real a en on to the pragma cs of cost and me, and a respect for the local and global context

of a University campus, we seek an architectural balance of the physical, emo onal, and social aesthe c value. Without these a ributes, design is just decora on defi ned by personal preference.

AESTHETIC CONSIDERATIONSArchitectural Character

Interior / Exterior Rela onship / Transparency

Materials


Building Façades and Entrances

Create a legible entrance, located along circula on paths and intui vely perceived as an entrance. Building entrances should provide protec on from weather, be friendly, invi ng, and appropriately propor oned to human scale.

Building entrances should be accented with landscape terraces and plan ngs.

Place windows overlooking sidewalks and parking lots to reinforce CPTED principles (see Appendix).

Exterior ligh ng on building façades should respect the character of the surrounding campus as well as the adjacent commercial and residen al context. Choose light fi xtures that meet Dark Sky requirements and do not create light trespass.

For exterior security ligh ng, see “Building Site and Landscape Guidelines”.

Select materials for their durability, beauty, and harmony within the building’s context.

ARCHITECTURAL CHARACTER




Building Ar cula on and Fenestra on

Design new construc on to relate to scale, materials and rhythm of adjacent buildings.

Each new building should acknowledge an ar culated base, middle, and top.

Buildings should seek a variety of heights, textures, and scales. Consider ar cula ng offi ces, support spaces, and circula on elements within the building massing.

A building’s ground level should establish a sense of human scale through ar cula on. On ac ve streets where func on of building allows, ground level façades should be transparent to animate the pedestrian environment.

Where programma cally appropriate, provide controllable natural daylight to the interior. New glazing should consider overall appearance in pa ern, profi le, texture, color, and other defi ning elements, as well as energy effi ciency.

The scale of building openings, both windows and entries, should relate to human propor on. Large glass openings are to be broken by ver cal and horizontal members to achieve appropriate scale.

Consider sound a enua on requirements for exterior envelope, based on the func on within the space and the surrounding exterior context.

ARCHITECTURAL CHARACTER


Buildings should represent the disciplines, uses, and func ons in/of the building and provide opportuni es for informal teaching and learning outside the classroom. The design should encourage interac on, promote interdisciplinary collabora on and provide a se ng that brings faculty and students together.

It is cri cal to campus vitality that streets and public spaces are ac vated by dynamic and publicly-accessible uses at the ground level of buildings:

Rather than priva zing and hiding community-oriented facili es in the upper levels of buildings, cafes, study commons, and other shared/collabora ve spaces should be located at ground level

Building facades should be designed to be as transparent as possible to reveal the ac vi es within

Outdoor gathering spaces should be located adjacent to these indoor ac vity nodes to allow spill-out in temperate seasons and views to the outdoors in winter

Buildings should be joined into a coherent, navigable campus fabric by green spaces designed to enhance walking and off er users an opportunity to connect with the natural environment.

Wherever possible, primary building entrances should face onto the ac ve edges to contribute to the anima on of these key public spaces. Pedestrian zones should have extensive shade throughout to create a cooler, more comfortable microclimate for people walking in the district.

INTERIOR / EXTERIOR RELATIONSHIP / TRANSPARENCY


Materials should be appropriate to building form, mass, color, scale, and context, and refl ect a building’s func on. Emphasis should be placed on materials that have permanence, durability, and can withstand our Midwest climate.

A consistent pale e of materials, colors, and textures within a district is preferred to reinforce the character within. Masonry, including brick, stone, or cast stone, should be a major feature of most buildings. Masonry establishes a general tenor for the campus, while complementary materials are used successfully – and in some cases drama cally – to signal diff erent func ons of buildings, and to take advantage of par cular site or other design opportuni es. While there should be no hard and fast rule, the presump on is that this pa ern should con nue, and that masonry should be the point of departure for new structures.

Historic buildings u lizing masonry usually feature headers and trim giving the buildings an individual richness as well as an appearance of campus accord. New construc on need not mimic historical mo fs; however, considera on should be made towards achieving similar richness through the detail and fenestra on of individual facades. Designers are encouraged to thoroughly explore and expand on this basic vocabulary, and to fi nd ways to contribute to the interplay of materials and textures.

Addi ons should typically match the materials of the exis ng building or respect the historic nature of exis ng buildings, but may in some cases contrast materials to denote original from new construc on.

University structures at a campus edge may depart from predominant campus materials, but should be respec ul in other ways (program, scale, contribu on of life onto streets, etc.) to the University, and should not overwhelm residen al or commercial neighbors.

MATERIALS



MATERIALS

Glazing

Transparency is encouraged as appropriate for program and solar orienta on. Glass, par cularly at the fi rst fl oor, should be clear – highly refl ec ve or nted glass is discouraged throughout. In addi on, it

is the intent of the Guidelines to be sensi ve to bird migratory/fl ight pa erns via bird-safe glazing (see Sustainability).

Cleanliness of exterior surfaces

Prevent the a rac on and adherence of dust and airborne dirt; exterior surfaces should be able to be washed reasonably clean by normal precipita on.


Roofs should match the character and materiality of the district and should match or complement adjacent buildings in historic districts.

Roof color should be compa ble with energy effi ciency design. Use materials on roofi ng surfaces exposed to view that will conceal dirt. Arrange roof drainage to eliminate ponding.

Provide skylights where access to natural daylight is func onally required; minimize the use of skylights for decora ve purposes.

Exposed roo op mounted mechanical and electrical equipment is prohibited. Penthouse enclosures may be acceptable depending on site and visual impact.

All roo op equipment and accessories, such as ladders, access stairs and fall restraints, should be visually screened from ground-level view, from windows in the project that overlook the roof, and (where possible) from windows in adjacent buildings overlooking the roof. Required screening should be in harmony with the design of the building and site, and compa ble with the building in mass, materials, and color.

ROOF/SKYLIGHT SYSTEMS


DeDeDeDeDeeDeeeeesssssisisssss gngn GGGuided lines | 3939Universiiiitytytyyty ooooooof ffff ffff MiMiMiMiMMMiMMMiMMiinnnnnnnnnnesssse oooootttotaaJanJanuaryy 1, 2017

DISTRICTS


INTRODUCTION

The General Design Guidelines apply to all buildings; but because of the unique size of and varia on within the Minneapolis campus, architecture style, material, and scale are more easily understood at a District scale. Districts are an opportunity to build on an architectural consistency of place; they provide a way to understand dis nct areas of our large campus in a more in mate and personal way.

Most districts have a unifying feature that conveys a sense of place and iden ty, and provide a physical way to organize buildings, spaces, and paths. Common features may be open space (Northrop Mall), a prominent natural feature (the Mississippi River), or a group of buildings that house similar ac vi es, such as the Athle cs arenas and stadiums. All districts are defi ned or envisioned as deliberate groups of buildings, open spaces, and paths. Usually, districts also have ameni es that draw people to them.

DISTRICTS MINNEAPOLIS CAMPUS

East Bank Core – Mall

East Bank Core – Knoll

River Bluff – East

University Row

Athle cs

Biomedical Discovery – Crescent

Clinical/Outreach Gateway

West Bank Core

FUTURE SECTIO

NEast Ban Ban

River Bluff –River Bluff –

UniversUnivers

AthAtO


DeDesisigngng GGGGGuiuiuiuuiuiuuiuiuiuiuiuidedededededededeelililililiil nenenenenenennnenn s s s |||||||| 4141414114141UnUnivivvererrsisisis tytytyty ooof ff f MiMiMiMiinnnnnnnnnnesesesesesototootaaaaJJJanJanJanuaruaruarararrrrry 1y 1y 1y 1y 1y 1y 1y 1y 1y 1yy , 2, 22, 20101011717170177171

PROGRAM AND UTILIZATION


INTRODUCTION

Before the Building Design Process begins, a programma c need is brought forward for resolu on. Teams are assembled and the Macro Process begins to meet the established goals of University and Development/Planning principles for the project. As the site and building take shape, the program and its planned u liza on are con nually reviewed, revised and further developed.

PROGRAM / UTILIZATIONInterior Space

Interior Design Principles

Space Effi ciency / Alloca on (new/renova on)

Building Area Calcula ons

Interior Typology Guidelines

Unused Space

Knowledge/Teaching

Research/Laboratory

Offi ce/Administra ve

Student Support

Transi onal space: Lobby, atria, circula on

Finish Pale es (future sec on)

FFE Standard (future sec on)


As in Campus and Building Design, interior spaces should respond to the needs of the occupants, not as an isolated experience but a part of a place-based experience unique to a University campus se ng. Interior spaces should be func onal, durable, fl exible, and balanced within the building. University guiding principles of interior design are:

Program Objec ve: Defi ne the purpose of each space and its func on in support of the whole

Flexibility: Consider the purpose of spaces as they are envisioned today and what they could be in the future. Create design fl exibility for future use and adapta on for the greater good of the Ins tu on

Scale and Propor on: Create spaces in context to the enclosing architecture; interior design that relates and contributes to the experience of moving through or using the space

Light: Ligh ng supports the program objec ves and can be enhanced with natural light; strive to balance spaces with both sources

Color and Texture: Material selec on and color choice have an impact on the feel and use of space; be purposeful on the use of color and texture to enhance the place-based experience

Signifi cance and Relevance: Use design elements to reinforce the programma c use of the space, to balance art and architecture, and to create places of signifi cance unique to the University.

INTERIOR DESIGN PRINCIPLES


The mission of the University is supported by a myriad of space types, each providing educa onal opportuni es and experiences for its learners. Many spaces are very specifi c to their purpose and may be singular in its use, other spaces may be more general in their purpose and func on; each is important and needs to balance design principles.

The guidelines provide specifi c reference data for planning new buildings. They are designed to help University units and Capital Planning and Project Management defi ne the magnitude of new capital projects in the ini al scoping, feasibility and programming phases of development. At subsequent planning and design stages of a project, the guidelines are intended to con nue to serve as a reference for the size of the major building space types; given the complex nature of design and physical constraints inherent in building design (i.e. circula on, structural elements, mechanical systems, etc.), it is likely that devia ons will occur. These guidelines are not meant to imply en tlement or to set rigid standards for space.

New Construc on

With new construc on, the University is not limited by an exis ng footprint, allowing a layout that will fi t the pedagogy of a given department. Besides the obvious advantage of tailoring a building to the University’s current – and future – needs, new facili es o en evoke ins tu onal pride and a sense of (legisla ve, donor) excitement.

New construc on has its benefi ts:

Sustainable features: The benefi ts of Green construc on can be implemented from the outset, beginning with site selec on and placement.

New technology: New technology that will enhance both the opera on of the facility and the educa on of students can be incorporated easily.

Be er use of space: By considering the current and future expecta ons of the student popula on, we can design space based on real-life usage rather than succumbing to exis ng layouts.

Easier priori za on: Typically, new construc on does not require as much compromise as renova on, allowing the inclusion of more learning/work space.

Maintenance savings: Because of new construc on and warran es, there will likely be fewer maintenance issues in the near term.

SPACE EFFICIENCY AND ALLOCATION


Exis ng Space

Planning space within exis ng buildings is o en aff ected by structural limita ons, aging u lity and infrastructure systems, architectural design, or issues of historic preserva on. Many older buildings were constructed for purposes other than those currently being served. Some academic programs “fi t” more effi ciently than others in specifi c buildings, However, this does not always aff ord the la tude to locate programs in buildings purely for effi ciency and adjacency reasons. Complex issues are involved in alloca ng and planning academic space and mee ng campus-wide space needs. When dealing with exis ng space, especially when major renova on projects or reloca ons are under considera on, the guidelines are designed to serve as a reference for planning decisions, maximizing the effi ciency, modularity, and fl exibility of the University’s space. Again, given the complex nature of design and physical constraints inherent in building design (i.e. circula on, structural elements, mechanical systems, etc.), it is likely that devia ons will occur.

Typically, renova on is a more sustainable approach – architectural reuse and rehabilita on cause less destruc on to natural resources than new construc on – and o en costs less. However, the quality of the exis ng building requires careful forensics. Depending on the facility’s age, the design may need to upgrade en rely to conform to the requirements of the Americans with Disabili es Act or current code requirements.

The following are addi onal considera ons for renova on:

Architectural merit. Do the architectural a ributes of the exis ng facility support the vision and learning methodologies of the University?

Structural integrity. Are mechanical, electrical, and plumbing systems sound? In par cular, the quality of exis ng HVAC systems can be a disadvantage of renova on.

Hazardous material. Would the existence of hazardous materials make the cost of renova on prohibi ve?

SPACE EFFICIENCY AND ALLOCATION


Space effi ciency and mul -func onal use is paramount for the University (in new or renovated buildings) to allow the ins tu on to operate cost eff ec vely and maximize each building’s u liza on. Building area and usable space within buildings are defi ned by the US Department of Educa on Research and Improvement in their publica on “Postsecondary Educa on Facili es Inventory and Classifi ca on Manual”. Building area calcula ons are defi ned as follows:

Gross Square Feet (GSF): The sum of all areas of a building included within the outside faces of its exterior walls, including fl oor penetra on areas.

Net Square Feet (NSF): The Sum of all areas in a building assigned for a specifi c room use and areas necessary for the general opera on (non-assignable) of a building. Area taken up by structural building features should not be included in the calcula on for Net Usable Area.

Assignable Square Feet (ASF): The sum of all areas of a building that are assigned, or are available, to an occupant or specifi c use. Building services, circula on, mechanical and structural elements are excluded.

Building Effi ciency Ra o: Assignable (ASF) to Gross (GSF) - The effi ciency ra o between ASF to GSF of a building. The goal of the ins tu on is to create the highest overall building effi ciency that can be achieved while mee ng the program objec ves. Refer to Appendix D for Building Effi ciency Ra o Guidelines.

BUILDING AREA CALCULATIONS

Gross Square Footage

Assignable Square Footage


The assignment and u liza on of space throughout the ins tu on is defi ned and categorized by University Use Codes. The applica on of these principles and guidelines for new and exis ng building design are intended to provide ins tu onal guidance and fl exibility to address a range of space needs on campus. These guidelines are not meant to imply en tlement or to set rigid standards for space.

The space types are as follows:

00 - Unused Space

U liza on of space within buildings is paramount for the ins tu on to operate as effi ciently as possible; unused space within building should be minimized. However, in buildings which have more fl oor area than required program needs, those spaces should be organized for future expansion or made available for other University needs. Program areas should not be increased to fi ll the space available on the fl oor or building.

01 – Knowledge / Teaching - Learning in the 21st Century

The essen als of the University are its faculty, curriculum and learning environment; our campus refl ects the infl ux of a mul genera onal, technologically sophis cated student popula on. It also mirrors the shi from a tradi onal Instruc on paradigm (focused on delivering informa on) to a Learning paradigm (where the goal is to ins ll how to learn). This shi has radically altered the rela onship between faculty and student and fueled the need for new approaches to educa on.

We believe the primary characteris cs of an ideal learning environment include:

Flexibility: The ability to easily change the focal point of interac on between and among students and teacher

Technology: Easily updated, accessible for all users, and capable of providing immediate learning opportuni es for both students in the room and external par cipants. It should accommodate both the virtual and physical worlds.

Support for Mul ple Fluencies and Engagement: Space should be fl exible enough to support mul ple paths to learning—wri en, verbal, spoken, computa onal; reasoning and cri cal thinking. Students learn more when ac vely involved in their educa on and apply that learning through collabora on, study teams, and though ully designed exercises.

A Comfortable Environment for Learning: Design should focus on the physical dimension of the learning experience. Temperature control, variable ligh ng, access to natural light and movable, ergonomic workspaces and furnishings all contribute to an environment for interac on. The most eff ec ve learning spaces are adaptable, sustainable, resourceful, and s mula ng.

Accessibility: The facility should be designed to facilitate learning, not just during regularly scheduled class hours, but also for study groups, independent research, open lab me, and other innova ve uses of the space which maximize the University’s return on this investment.

The Poten al to Evolve: Over me, a facility will house many users; it should be able to evolve easily in response to new curricula.

New learning space contains mul ple large displays, collabora ve work spaces, and fl exible, reconfi gurable furniture. Other design a ributes include invi ng/modern colors and shared wri ng surfaces such as mul ple whiteboards (both large and small) or writable walls. Students and faculty tend to report greater levels of enjoyment, excitement, and instruc onal quality in more engaged learning environments, compared to tradi onal classrooms.

Ac ve Learning Classrooms (ALC)

University of Minnesota Ac ve Learning Classrooms (ALCs) are designed to foster interac ve, fl exible, student-centered learning experiences, and operate using central teaching sta ons and student-provided laptops. ALCs feature:

A 360-degree glass-surface marker board.

Mul ple fl at-panel display projec on systems.

Round tables that accommodate nine students each.

A centered teaching sta on that allows selec on and display of table-specifi c informa on.

The Offi ce of Classroom Management is responsible for scheduling, management and technical support for the ins tu on. Refer to h p://www.classroom.umn.edu/ for a classroom design, space alloca on and technical support requirements.

INTERIOR TYPOLOGY GUIDELINES


02 – Laboratories - Research Educa on & Design

The University as a Research Ins tu on must address current faculty assignments, curriculum, teaching methodologies, and research foci, while crea ng fl exibility to accommodate future change. Research and laboratory space needs and guidelines vary between schools and departments, types of research and special equipment needs. There are a number of diff erent types of laboratories that exist on campus:

Computa onal laboratories

Wet laboratories

Dry laboratories

Studio or design-based laboratories

Teaching laboratories

Special large equipment or instrumenta on laboratories

Design elements include:

Ac ve Collabora ve Learning Environments: U lizing the en re building as a vehicle for learning opportuni es dissolves the tradi onal laboratory and classroom segregated environments. Interac on between faculty and students is promoted by providing places for faculty/student research, study areas, peer learning and outreach within a dynamic physical environment.

Research on Display: Incorpora ng interior windows between laboratories and corridors, display of scien fi c ar facts, places for presenta on of student work, electronic displays, etc. to let the building ‘speak’ of its func on.

Integra on of Technology: Accommoda ng a range of mul -media audio-visual and informa on technologies in laboratory and classroom spaces including projec on, Smart boards, fl at screen monitors, document cameras, desktop/laptop computers, tablet devices, etc. with a fl exible infrastructure to support evolving technologies over the life of the building.

Sustainable Laboratory Design: Research buildings inherently consume a greater amount of energy than a typical University building due to the required air exchange rates and cooling requirements. Since they cost more to operate, energy effi cient design can contribute signifi cantly to larger savings in opera ng costs.

Lab Planning Themes

Laboratory types are generally program-specifi c for a department or college; however, the planning of such spaces has unifying themes for ins tu onal consistency:

Modularity: Modular laboratory planning is fundamental to this thinking. Modular planning establishes a repea ng space planning increment that over me can be aggregated into larger spaces or subdivided as needed. The dimensions of a laboratory module are developed to provide func onal, fl exible and safe laboratories and are typically based on factors such as laboratory bench dimensions, ergonomics, sightlines, codes, and laboratory equipment needs. The building mechanical, plumbing and electrical systems infrastructure can also be distributed on a modular, repe ve, predictable basis to provide long-term adaptability for changes in people, programs, equipment or technology.




Flexibility: While each lab is diff erent and many specialized features are required, fl exibility in design enables the ins tu on to allocate addi onal space easily as research programs grow or shrink. O en, fl exible planning enables co-loca on of similar laboratory programs, which furthers scien fi c goals and encourages collabora on.

Zoning: Crea ng laboratory “zones” which also enable fl exibility and ease of opera ons is very important.

Shared Laboratory Support and related spaces: Developing shared support spaces is cri cal in constraining costs, u lizing space effi ciently, and crea ng state-of the-art facili es.

There is increasing emphasis on Smart Labs – sustainable laboratory designs that carefully integrate robust mechanical and electrical infrastructure with easily re-confi gurable laboratory space, mee ng or exceeding the requirements of MN B3/2030 sustainability guidelines.

Collabora on

To facilitate diff erent levels of collabora ons, Hoteling Offi ces, Hoteling /Ini a ng Labs and inclusive incremental bench areas are proposed within labs. Hoteling Offi ces and Labs provide a modest level of accommoda on for external researchers to “nest” for extended periods, while incremental bench space allows for research team cross-pollina on/ u liza on.

Research Space

Research spaces are based on a common “kit of parts” that includes a general bench area and an adaptable alcove to provide more appropriate areas for cell culture, microscopy, isotope handling, fume hoods, etc. By removing these specialized or more intense ac vi es from the basic bench area, the bench becomes more responsive and the distribu on of u li es can be targeted and easily controlled.

Three increments of general lab assignments have been developed:

Anchor Labs: This lab assignment is for primary or large research programs. The Anchor Lab is typically sized around four general bench labs and four fl exible alcoves.

Standard labs: The primary lab assignment for the majority of the research teams, the Standard Lab is sized around two general bench labs and two fl exible alcoves.

Hoteling/Ini a ng Labs: Typically the smallest lab assignment, Hoteling Labs support those with small, regenera ng, or new teams, as well as visi ng PI’s. The Hoteling Lab includes one-half of a bench lab and one half of a fl exible alcove.


03 – Offi ce / Administra ve Space - Space Op miza on

The University has advanced a new paradigm for responsible use of administra ve space and new technologies. To help the university transi on its thinking from strictly one of space assignment and rigid space models, the university partnered with Brightspot Strategy, a strategy consultancy, to develop an alterna ve workplace strategy program (Work+).

Space op miza on is not simply the crea on of “cu ng edge” work environments, but truly uncovering, then solving the specifi c problems of the University in the 21st Century. The goals of the University are to maintain a strong organiza onal culture, reduce overhead spending while increasing produc vity/profi tability, and foster inspira on and innova on.

Workplace design today addresses a wide range of needs: accommoda ng crea vity, idea genera on, and collabora on as well as diff ering personal styles, task requirements, and team composi on. Collabora on is fundamentally a social process, but rigorous concentra on is not (even today, over half of our work me is spent on solo eff orts). Good design seeks a fundamental balance between distrac on-free concentra on and informal, impromptu interac on between staff ; between freedom from interrup on and the free fl ow of communica on, informa on and problem solving.

The result is Choice: space op ons that are task-oriented, not hierarchical.

Task privacy. Diff ering layers of privacy exist; design should dis nguish between the need for visual privacy and acous c privacy (confi den ality).

Dedicated spaces for collabora on. More-private “think zones” open up to teaming spaces for

mee ngs and collabora on.

“Choreographed” circula on and public spaces; these encourage spontaneous interac ons that are casual, nonthreatening, and without obliga on.

Workstyle Nomenclature

Workstyles describe how people work and specify the spaces needed to support that work:

Mobile

Mobile individuals are not assigned a worksta on – they choose the space(s) that best support their work each day from the variety of individual, collabora ve, & amenity spaces. They have personal storage space that is lockable and / or movable. Mobile staff can also work temporarily at touchdown sta ons, smaller worksta ons for visi ng staff / clients / etc.

Campus Mobile Collabora ve: Completely mobile individuals within the campus, working mostly with others (e.g.: consultant)

Mobile Collabora ve: Highly mobile individuals within and outside their department, working on focused tasks and occasionally collabora ng with others (e.g.: IT technician)

Mobile Individual: Generally in the offi ce yet highly mobile (moving from worksta on to mee ng room to colleague’s space), working on a mix of individual and collabora ve tasks (e.g.: unit team leader, student worker)



Resident

Resident individuals are assigned a worksta on and have personal storage at their worksta on. They can also choose to work at shared collabora ve and amenity spaces.

Resident – Focus: Generally in the offi ce, working individually at a desk on tasks that require high focus (e.g.: communica ons writer)

Resident – Paper: Generally in the offi ce, working individually at a desk on tasks that require high focus and paper use (e.g.: graphic ar st)

Resident – Confi den al: Generally in the offi ce, working individually at a desk on tasks that require privacy / confi den ality (e.g.: tenured / tenure-track full- me faculty, a orney)

These space types combine a number of programma c func ons and are arranged in a variety of ways which include enclosed offi ces, open offi ces, conference rooms and support spaces. When the program requires these spaces it is important to consider the following:

Applica on of a modular planning approach, to preserve fl exibility of offi ce use and to standardize the furniture within the space.

Placement of offi ces in the building core to create fl exibility, improve air quality, and maximize light penetra on for all building occupants.

Material and fi nishes should be selected to represent the nature of the work (i.e. carpet in private offi ce), ease of maintenance and have a useful life appropriate to the spaces use. Life expectancy of fi nishes, furnishings and materials should be a minimum of 10 years.

Open offi ces are preferred to enhance and promote collabora on and to maximize the use of space for the ins tu on.

The space Alloca on Tool for the above Work+ work styles can be found in Appendix D.

Mul ple Offi ce Loca ons

The University endorses faculty and staff engagement across the en re University system. This engagement o en results in the need for secondary offi ce space near the loca on of the ac vity. In an eff ort to maximize space u liza on within buildings, these secondary offi ce needs should only be established if exis ng space that could be shared or used as a touchdown space is not available.

Offi ce Conferencing – Up to 25 Occupants:

A conference room is considered as a mee ng space planned for 25 or fewer people. Conference Room space is defi ned as sea ng around a table, space for audio/visual equipment and presenta ons, and space for food service or other conference needs as required.



Determining the Number of Conference Rooms Required

The range of space for a room suppor ng up to 25 people is approximately 16-26 ASF per person. The larger ASF is for a room with space for audio/visual equipment, a screen and/or white board for projec on and display, bookcases or shelves, and a serving area for buff et food or coff ee service. The following serve as framework for determining the number of conference rooms:

Private Offi ce Environments

In predominantly private offi ce environments (defi ned as areas with a majority of hard-wall offi ces, minority of cubicles), the guideline is:

1 conference/mee ng space for every 20 people; 2/3 of these spaces should be for 8-10 people; 1/3 of these spaces should be for 5-7 people.

Open Offi ce Environments

In predominantly open offi ce environments (defi ned as areas with a majority of cubicles and a minority of offi ces), the guideline is:

1 conference/mee ng space for every 10-12 people; 2/3 of these spaces should be for 8-10 people; 1/3 of these spaces should be for 5-7 people.

To diversify the offi ce environment (private and open) create small private work areas sea ng 1-4 occupants to create and promote independent and small group work areas.

04 - Student Support Space

Student support spaces include:

Study areas / Small group discussion areas

Knowledge Resource Centers – libraries, Study Hubs, etc.

Student Services

Housing and Dining

This support infrastructure stands at the intersec on of informa on and community. Ac vi es range from dining to homework groups to mentoring sessions to local community outreach, as well as the essen al “just doing nothing” – recharging, relaxing, replenishing. Social spaces are cri cal to the success of this intersec on. They should provide casual interac on that is convenient, a rac ve, and informal.

Community is essen al to the idea of Collabora on: interac on with ideas and with each other (“conversa onal learning”). These spaces can serve as an Informa on Bazaar where students come to learn, discuss and par cipate. Imagine a constantly evolving menu of technological opportuni es – s ll iden fying as gathering places for the student.

Diversity and Transparency

More than ever before, the University should refl ect the great diversity of people on campus and the corresponding array of se ngs made available to them. Space can be made visually accessible – to community, students, and other departments within the campus. Physical transparency provides a sense of invita on and celebra on of diversity – of users, technologies, and spaces to accommodate them all.



05 - Transi onal Space: Lobby, Atria, Circula on

Interior Typologies emphasize the uses commonly associated with University pedagogy and research. However, buildings also embrace cri cal Transi onal spaces which can signifi cantly impact the casual or regular user:

Lobby

Lobby space o en serve as the “public face” of buildings (and programs); these includes foyers, entries to halls, and possibly security screening areas at or near the entrance to a building; lobbies are meant to welcome and direct tenants and visitors, control access, and provide exit ways from buildings. The following are considera ons per the Whole Building Design Guide of the Na onal Ins tute of Building Sciences (NIBS):

Aesthe c:

U lize appropriate fi nishes, furniture, signage, and art to refl ect the public nature of the space

A spa al compression/release experience can enhance the aesthe c experience (compression thru entrance doors/ves bule, release in lobby/atrium)

Well-designed lobbies provide students/faculty/administra on with a relief opportunity (such as breaks) from more confi ned spaces

Opera onal:

Design space to accommodate peak loads

Consider air pressuriza on and entrance door design to mi gate stack eff ect at tall building entrance and elevator lobbies

Specify durable fi nishes to accommodate maximum pedestrian traffi c

Security should be considered in conjunc on with art installa ons, visitor sea ng, and/or exterior entrances

Sustainable:

For lobby spaces at a building’s exterior, u lize dayligh ng to reduce electric ligh ng needs

Provide air lock/ves bules at entrance doors to prevent loss of hea ng/cooling



Atria

Atria (enclosed mul -storied spaces open ver cally to mul ple stories) appeal not only as a point of orienta on, but also emo onally by providing a connec on to the exterior. Atriums off er larger, more effi cient fl oor areas than conven onal buildings by allowing natural light deep into the building. They provide a pleasant all-weather gathering place, providing shelter from the more extreme climate condi ons outside - while s ll maintaining a visual link with that environment. Good atrium design will maximize the natural environment to minimize energy consump on. And depending on surrounding context, views into an atrium can be more connec ve than an exterior view.

The complexity of atrium design does not lend itself to prescrip ve standards, but sound life safety principles must be incorporated. Atriums can be confi gured in an infi nite number of ways, but the fi rst considera on of atrium design is an acknowledgement of the necessity of fi re and smoke management.

Circula on

As Francis Ching has noted, the circula on path “can be conceived as the perceptual thread” that links the spaces of a building. Circula on space can – and should – be an energizing, unifying element in a building to accomplish far more than connec ng Points A&B:

Confi gura on of the Path: a en on to path con nuity – or the signifi cance of intersec ons – can off er important cues in the intended use of the building. Major direc onal changes can be signifi ed or announced via level change, the play of light, etc.

Form of the Space: Circula on should accommodate the scale/amount of people using the building (movement); however, in the new learning dynamic of universi es everywhere circula on space should also accommodate varia on: niches for chance encounter, study opportunity, rest, etc.

Path-Space Rela onships: circula on may pass by signifi cant spaces, pass through them, or terminate in them – all with signifi cant func onal or symbolic eff ect.

Finish Pale es (Future Sec on)

FFE Standards (Future Sec on)



DeDeDeesisisigngngng GGGGGuiuiuiu dededd lilil nenes s ||||| 555555555555UnUnUnivivivveeerersitytyy ooof f MiMiMiMiMiMMiMiMinnnnnnnnnnnnnnnnnn eseseseesesesese ototottotttotottoototoooto aaaJanJanJannnuaruaruaruua y 1y 1y 1yy , 222, 2201701717017017

PERFORMANCE

“…Th e real art and skill of a designer: to achieve elegance in design with the highest

degree of effi ciency.”

Davin Stowel, Smart Design


INTRODUCTION

The best crea ve work is a taut marriage of large insights and small details – beauty arises from the crea ve blending of aesthe cs and func on. Value is expressed as a balance of fl exibility, cost, and aesthe cs, achieved in tangible ways:

The sparing, strategic use of precious materials and ameni es.

The intelligent placement of low-cost architectural ameni es (such as dayligh ng).

Cri cal evalua on of Life Cycle Costs: Analyzing the costs of u li es and energy used by building systems throughout a facility’s life span.

Cri cal use of Value Engineering: assessment of the long-term costs of materials and building systems as they extend over the life of the building, selec ng building materials based on their suitability, performance record, and durability.

PERFORMANCE CONSIDERATIONSSustainability

B3

SB2030

Services

Parking

Program/U liza on:

Human comfort/HVAC

Finish pale e

FFE standards

Interior Space

Design for Collabora on

Wayfi nding/signage

Art


With more than 1,000 acres of land and 20,000,000 million gross square feet, the University of Minnesota Twin Ci es campus has a profound impact on our ecosystem. Each decision during acquisi on, design, construc on and occupancy plays an essen al part in how It All Adds Up (h p://italladdsup.umn.edu/).

Sustainability is a con nuous eff ort integra ng environmental, social, and economic goals through design, planning, and opera onal organiza on to meet current needs without compromising the ability of future genera ons to meet their own needs (University of Minnesota Regents, Policy on Sustainability and Energy Effi ciency, 2004). Sustainability requires the collec ve ac ons of the University community and its design consultants to balance use of all resources. The University intends to be a leader and champion of environmentally responsive design, demanding innova on and crea vity from our design consultants and helping to educate our community.

Each project should be evaluated for its uniqueness and undertake an analy cal and integrated design process; reducing building energy use and carbon, priori zing life-cycle cost, and increasing the health and wellness of all building occupants. Our goals reach beyond a check-list and into a commitment to sustainability in teaching, learning, outreach, and opera ons. Our University commitment to sustainability is guided by six principles. Each principle should be eff ec vely demonstrated within both the design of our processes and projects.

Leadership: Strive to be a world leader by promo ng and demonstra ng sustainability and energy effi ciency and by producing leaders and informed ci zens.

Modeling: Strive to be a model in the applica on of sustainability principles to guide campus opera ons

Opera ons Improvements: Undertake a con nuous improvement process that seeks to meet the opera onal performance targets, goals, and objec ves designed to achieve sustainability.

Energy Effi ciency: Undertake a process to increase energy effi ciency, reduce dependence on non-renewable energy, and encourage the development of energy alterna ves through research and innova on.

Research: Promote innova ve, high visibility research projects focused on sustainability and energy effi ciency to inform campus opera ons as a whole as well as the broader community; and promote collabora ve projects that include faculty research undertaken in partnership with opera ons staff , students, public en es, community organiza ons, and industry.

Educa on and Outreach: Promote educa onal and outreach ac vi es that are linked to opera onal improvements and innova ve principles.

University facili es signifi cantly impact land, air, water, natural resources, and public health. The University is commi ed to the protec on of these resources at all stages of acquisi on, design, The

SUSTAINABILITY


University is commi ed to the protec on of our environment at all stages of acquisi on, design, construc on, and opera ons. Capital Planning & Project Management and the University’s Offi ce of Sustainability welcome the opportunity to work with project teams and to assist them in understanding University sustainability principles, objec ves, and requirements.

Acquisi on and Development : Acquisi ons of new sites and development of exis ng sites should incorporate into their transac ons and projects the review of the environmental impacts that range from microclimate to hazardous substances.

Design: Design Project Managers lead sustainable design processes for Capital Planning & Project Management. They work to ensure B3 Guideline performance by consultant teams and integrate University sustainability priori es in all phases of project delivery. CPPM Project Managers ensure that the design process iden fi es and addresses the environmental impacts of building and equipment, incorporates controls protec ve of environment, meets established environmental standards, and provides mely informa on for review and incorpora on into University permits.

Construc on: Project managers and contractors should ensure that construc on and renova on of facili es is done in a manner that protects the waters of State, minimizes demoli on and construc on wastes, fulfi lls regulatory requirements, and addresses environmental discoveries.

Opera ons: Operate University facili es throughout their life cycle to provide restora ve impacts to the natural environment and a healthy indoor environment for the University community.

The complete Policy can be found on the UWide Policy Library website at

h p://policy.umn.edu/Policies/Opera ons/Safety/ENVIRONMENT.html

Addi onal Informa on on Sustainable ini a ves at the University

h p://www.uservices.umn.edu/sustainableU/

SUSTAINABILITY


B3 Guidelines and the University of Minnesota

The design of University facili es signifi cantly impacts the ability of the ins tu on to follow the principles iden fi ed in the Policy on Sustainability and Energy Effi ciency, and to achieve goals and strategies that advance policy objec ves. Design teams play a cri cal role in furthering the ins tu on’s sustainability priori es through the implementa on of Minnesota B3/SB2030 Sustainable Building Guidelines and by bringing sustainability innova ons to the forefront of design processes.

It is the intent of the Guidelines and University Sustainable Standards that all University building projects that meet the B3/SB2030 applicability criteria shall comply with the most current version of B3, regardless of project funding source. However, some projects by their nature while mee ng the applicability criteria are not good candidates to meet the full B3 requirements. If a project is considered unlikely to meet the B3 requirements and is not legisla vely funded, an excep ons request can be submi ed to CPPM Design Project Manager for review. The excep ons request must be submi ed during the pre-design or earliest phase of the project.

It is the intent of the University to follow sustainability principles, objec ves, and requirements no ma er the project size, funding source, or delivery method. Therefore, if a Capital project does not meet the criteria of Minnesota B3/SB2030 Guidelines, design teams are to use the Project Energy and Engineering Review (PEER) and Sustainability Opportunity Analysis Review (SOAR) as a guide to University sustainability prac ces during all phases of project delivery.

Complete informa on regarding B3/SB2030 Guidelines and Policies can be found at:

h p://www.b3mn.org/guidelines/overview.html

Reference these other University sites for addi onal sustainability perspec ves:

The Board of Regents policy on Sustainability and Energy Effi ciency:

(h p://regents.umn.edu/sites/regents.umn.edu/fi les/policies/Sustain_Energy_Effi ciency.pdf)

The Administra ve Policy on Environmental Management:

(h p://policy.umn.edu/opera ons/environment)

The It All Adds Up site:

(h p://italladdsup.umn.edu/index.php)

SUSTAINABILITY


Areas devoted exclusively to building loading and services, to the removal of trash, or to mechanical equipment, should be designed so that their visibility from public areas is minimized.

Access

Appropriate service access should be accommodated in the design of all new campus buildings – whenever possible, consolidate service access points for mul ple buildings.

Service access routes allow campus vehicles and outside venders to access campus buildings for emergency vehicles, deliveries and service, as well as temporary short-term parking spaces. Roadways should have proper width and turning radii for large service trucks, and should be separated from pedestrian travel. Locate service areas away from main public thoroughfares.

Building Services

Services should be consolidated to a single loca on to accommodate all of the service, storage, trash, and recycling needs of the facility or facili es:

The sights, sounds, and smells of the service loca on should be minimized from pedestrian pathways through the use of landscaping, topography or other visual barriers. If a service area will be screened from public views, plan ngs or structures integrated with the associated building are preferred. However, CPTED security design should be employed to ensure a safe University environment.

All service func ons of the building should be located and screened in considera on of adjacent future development, as well as for protec on against clima c elements (wind, rain, snow). Consult with Landcare and Parking and Transporta on Services to understand snow removal prac ces and snow storage loca ons in the design of outdoor spaces and parking facili es.

Screening

The careful screening of u lity and service equipment and infrastructure required to service buildings is cri cal to the success of a compact, urban University:

Services should be placed on a secondary façade rather than a primary façade.

Consider access for building equipment installa on, replacement and maintenance in the planning of exterior openings. Integrate large exterior openings into the ar cula on of the building façades.

Equipment

Roo op mechanical equipment should be enclosed in structures integrated into the building design. Exhaust and plumbing stacks should be grouped and incorporated in the architectural composi on of the building they serve. All major stack confi gura ons should be subject to wind tunnel analysis.

Building air intakes should be appropriately located away from sources of pollu on, especially loading/service/drop-off areas, adjacent roadways, and adjacent building exhausts.

Mechanical and electrical equipment and distribu on in public and semi-public areas is to be discretely located out of normal sight. Acous c mi ga on should ensure the quality of the pedestrian environment.

Surface moun ng of conduit or chases on the exterior façade of any University building is not permi ed.

SERVICES


Vehicular parking lots should be integrated with the campus through the design of access paths, signage, ligh ng, and plan ngs. Safety and func on should be balanced with visual appeal; site elements such as plan ngs and signage should maintain clear sight lines. Edges should be planted wherever possible. Surface stormwater management facili es should be treated as site ameni es, framing parking lots but not screening them from view.

When designing parking ramps, follow the guidelines in this document for entrances, exteriors, signage and other site improvements. Pedestrian circula on for lot users should be clear; larger lots should have dedicated pedestrian ways marked by striping or contras ng pavement materials.

For the design of all parking facili es, refer to Parking and Transporta on Services standards.

PARKING


WAYFINDING / SIGNAGE

The purposes of signage and wayfi nding are many:

Naviga ng between transit modes, campuses, districts, and buildings

Crea ng a welcoming campus environment

Suppor ng campus safety and accessibility through clear, direct signage and routes

Crea ng con nuity across districts and varied architectural styles – a campus iden fi er

Loca on

Wayfi nding is a decision-making process aided by well-located signage. Signage should be located at key decision points with clearly available informa on so users can determine their loca on (“you are here”), their des na on loca on, and defi ne the route between the two points.

Signage loca ons should be clearly visible from walkways, but off set so as to not interfere with pathways, key view corridors, architectural and landscape pa erns, and physical landmarks that aid wayfi nding. Signage should fi t in with exis ng pa erns in the physical environment and be readily available when they are needed. Visual clu er should be avoided; signage should be minimal, discrete, and combined with other signage or physical elements (for example: a bus stop sign integrated with a lamp post) where appropriate.

Design

Signage design should be uniform across campuses, districts, and buildings. Uniformity of color, scale, typography, symbology, materials, and loca on principles will reinforce campus iden ty and aid in defi ning the porous campus environment. Signage design should adhere to University graphic, branding and color standards, u lizing approved logos and colors. Primary signage colors should be maroon, gold, and neutrals.

Signage should be designed to be viewed from mul ple angles and viewpoints to allow for increased wayfi nding ability/signage availability and decreased visual clu er. Signage should complement University architecture and landscaping; signage should not obstruct signifi cant architectural or landscape details. Signage installa on methods should be minimal, discrete, reversible, and do no harm to University buildings and landscapes.

University signage should be designed primarily for the pedestrian and scaled appropriately; bicycle and vehicle signage should be scaled to their respec ve uses. Large signs should have transparency or breaks to allow enhanced visibility for safety.

Signage text should be a clear, easy-to-read, sans serif font. Symbols should be clear and uniformly recognized; use the AIGA approved symbols. Use contras ng colors to aid in legibility and visibility at greater distances. Adhere to Universal Design Standards.

Building Iden fi ca on

Building iden fi ca on signage should be planned during building design to though ully orient users and complement the building and landscape.

Exterior building iden fi ca on signage should adhere to University Signage Standards. These signs should generally be free standing or a ached to the building wall. Building iden fi ca on signs should iden fy only the building name. Schools, departments, offi ces, and individual iden fi ca on will go on interior building directories; these should not be on exterior building iden fi ca on signage, nor directly on the buildings themselves. Building iden fi ca on signs should iden fy the campus district they are located in to align with campus maps and directories and other signage and wayfi nding elements.


The University has a percent-for-arts policy for Minnesota state-funded projects, and each qualifying building project should include a budget and program for works of art. These may be integral to the building (e.g., murals or ar s c expressions in spaces), works purchased for permanent display in par cular loca ons, or works commissioned for the structure. Whenever possible, projects should strive to create new art that advances the way we think about the world we inhabit.

Involve the ar st as early in the building design process as possible; selec on during Schema c Design to involve the ar st during Design Development results in a well-integrated public art piece. Moreover, this allows the ar st to iden fy the best opportunity/loca on for the art; each ar st has a unique background and experience to leverage. Treat the ar st as a full partner on the project design team.

Art procurement assistance is available to facilitate this process:

Ar st selec on/contrac ng

Conceptual bridge between ar st and commi ee

Fabrica on oversight

Installa on

ART




DeDeeeeeeeeeeDeDeeeessssssisisisssssssssssssss gngngngnngngng GGGGGGGGGGGGGGGGGGuiuiuiuiuiuiuiuiuiuiuiuiuiidededededededdededededededelilineneeness s ||| 64664UUUUUnUnUnUnUnUUnUnivivvvivivivivverereereeee sisisiisiiisis tyttytytytytytyytytyyyttytytytytytytytytytytytytttyyytyyyytyytyyy oooooooooooooooooooooooooooffffff ffffffffffffff f fffff ffffffffffff MMiMiMMiMMiMiMiiMiMiMiMiMiMMiMiMMMMMiMMMiMMMiMMMMMMMiMiMMiMiMMMMMiMMiMMMiMMMMMMiMMMMMiMMMiMMMMMMM nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn eseseesesssssesssesesessseesesesseeeseeseeeeeee ototoooootootttototttoootototototoooto aaaaaaJanJanJananJanJanJannJanJananuaruauaruaruaruaruaruararauarauaraarry 1y 1y 1y 1yyy 1y 1y 1y 1y 1yyyyy 11y 22222, 22, 2, 2, 017017770101701717017017017017017

APPENDICES


A Masterplan Principles

B CPTED Principles

C Building Effi ciency Ra os

D Offi ce Area Alloca on Table (post-MFM)

E Sustainability Elements

F References and Resource Links


Guiding Principle One

Cul vate a genuine sense of community

The University aims to provide a welcoming experience, accessible to all. On our campus, human connec ons which are the essence of a sense of community are nurtured by the physical environment. The physical campus is comfortable, yet s mula ng, and evokes a sense of openness and belonging. Campus spaces provide venues for academic and ar s c expression.

Guiding Principle Two

Strengthen connec ons to adjacent communi es

The University of Minnesota Twin Ci es campus is situated within the vibrant urban core of the metropolitan region. The entwining of the surrounding ci es with the campus creates opportuni es and connec ons for the campus community and adjacent communi es. The goal of strengthening these es will guide future eff orts and development. As the campus and surrounding communi es change, these connec ons will ensure that both fl ourish.

Guiding Principle Three

Create a cohesive, memorable system of public spaces

Public spaces permeate the Twin Ci es Campus, providing diverse, a rac ve areas for all aspects of academic and community life. These public spaces contribute to the campus character and create a comfortable welcoming experience. From grand civic gathering spaces, to green and vibrant streets, to in mate courtyards, and indoor atria, these public spaces support and enrich this community of interac ve human ac vity. These and other public spaces should be fl exible, sustainable, and suppor ve of the academic mission of the University.

Guiding Principle Four

Provide a compa ble and dis nc ve built environment

Our campus is an ensemble of buildings and landscapes that work in concert to create a collec ve experience of place. Individual buildings are understood as important elements within comprehensive building, landscape, and transporta on systems. Every building plays mul ple roles, balancing the needs of interior func on with the need for appropriate character and rela onships. High quality architecture defi nes the campus. New buildings are fl exibly designed to respond to the func onal requirements of current programs, as well as future academic programming.

Guiding Principle Five

Steward historic buildings and landscapes

The University’s historic resources provide the residents of the State with a sense of history and iden ty. Adap ve reuse of these buildings and landscapes contributes to the image of the campus as an enduring ins tu on and its sense of place. The promo on of a broad understanding, awareness, enjoyment and con nued use of its historic resources is important to the stewardship of the University, and to the University’s commitment to sustainability.

Guiding Principle Six

Foster a safe, secure and accessible campus environment

The Twin Ci es campus ensures equal opportuni es for access through the design and retrofi t of its facili es. The real and perceived sense of safety is enhanced through a diversity of design and construc on ac ons including the inclusion of a mix of land uses, landscaping, wayfi nding, and the confi gura on and detailed design of individual buildings and open spaces. Nigh me use is supported with well-designed ligh ng in the open spaces and along pathways. Corridors accommoda ng various modes of travel are preferred because they are safer and more vibrant. Pedestrian movement is given the highest priority.

APPENDIX A1 MASTER PLAN PRINCIPLES


APPENDIX A1 MASTER PLAN PRINCIPLES

Guiding Principle Seven

Preserve and enhance natural systems and features

The Twin Ci es Campus has a number of important and in some cases spectacular natural features. The Mississippi River, na ve plant communi es, and topographic features contribute to the quality of life on campus and in the surrounding communi es. Stewardship of these natural features requires balancing confl ic ng needs and desires for recrea on, research, and contempla on. Such balance can be achieved through development that preserves, enhances and respects the value of these features within the broader regional ecosystem.

Guiding Principle Eight

Integrate transporta on systems to emphasize pedestrians, bicycles and transit

Integrated transporta on systems that ensure pleasant and safe access and movement give priority to pedestrians and bicyclists, followed by mass transit and then automobiles. These systems facilitate human interac ons to promote a sense of community within the campus and between the campus and adjacent neighborhoods. These systems are integrated into the campus design and land use system to enhance movement as well as the overall campus design.

Guiding Principle Nine

Op mize the use of campus land and facili es and apply best prac ces

Campus facili es should be used effi ciently and eff ec vely in support of the academic mission. Assignment of space should encourage interdisciplinary use. Space needs are met fi rst in ways other than building new facili es. Space is fl exible and adaptable to ensure buildings can meet academic needs. The development and u liza on of University facili es is guided by best prac ces.

Guiding Principle Ten

Develop a campus that is environmentally and opera onally sustainable

A sustainable campus integrates ecological conserva on, economic viability, and social equity through design, planning, and opera onal organiza on to meet current needs without compromising the ability of future genera ons to meet their own needs. The University strives to become a local, regional, and na onal leader in the applica on of sustainability prac ces, bringing appropriate methods and measures into all areas of our teaching, research, and outreach, and making sustainability a key component of our Master Planning eff orts. Sustainability goals should inform campus decisions on energy, development and maintenance of buildings, protec on of indoor and outdoor environments, and rela onships with adjoining communi es. Special a en on is given to the University’s sensi ve loca on on the Mississippi River.

Guiding Principle Eleven

U lize the campus as a living laboratory to advance the university’s mission

The academic mission of the University is demonstrated by using the campus as a living laboratory. Open spaces and natural features become opportuni es for research and discovery. Teaching uses on-campus examples where appropriate. Opera ng units partner with academic leadership to bring the best research of the University to guide changes made to the campus environment.


Community Connec ons

A Welcoming Campus Environment

1. Give priority to comfortable, safe, and accessible environments that dignify and show respect for all members of the university community and that encourage ongoing, frequent involvement with programs and services.

2. Con nue to support teaching, applied research and service learning connec ons between the Twin Ci es campus and surrounding communi es.

3. Design fl exible learning, living, working, and gathering spaces to support community.

4. Promote the use of certain campus areas as a 24/7 learning environment.

5. Coordinate academic and physical resources to establish learning communi es that extend beyond learning spaces and classrooms.

6. Leverage use of technology-enabled learning spaces for both use by the University and its community partners.

7. Promote and enliven special spaces that defi ne the University and enhance community.

8. Support the con nued enlivening of the St. Paul campus following recommenda ons of the report, Defi ning the St. Paul Campus. (Feb 2008).

Boundaries & Integra on with Surroundings

1. Apply the published Regent’s Boundary to guide future planning and expansion of campus ac vi es and to convey to the broader community the University’s long term plans.

2. Strategically site new University and University-affi liated development in loca ons where they will contribute to defi ning, consolida ng and adding to the vibrancy of campus and the surrounding community.

Shared Geography and Areas of Infl uence

1. Ensure that new development located at the campus’ edge conveys the ins tu on’s image and physical iden ty, while acknowledging and respec ng the adjacent urban environment.

2. Par cipate in ini a ves that improve the visual image perceived along student and visitor pedestrian access routes.

3. Support eff orts to promote local businesses and community services to students, staff and faculty as poten al patrons of these enterprises.

Support for Diverse, Vibrant Neighborhoods

1. Support the mutually reinforcing rela onships as well as shared interests between ac vi es on the Twin Ci es Campus and in adjacent neighborhoods.

2. Collaborate with other partners to reinvest in near-campus housing ini a ves that meet the needs of members of the university community.

A en on to Essen al Livability Issues

1. Promote community building and awareness among mul ple stakeholders who live, work, visit, or own property in key neighborhoods adjacent to the University and ensure strong communica ons linkages with the University.

2. Expand community policing strategies and collabora on with other jurisdic ons to provide crime preven on and enforcement resources that address issues such as property crime, nuisance noise infrac ons and other cri cal livability issues.

3. Incorporate crime preven on through environmental design (CPTED) principles in planning for new buildings, campus paths, entrances and gateways.

APPENDIX A2 MASTER PLAN GUIDELINES



Natural Features and Systems

Mississippi River Corridor

1. Op mize physical and visual connec ons to the river corridor through:

Feasible extension of access corridors (e.g. Scholars Walk, Washington Ave Bridge, West Bank 4th Street to the riverfront recrea onal area).

Crea on of new views from exis ng bridges, over looks and buildings.

Orien ng new buildings and building ensembles to respond to unique riverside loca ons.

Use of the river fl ats and steam plant corridor (Dinkytown underpass) for sports and recrea on facili es.

Crea on of mul purpose u lity corridors, boulevards, parks and streets as a way to preserve public views of the river corridor.

Selec ve demoli on in the Knoll and on the West Bank to create visual and physical links.

2. Support the intent and spirit of the Cri cal Area Act and MNRRA guidelines by:

Protec ng and preserving the River as a unique and valuable state and regional resource for the benefi t of the health, safety, and welfare of the ci zens for the state, region, and na on.

Preven ng and mi ga ng irreversible damage to this resource.

Preserving and enhancing its natural, aesthe c, cultural, and historical value for public use.

Protec ng and preserving the River as an essen al element in the na onal, state, and regional transporta on, sewer and water, and recrea onal systems.

Protec ng and preserving the biological and ecological func ons of the corridor.

3. Avoid disturbing topography and natural features or restore to natural condi ons in the Mississippi River corridor wherever possible.

4. Protect river water quality from nega ve impacts of development and campus ac vi es through stormwater management, energy development and use, or other ecologically signifi cant development ini a ves.

Wetlands and Other Water Resources

1. Use best hydrological prac ces to protect and restore cri cal natural areas and other watershed resources when planning, designing and building new or replacement infrastructure and buildings.

2. Manage compliance with state and federal standards and develop surface water performance standards to guide management and future planning and design. This should include surface and groundwater interac ons, stormwater hydrological capacity, infrastructure connec ons and capacity, and wetland and surface water conserva on among other issues.


Sustainable Use of Resources

1. Use an integra ve, mul -purpose and conserva on approach to resource consump on for all development, infrastructure and opera ons prac ces on campus.

2. Respect and respond to exis ng natural systems and mul func onal green infrastructure elements by:

Si ng buildings and control of building footprint and other impervious surfaces.

Linking infrastructure upgrade projects (e.g. addi ons to hea ng and cooling capacity) with green infrastructure projects such as plan ng, vegeta on restora on, and stormwater projects.

Preserving or restoring and managing exis ng and project-associated vegeta on, including use of na ve species.

Preserving or restoring wetland areas and linked green infrastructure.

Enhancing livability, public accessibility and visual and experien al quali es of campus open spaces.

U lizing the University’s subsurface database of geological and hydrological features in planning and development.

3. Iden fy areas that should be held as open spaces in perpetuity based on their environmental signifi cance.

4. Manage campus landscapes with standards that achieve energy conserva on, emission mi ga on and reduc on of other nega ve environmental impacts.

5. Promote the use of campus lands and open spaces as research, teaching and demonstra on spaces for outreach and scien fi c ac vi es.

Movement and Circula on

Wayfi nding Recognizable Routes Into the Campus

1. Develop unifi ed signage and orienta on tools designed for each mode of travel so that campus users can be er navigate between the two campus areas and within districts.

2. Deploy digital and wireless technology when prac cal to meet wayfi nding goals.

3. Require legible, safe and welcoming pedestrian connec ons from public parking sites to centers of campus.

4. Designate gateway loca ons and make them readily iden fi able by a) using signs and orienta on devices to guide users and visitors between des na ons such as parking and recep on/ welcome sites; b) introducing or expanding landscape features such as fences, plan ng, sidewalk treatments, ligh ng.

Pedestrian Priority

1. Establish vehicle-free zones where pedestrian volumes, iconic open spaces, and adjacent land use pa erns preclude use except by pedestrians or cyclists.

2. Develop pedestrian connec ons that will:

Con nue to share corridors with other modes of movement along streets or paths;

Enable pedestrians to take the most direct route between major des na ons;

Priori ze pedestrian movement over other modes of travel whenever possible.

3. Extend the exis ng network of weather protected environments (tunnels or skyways) in appropriate loca ons.



Safe and Accessible Movement on Campus

1. Meet ADA requirements for pedestrian facility improvements to make all areas and facili es fully accessible.

2. Apply the following principles for safe, accessible design of the pedestrian environment:

Avoid the crea on of isolated dead end spaces, sunken or elevated plazas out of direct view of passersby.

Increase the number of centrally monitored security cameras in highly traveled places on campus.

Ensure ground fl oor visibility from buildings that allows for a casual means of surveillance of outdoor ac vity.

Locate mixed uses such as retail or support services in buildings to extend the hours of ac vity next to public areas where market demand can support such uses.

Use mul purpose ligh ng scaled for pedestrians and vehicles.

Create unobstructed views, without landscape plan ngs in a zone between 2’ and 6’ above grade.

Provide diverse and abundant places to sit.

Create a clearly designated system of well-lit and secure a er-dark walking routes.

Bicycle Movement on Campus

1. Subordinate bicycle travel to accommodate pedestrians within the campus.

2. Encourage cyclists to respect dismount zones and limit speeds (maximum 10 mph) to reduce confl icts where there is high pedestrian traffi c.

3. Separate bike and pedestrian traffi c when possible by integra ng the bicycle network into the street network with on-street lanes.

4. Expand routes for bicyclists to get around within the campus districts.

Bicycle Travel to Campus

1. Collaborate with other governmental units to develop regional bike routes that provide access to campus.

2. Provide safe, convenient accommoda on for cyclists on paths that are clearly delineated from other modes of traffi c.

3. Ensure the safety of bicyclists sharing movement space with vehicles by providing signage that recognizes the presence and priority of bicycles in the roadway, especially on campus local streets.

Bicycle Support Facili es

1. Accommodate bike parking facili es at appropriate loca ons with guidance from the University’s Construc on Standards. Bike parking will not interfere with primary pedestrian paths and public open spaces, and where possible parking should be located proximate to building entrances in well- lit visible loca ons.

2. Build bike centers that provide storage lockers, showers, and repair kiosks on each campus – East Bank, West Bank, and St. Paul.

Light Rail Transit

1. Pursue traffi c mi ga on on campus streets to minimize nega ve impacts on campus buildings

2. Design streetscapes on LRT corridors to priori ze pedestrian comfort and convenience, wayfi nding and visual recogni on of the University campus

Regional Service

1. Coordinate route and schedule synchroniza on of intra-campus service with regional transit service providers.

2. Promote use of regional transit services by off ering incen ves and low-cost fares.

On Campus Service

1. Con nue to operate the intercampus Transitway to accommodate a variety of bus types, and support use of the facility by bicyclists and pedestrians in appropriate loca ons.



Transit Rider Experience

1. Adapt the use of innova ve technologies to improve transit facili es and service for members of the university community.

2. Develop transit shelters/ wai ng areas to accommodate rider volume while maintaining appropriate pedestrian thoroughfares in varied sidewalk condi ons.

3. Use signage and shared design elements, including ligh ng, to iden fy primary pedestrian routes to and from major transit wai ng areas.

4. Design streetscapes on LRT corridors to priori ze pedestrian comfort and convenience, wayfi nding and visual recogni on of the University campus.

Campus Signature Streets

1. Design signature streets to accommodate all modes of travel, with walking as the highest priority followed by bicycling, transit, and private vehicles.

2. Invest in streetscapes on signature streets that create mee ng places, with spacious sidewalks, trees where feasible and a rac ve street furniture to foster interac on between people.

3. Work in partnership with key agencies to advance safe and convenient movement of all modes of traffi c.

Street Func on

1. Create a network that is easily understood and well connected for daily users and occasional visitors.

2. Design local campus streets for safe and comfortable use by mul ple modes of transporta on.

3. Discourage through traffi c on local campus streets using techniques that limit speed.

Traffi c Management

1. Encourage appropriate agencies to construct bypass routes to reduce conges on resul ng from non-university des ned trips.

2. Promote and support the regional transit system as a tool to manage vehicular demand on the street network.

3. Manage daily and event traffi c opera ons by providing up-to-date traffi c and parking condi on informa on to travelers.

Service Access and Loading

1. Create centralized building service and loading facili es that support a pedestrian focused campus environment.

2. Consolidate loading and service facili es to serve mul ple buildings.

3. Accommodate limited short-term delivery func ons in areas where traffi c and pedestrian movements will not be compromised

Parking

1. Promote exis ng park-and-ride lots and expand park-and-ride service to primary campus des na ons.

2. Locate parking structures in proximity to arterial streets to minimize confl icts with pedestrian or bicyclist travel.

3. Maintain a limited supply of conveniently located short-term parking within a 10 minute walking distance of academic and administra ve buildings.



Public Spaces and Buildings

Campus Organiza on

Axes and Paths

1. Preserve iconic public spaces that provide orienta on and order.

2. Give special design a en on to pedestrian ameni es on dedicated pedestrian pathways.

3. Design ver cal connec ons between grade and exis ng skyways and tunnels to be visible, understandable, and accessible.

4. Enhance access and orienta on to the below grade network by providing natural light openings (skylights, clerestory windows) and highly visible signage.

5. Design building entrances with common paths to be used by people with and without disabili es.

Iden ty and Symbolism

1. Preserve the exis ng overarching visual order on campus by maintaining design con nuity.

2. Create visual linkages between new buildings and exis ng buildings through similar scale, materials, style, window pa erns and propor ons.

Con nuity and Variety

1. Preserve iconic public spaces and the buildings that border and defi ne them. Allow only minor changes to the exterior of exis ng buildings. Design replacement buildings to recall the scale, architectural ar cula on and massing of their predecessors.

2. Provide public space furnishings that are compa ble in style, materials and scale within each campus district.

3. Locate public art to provide focal points and variety within each district.

Defi ni on and Borders

1. Form new outdoor public spaces to take maximum advantage of natural features, par cularly the Mississippi River.

2. Evaluate new buildings designs for their eff ect on exis ng and new public spaces.

3. Preserve mature trees to con nue to provide con nuity, shade and a sense of enclosure.

Public Space Quali es

Visibility

1. Border public spaces with vehicular and pedestrian circula on paths to enhance visibility and security.

2. Furnish pedestrian circula on paths to be comfortable and safe.

3. Landscape and furnish public spaces to avoid interfering with views of the spaces from adjacent buildings and paths.

4. Celebrate natural features by designing interior and exterior spaces to take maximum advantage of their views.

Unity

1. Design campus public spaces to enhance the unifi ed character of the campus while reinforcing individual district iden ty.

2. Provide consistent pedestrian-scale light fi xtures throughout each campus district.

Flexibility

1. Provide a wide variety of fl exible public space types within each district.

Durability

1. Design public spaces for durability and ease of maintenance.



Building Quali es

Integra on

1. Design new buildings to contribute to a unifi ed overall campus character, while reinforcing the iden ty of the par cular district in which it is located.

2. Use brick and stone as the primary building materials in buildings throughout campus.

3. Limit the number of landmark buildings. Such buildings can vary from the norm, but should be the excep on. Whenever possible, landmark buildings should be isolated from other campus buildings.

Op miza on

1. Design new buildings to be fl exible and adaptable to changing uses.

Collabora on

1. Design new buildings as a team collabora ve process.

Preserva on and Adap ve Reuse

1. Preserve historic buildings whenever possible by adap ng buildings to new programma c needs.

2. Remove obsolete buildings judiciously when required to meet academic goals, to improve space rela onships between buildings, or to enhance apprecia on of natural features.

Sustainable Design and Construc on

1. Design new buildings to be environmentally sustainable and responsive to site-specifi c environmental condi ons.

2. Maximize energy effi ciency in all campus building and landscape design.



Strategies for the built environment

CPTED strategies rely upon the ability to infl uence off ender decisions that precede criminal acts. Research into criminal behavior shows that the decision to off end or not to off end is more infl uenced by cues to the perceived risk of being caught than by cues to reward or ease of entry. Certainty of being caught is the main deterrence for criminals not the severity of the punishment so by raising the certainty of being captured, criminal ac ons will decrease. Consistent with this research, CPTED based strategies emphasize enhancing the perceived risk of detec on and apprehension.

Consistent with the widespread implementa on of defensible space guidelines in the 1970s, most implementa ons of CPTED as of 2004[update] are based solely upon the theory that the proper design and eff ec ve use of the built environment can reduce crime, reduce the fear of crime, and improve the quality of life. Built environment implementa ons of CPTED seek to dissuade off enders from commi ng crimes by manipula ng the built environment in which those crimes proceed from or occur. The six main concepts according to Moff at are territoriality, surveillance, access control, image/maintenance, ac vity support and target hardening. Applying all of these strategies is key when trying to prevent crime in any neighborhood crime ridden or not.

Natural surveillance and access control strategies limit the opportunity for crime. Territorial reinforcement promotes social control through a variety of measures. Image/maintenance and ac vity support provide the community with reassurance and the ability to stop crime by themselves. Target hardening strategies round up all of these techniques to resolve crime into one fi nal step.

Natural surveillance

Natural surveillance increases the threat of apprehension by taking steps to increase the percep on that people can be seen. Natural surveillance occurs by designing the placement of physical features, ac vi es and people in such a way as to maximize visibility and foster posi ve social interac on among legi mate users of private and public space. Poten al off enders feel increased scru ny and limita ons on their escape routes.

Design streets to increase pedestrian and bicycle traffi c

Place windows overlooking sidewalks and parking lots.

Leave window shades open.

Use passing vehicular traffi c as a surveillance asset.

Create landscape designs that provide surveillance, especially in proximity to designated points of entry and opportunis c points of entry.

Use the shortest, least sight-limi ng fence appropriate for the situa on.

Use transparent weather ves bules at building entrances.

When crea ng ligh ng design, avoid poorly placed lights that create blind-spots for poten al observers and miss cri cal areas. Ensure poten al problem areas are well lit: pathways, stairs, entrances/exits, parking areas, ATMs, phone kiosks, mailboxes, bus stops, children's play areas, recrea on areas, pools, laundry rooms, storage areas, dumpster and recycling areas, etc.

Avoid too-bright security ligh ng that creates blinding glare and/or deep shadows, hindering the view for poten al observers. Eyes adapt to night ligh ng and have trouble adjus ng to severe ligh ng dispari es. Using lower intensity lights o en requires more fi xtures.

Use shielded or cut-off luminaires to control glare.

Place ligh ng along pathways and other pedestrian-use areas at proper heights for ligh ng the faces of the people in the space (and to iden fy the faces of poten al a ackers).

U lizing curved streets with mul ple view points to mul ple houses entrances as well as making the escape route diffi cult to follow.

APPENDIX B CPTED PRINCIPLES


Natural surveillance measures can be complemented by mechanical and organiza onal measures. For example, closed-circuit television (CCTV) cameras can be added in areas where window surveillance is unavailable.

Natural access control

Natural access control limits the opportunity for crime by taking steps to clearly diff eren ate between public space and private space. By selec vely placing entrances and exits, fencing, ligh ng and landscape to limit access or control fl ow, natural access control occurs.

Use a single, clearly iden fi able, point of entry

Use structures to divert persons to recep on areas

Incorporate maze entrances in public restrooms. This avoids the isola on that is produced by an anteroom or double door entry system

Use low, thorny bushes beneath ground level windows. Use rambling or climbing thorny plants next to fences to discourage intrusion.

Eliminate design features that provide access to roofs or upper levels

In the front yard, use waist-level, picket-type fencing along residen al property lines to control access, encourage surveillance.

Use a locking gate between front and backyards.

Use shoulder-level, open-type fencing along lateral residen al property lines between side yards and extending to between back yards. They should be suffi ciently unencumbered with landscaping to promote social interac on between neighbors.

Use substan al, high, closed fencing (for example, masonry) between a backyard and a public alley instead of a wall which blocks the view from all angles.

Natural access control is used to complement mechanical and opera onal access control measures, such as target hardening.

Natural territorial reinforcement

Territorial reinforcement promotes social control through increased defi ni on of space and improved proprietary concern. An environment designed to clearly delineate private space does two things. First, it creates a sense of ownership. Owners have a vested interest and are more likely to challenge intruders or report them to the police. Second, the sense of owned space creates an environment where "strangers" or "intruders" stand out and are more easily iden fi ed. By using buildings, fences, pavement, signs, ligh ng and landscape to express ownership and defi ne public, semi-public and private space, natural territorial reinforcement occurs. Addi onally, these objec ves can be achieved by assignment of space to designated users in previously unassigned loca ons.

Maintained premises and landscaping such that it communicates an alert and ac ve presence occupying the space.

Provide trees in residen al areas. Research results indicate that, contrary to tradi onal views within the law enforcement community, outdoor residen al spaces with more trees are seen as signifi cantly more a rac ve, safer, and more likely to be used than similar spaces without trees.

Restrict private ac vi es to defi ned private areas.

Display security system signage at access points.

Avoid cyclone fencing and razor-wire fence topping, as it communicates the absence of a physical presence and a reduced risk of being detected.

Placing ameni es such as sea ng or refreshments in common areas in a commercial or ins tu onal se ng helps to a ract larger numbers of desired users.

Scheduling ac vi es in common areas increases proper use, a racts more people and increases the percep on that these areas are controlled.

Mo on sensor lights at all entry points into the residence.

Territorial reinforcement measures make the normal user feel safe and make the poten al off ender aware of a substan al risk of apprehension or scru ny. When people take pride in what they own and go to the proper measures to protect their belongings, crime is deterred from those areas because now it makes it more of a challenge. Criminals don't want their job to be hard, if it was hard they wouldn't do it. The more diffi cult it is to commit a crime in certain areas, the less crime will occur.

APPENDIX B CPTED PRINCIPLES


APPENDIX C BUILDING EFFICIENCY RATIOS






APPENDIX D AREA ALLOCATION TABLES WET BENCH LAB

Knowledge/Teaching (Future Sec on)

Laboratories

Descrip on and Applica on

This document is intended to assist administrators, lab planners and other design professionals as they plan for, design and build out wet-bench laboratory space at the University of Minnesota. The space planning themes expressed herein should be applied to wet-bench laboratory spaces occupied by University of Minnesota employees, whether owned or leased.

Wet-bench laboratory space in this document refers to laboratories where chemicals, drugs, or other material or biological ma er are handled in liquid solu ons or vola le phases, requiring direct ven la on, and specialized piped u li es (typically water and various gases).

Wet-bench labs are provided with appropriate plumbing, ven la on, and equipment to allow for hands-on scien fi c research and experimenta on. It refers to the use of liquids for conduc ng experiments. (Dry-bench laboratories are, in contrast, characterized by the use computers or computer-generated models for analysis and experimenta on.)

Before beginning a wet-lab design project, it is important that academic and administra ve units evaluate the short-term and expected long-term use of the future space. It is expected that the academic unit review and comment on the viability of shared resources to avoid building out costly and specialized space that may be underu lized.

Goals for wet-bench laboratories: Op miza on of fl exibility and u liza on

Over me, alloca ons of space in academic research change due to variables such as:

Phases of the scien fi c career

Viability of students as a labor resource

Expecta ons on faculty for appointments in teaching, outreach and pa ent care

Funding sources (internal or external)

Levels of collabora on or interdisciplinary work

Type of equipment

Amount of departmental or ‘central’ administra ve resources

Type of media used (small animal, large animal, infec ous ssues or material, yeast, fi sh, etc.)

Ins tu onal strategies for animal resources (centralized or distributed model, housing, care, procedure)

Ins tu onal academic and research strategy or focus

Opportuni es for private and/or public partnerships (life science parks)

It is therefore no longer prac cal to design a space for the needs of the ini al occupant only. University spaces should be designed for long-term use and changes as men oned above.

When designing a wet-bench laboratory for the University of Minnesota, design teams should illustrate how their designs not only meet the needs of the ini al program, but also support the ins tu onal goals of fl exibility and u liza on.

The following planning themes are intended to inform a design that supports on-going management and opera ons of the space. They will con nue to be updated as new ideas and technologies evolve. These planning principles apply to both open and closed lab plans.

Please use the following table to explain how your design advances each of these planning themes.


APPENDIX D AREA ALLOCATION TABLES WET BENCH LAB

Modularity

Use a standardized and repeatable lab module (typically 10’6” width x variable length) to maximize u liza on of available square feet on a fl oor in a general open lab design.

Use standardized kit of parts for benches and casework that can be easily adapted to the current research needs.

Benches and casework should not be built in or fi xed to the fl oor or wall unless required by the equipment or specifi c research needs of the ini al occupant of the lab. Keep fi xed under-the-bench casework to a minimum to accommodate various storage needs over me.

Effi ciency

Aisles should not exceed regulatory minimum requirements of the specifi ed lab space (usually 5’ wide). If a lab module width is larger than the standard 10’6, it should not be due to excess aisle width, rather to the need for deeper bench tops or large equipment (fume hoods). If aisles are too large, this can cause ineffi cient building design and increase long-term opera onal costs of the space.

Smaller bench lengths are preferred. In a 12’ bench run, the preference is to use 3 4’ bench modules rather than 2 6’ bench modules as the three bench sec on off ers work space for three individuals. This design allows for one to three individuals (knee holes), rather than a maximum of two. For many ac vi es a 4’ run is adequate to meet the needs of the science. In those cases where it is not, more benches can be assigned.

U lize and design for equipment and furniture that op mize height and width rather than depth. Consider refrigera on and storage units that have sliding front doors rather than hinged doors that open into the aisles. Consider end of the row equipment that is as wide as the width of the bench module to op mize use of available square feet on the fl oor.

Consider a 1:1:1 square foot ra o of offi ce:bench:support space in the overall design of the research facility. Insuffi cient offi ce and dry lab space may result long term in the need to over allocate costly wet-bench space or bench modules being used for desk work.

Zoning and Circula on

Designate zones for equipment, walkway, or social space by using visual markers on the fl oor. This will allow users of the space to know appropriate loca ons for equipment or special ac vi es. It discourages improper placement of equipment and poten al costly renova ons.

Minimize walkways and circula on through the bench module. Dry bench, offi ce and social spaces should be directly accessible via general circula on. One should not have to walk through the wet-bench and shared equipment zones to access these spaces.

Shared Resources

Proximity to shared resources (equipment rooms, storage spaces, lab services, hoods, etc.) should be op mized to avoid building out costly and specialized space that may be underu lized.

Redundant core facili es require jus fi ca on. This avoids building out costly and specialized space that may be underu lized. A review of similar core facility func ons in the building and neighborhood is required.

Sustainability

Look to best prac ce in fi elds of energy management and engineering to assure rightsizing for equipment loads, op miza on of ven la on rates, energy effi ciency and recovery


APPENDIX D AREA ALLOCATION TABLES OFFICE / ADMINISTRATION

Descrip on and Applica on

This document is intended to assist administrators, space planners and other design professionals as they plan for, assess and program effi cient and eff ec ve workspace (offi ce space) at the University of Minnesota. The standards expressed herein should be applied to all space occupied by University of Minnesota employees, whether owned or leased.

They should be considered in the situa ons listed below:

1. When planning for new construc on

2. When renova ng exis ng space

3. During mes of general or special space assessment

Offi ce space in this document refers to the offi ce and administra ve type spaces specifi cally assigned to support the University’s academic (instruc onal and research), administra ve, and service func ons. This includes offi ces and worksta ons (private or open, dedicated or shared) as well as offi ce support space, such as conference and mee ng spaces, collabora on space, fi ling, copy, mail, circula on, lounge, etc. It does not include classroom space, training space, or outwardly facing public spaces, such as lobbies, restrooms and stairwells.

Before beginning a realloca on of offi ce space resources or a new capital project, it is important that academic and administra ve units evaluate the effi ciency of exis ng offi ce space to that of the effi ciency standard listed in this document, as well as the unit’s u liza on of their current space alloca on. It may also be appropriate to assess the effi ciency and u liza on of spaces nearby or associated with affi liated units before spending money on costly renova ons.

Offi ce Space Effi ciency Standard

The standard effi ciency measure for a unit’s workspace is assignable square feet per full- me-equivalent employee (ASF/FTE). The calcula on of the unit’s workspace assignment should include not only offi ces and worksta ons, but offi ce support spaces (conference rooms, storage, etc.) and internal circula on. The calcula on of a unit’s full- me-equivalent employee count should factor in those employees whose eff orts are < 1.0 FT and consider the distribu on of FTE throughout the day if employees work mul ple shi s.

It is university employees (faculty, staff and employed students) who are included in FTE calcula ons. While offi ce space is not provided for graduate and undergraduate students without an employee appointment, instruc onal and study space alloca ons are provided.

The total unit workspace should be designed or renovated to the effi ciency standard of 150 ASF/FTE and not to exceed 180 ASF/FTE.

The expected effi ciency ra o may need to be adjusted to accommodate a unit with special space needs or unique working styles.

Overall offi ce space effi ciency is expressed in a range to allow fl exibility for the following:

Func onal/programma c varia on within employee groups

The determina on of appropriate workspace type involves the assessment of: me appointment, ac vity, supervisory roles, nature and frequency of interac on internally or externally, teaming, confi den ality, equipment, noise, isola on, etc.

Physical constraints of the occupancy layout (building fl oor plan)

For example, special considera on may be made if a department plans to move into space that is already built out in a func onal way that matches the space need. It is not necessarily expected that a unit engage in a costly remodel of exis ng space simply to meet the guidelines.

Unit Workspace Assignment/

Full Time Equivalent Employee Count=

Expected Efficiency RatioASF FTE 150 – 180


APPENDIX D AREA ALLOCATION TABLES OFFICE / ADMINISTRATION

Alterna ve Workplace Strategies: Work+

As we look to align our offi ce workspaces with the ways in which we work today, alterna ve workspace strategies may be used to achieve that goal. These strategies are embodied in the Work+ program. The table below illustrates the space alloca ons and ra os used to calculate the amount of space generated by employees for the variety work styles represented in the Work+ program.

University of Minnesota

MobileCampus

Collaborative

MobileIndividual

MobileCollaborative

ResidentIndividual

Focus

ResidentIndividual

Paper-Heavy

ResidentConfidential

At Desk < 30%Collaborate >

60%

Area/Space

Neighborhood Individual SpaceUnassigned Workstations (ratio) N/A 3:1 1.5:1 1.5:1

Unassigned Workstations (decimal) 36 SF 0.33 0.67 0.67Dedicated Workstation (Focus) 36 SF 1

Dedicated Workstations (Paper-Heavy) 64 SF 1Offices 120 SF 1

Touch down Workstations 25 SF 1/20 1/20 1/20 1/20 1/20 1/20

Phone Booths (1-2 ppl) 35 SF 1/20 1/30 1/10 1/30 1/30 1/30Huddle Rooms (1-4 ppl) 100 SF 1/20 1/30 1/10 1/50 1/50 1/50

Small Meeting Room (5-8 ppl) 200 SF 1/50 1/50 1/20 1/40 1/40 1/50Medium Meeting Room (9-16 ppl) 400 SF 1/50 1/100 1/30 1/100 1/100 1/100Large Meeting Room (17-24 ppl) 600 SF 1/100 1/100 1/100 1/100 1/100 1/100

Open Meeting Area (6 ppl) 150 SF 1/20 1/30 1/10 1/50 1/50 1/50

Working Lounge (24 ppl) 500 SF 1/250 1/250 1/250 1/250 1/250 1/250Library/Literature Room 150 SF 1/250 1/250 1/250 1/250 1/250 1/250

Quiet Area / Room (8 ppl) 200 SF 1/50 1/20 1/50 1/50 1/50 1/50

Storage SpaceCentral Storage for Floor 100 SF 1/100 1/100 1/100 1/100 1/100 1/100

Supply Storage for Neighborhood 50 SF 1/50 1/50 1/50 1/50 1/50 1/50Personal Storage 2 SF 1/1 1/1 1/1 0 0 0

Support SpaceReception Area 74 SF 1/250 1/250 1/250 1/250 1/250 1/250

Copy / Print Area / Room 75 SF 1/50 1/50 1/50 1/50 1/50 1/50

Speciality SpaceMulti-purpose Meeting Room (50 ppl) 1,000 SF 1/250 1/250 1/250 1/250 1/250 1/250

Mothers' Room 75 SF 1/250 1/250 1/250 1/250 1/250 1/250Furniture Storage 200 SF 1/250 1/250 1/250 1/250 1/250 1/250

Confidential Meeting Rooms (1-4 ppl) 100 SF 1/40 1/40 1/40 1/40 1/40 1/40

Neighborhood Collaborative Space

Floor / Building Shared Amenity Space

Recommended Office Space Design Ratios

Work+ Space Program Tool

At Desk > 70%Collaborate < 60%

At Desk betw een 30-70%Collaborate < 60%

Workstyle:

Activity Ranges:


APPENDIX E SUSTAINABILITY ELEMENTS

Proximity, Density, and Massing

Greenhouse gas emissions from human ac vi es are the principal cause of climate change. Non-renewable energy consump on is a signifi cant contributor to these emissions. Failing to slow or halt climate change will have tangible and signifi cant costs to our campus and to our world.

Dense urban campuses have sustainability challenges and opportuni es. One of those opportuni es (and challenges) is crea ng a diverse and walkable campus community with buildings that balance density and open space. During the design process, consultants are to weigh aesthe c decisions with a sense of responsibility for enhancing dayligh ng opportuni es and reducing the nega ve eff ects of wind on its neighboring buildings and campus development framework.

Building height and massing is cri cal to ground level pedestrian comfort. All buildings create obstacles to wind fl ows. This causes posi ve pressure on the windward building face and nega ve pressure zones on building sides, which in turn causes an increase in wind velocity where the two zones meet. The design of new buildings should mi gate pedestrian level wind discomfort or, where possible, redirect wind fl ows to lower pedestrian priority zones.

Implemen ng dayligh ng on a project goes beyond equipment specifi ca ons and requires an integrated approach to design. There is growing evidence that lack of bright light exposure during the day may result in disrup on of the circadian system and lead to feelings of depression, poor sleep quality, lethargy, and illness. The design of new and addi onal building mass should allow for daylight infi ltra on and reduc on of glare. Sustainable strategies that should be considered include: interior and/or exterior shading devices, glazing materials, opening loca ons, interior and exterior fi nishes, and integra on of ligh ng controls. Where possible, B3 Guideline I.9 should guide design consultant reference to interior daylight requirements (h p://www.b3mn.org/guidelines/i_9.html) and integra on of daylight modeling during early phases of design.

Reference: (h p://www.eceee.org/library/conference_proceedings/ACEEE_buildings/2002/Panel_8/p8_6)

Landscape and Na ve Plan ngs

By 2025 it is es mated that 1.8 billion people will be living with absolute water scarcity, and two-thirds of the world popula on could live under water stress condi ons. In Minnesota, water resources contribute to billions of dollars of economic ac vity across a variety of sectors including agriculture, tourism, and u li es. However, ground water supplies in the state are being depleted faster than they are being replenished and a signifi cant por on of Minnesota’s lakes, rivers, and streams are too polluted for recrea on and consump on. It is our responsibility to reduce consump on of natural water resources.

Installa on of na ve landscaping can reduce annual stormwater runoff volume as much as 65%, remove up on 80% of the suspended solids and heavy metals, and up to 70% of nutrients like phosphorus and nitrogen from storm water runoff .

In Minnesota, na ve plants are considered na ve if they occurred here at the me of the Public Land Survey (1847-1907). Na ve plant communi es are vital

components of our ecosystem; reducing water consump on and runoff volume, reduce dependence on fer lizers and pes cides, provide food and shelter to animals and insects, and can prevent soil erosion, reduce fl ooding, detoxify chemicals in the air and water, and store carbon.

Design teams are to work closely with UMN Landcare when designing new or renova ng exis ng exterior landscapes. New landscapes should priori ze na ve plan ngs and also possesses a unique character to refl ect the iden ty of the district.

Refer to Landscape Management Plan:

h p://www.extension.umn.edu/garden/yard-garden/landscaping/na ve-plants-for-sustainable-landscapes/

Other References:

h p://fi les.dnr.state.mn.us/assistance/backyard/gardens/na ve_plant/na velandscaping.pdf

h p://www.extension.umn.edu/garden/yard-garden/landscaping/na ve-plants-for-sustainable-landscapes/



Stormwater Management

The University is commi ed to minimizing the nega ve impact on the natural hydrologic cycle and thereby improving the overall quality and clarity as much as possible by trea ng stormwater close to where it falls, reducing downstream impacts, recharging groundwater through infi ltra on as local soils and subsurface condi ons allow, and reusing stormwater wherever possible (Storm Water Master Plan Twin Ci es Campus, 2012).

Impervious hardscape surfaces increase runoff and load on our storm water management system. Sustainable storm water management strives to improve the hydrologic cycle of water on site to avoid adverse impacts such as erosion, fl ooding, displacing cri cal habitat, and pollu on. It promotes onsite collec on and conveyance of stormwater on sustainably designed roofs, parking lots, streets, and other surfaces to infi ltrate the ground or collect for reuse (Minnesota B3 Guidelines). Sustainable storm water management at the University uses both structured and non-structured approaches, including: bio-in/fi ltra on basins, bio swales, dry ponds, forebays, grit chambers, media fi lters, porous pavements, turf infi ltra on swales, and underground reten on system.

Design teams are to consult with CPPM Design Manager and Facili es Management Civil Engineer for best prac ces and approaches to stormwater management.

To learn more about the University Stormwater Management Program, please visit h p://www.dehs.umn.edu/envircomp_swm_swpoverview.htm

h p://www.b3mn.org/guidelines/s_2.html

h p://italladdsup.umn.edu/assets/pdf/Storm%20Water%20Management%20Master%20Plan.pdf

Green roofs

Green roofs can lessen a buildings nega ve impact on energy consump on by reducing heat transferred through the roof and absorbing heat; thereby, reducing urban heat island eff ect, encouraging evapotranspira on, mi ga ng water runoff and improving our local ecosystem. Green roofs also provide addi onal open space in an urban campus landscape and can be u lized for both func onal programming and occupant health and wellness.

There are two types of green roofs, extensive and intensive. The University supports the design and applica on of extensive green roofs which typically have shallower depths and less impact on structural capacity, and generally require less maintenance and water compared to intensive systems.

The feasibility of a green roofs system should be ve ed during pre-design and analyzed within the University project budget and goals.

Material Selec on – Embodied energy, local materials, and durability

(Future Sec on)

Onsite solar strategies – PV Panels

Placement of PV or photovoltaic panels should consider views from all angles, district design guidelines, and avoid impact on exis ng historic resources. Where possible, PV panels should be grouped as to prevent fragmentary development.

Space u liza on

The u liza on of our space resources is one of the most important University sustainable strategies. By maximizing our space assets, we reduce costs associated with energy, new building construc on and other resources directed towards underu lized space. With over 14,000,000 square feet of assignable space on the Twin Ci es campus, the University has a responsibility to manage, assign, and design spaces that are fl exible and adaptable for future uses and genera ons of staff , students, and faculty. Design consultants are to priori ze exis ng space resources, when possible, and look towards CPPM Space Planning and Minnesota Facili es Model for predic ve programming.



Bird Safe Buildings

According to the Na onal Audubon Society, “Sustainable, high-performance buildings are designed to conserve energy and reduce carbon emissions, conserve water resources, harvest daylight and provide healthier indoor environments. Ironically, in our desire to bring the outside in, we may increase risks to birds. By a rac ng birds in and around glazed buildings we inadvertently increase the risk of bird-window collisions.”

It is the intent of the Guidelines to reduce our impact on the surrounding ecosystem by designing new facili es and renova ng exis ng facili es which are sensi ve to bird migratory and fl ight pa erns. University design processes should consider the following bird friendly strategies:

New buildings and major renova ons, no ma er the funding source should consider B3 Guideline SS.14 Bird-Safe Building as standard prac ce.

If an exis ng University building is considered a priority bird collision building (see CPPM Design Project Manager), all replacement glazing is to meet bird safe recommenda ons as outlined below.

Site building(s) to reduce confl icts with exis ng and planned landscape features that may a ached birds.

Be aware of refl ec ons and see-through eff ects created by habitat adjacent to near buildings.

Avoid clear barriers such as transparent bus shelters, skyways, linkways, windscreens, railing and other elements that might pose a signifi cant threat to birds. If clear barriers cannot be prevented, then glazing should be protected with a bird safe material or pa ern approved by Capital Planning & Project Management.

Co-locate antennas or other roo op equipment to minimize danger to birds.

Ven la on grates should have a porosity of no larger than .8 inches or cover larger grates with ne ng.

As applicable, u lize etching, fri ng, translucent and opaque pa erned glass to reduce bird collisions.

Eliminate light directed upwards for streetlights or external lights.

For addi onal informa on on bird friendly building design, visit: h p://mn.audubon.org/sites/g/fi les/amh601/f/05-05-10_bird-safe-building-guidelines.pdf


The following regula ons and standards are incorporated with these Guidelines by reference:

• UM Twin Ci es Campus Master Plan, see especially Ch. 3 “Guiding Principles”

• CPPM Project Delivery Manual

• CPPM Predesign Checklist

• UM Standards and Procedures for Design

• UM Exterior Design Standards

• UM Municipal Separate Stormwater Sewer Systems permit (MS4), and Stormwater Pollu on Preven on Program (SWPP)

• MN Dept. of Agriculture “State Prohibited Noxious Weeds” list

• CPTED (Crime Preven on through Environmental Design) Principles

• Designated historic districts and buildings on the Twin Ci es campus (map)

General:

University System Campuses

• U of M Twin Ci es Master Plan (Released 2009)

• U of M Crookston: Campus Master Plan (Released 2010)

• U of M Duluth: Campus Master Plan (Released 2013)

• U of M Morris: Campus Master Plan (Released 2008)

• U of M Rochester: Campus Master Plan (Released 2014)

A. University of Minnesota Standards and Procedures for Design

B. University of Minnesota Exterior Design Standards

C. CPPM Project Delivery Manual

D. CPPM Predesign Checklist

E. CPTED (Crime Preven on through Environmental Design) Principles

h p://www.cptedsecurity.com/cpted_design_guidelines.htm

F. Americans with Disabili es Act (ADA)

G. State accessibility

H. ANSI accessibility

Site and Landscape:

A. University of Minnesota Municipal Separate Stormwater Sewer Systems permit (MS4)

B. University of Minnesota Stormwater Pollu on Preven on Program (SWPP)

C. Minnesota Department of Agriculture “State Prohibited Noxious Weeds” list

Architecture:

A. B3/2030

Signage/Wayfi nding:

A. ANSI

B. AIGA

C. Universal Standards

APPENDIX F REFERENCES AND RESOURCE LINKS

Date post:	15-Mar-2018
Category:	Documents
Upload:	trinhtruc
View:	214 times
Download:	2 times

University of Minnesota · PDF fileUniversity of Minnesota Design Guidelines | 6 January 1,...

Documents